A New Perspective Towards The Justice System - 1583 Words

Final Assignment Over the course of the semester I have developed a new perspective towards the justice system. Prior to taking the Juvenile Delinquency course I did not know much in detail about the negative effects of the juvenile justice system on youths. Personally, I thought the juvenile justice system was created to educate youths in order to prevent them from getting involved in more crimes and to lead them to have better outcomes in the future by giving them resources they may have not been able to attain on their own prior to their convictions. However, in reading books such as, Between Good and Ghetto by Nikki Jones, A Question of Freedom by Dwayne Betts, and Punished by Victor Rios I was able to firsthand understand through†¦show more content†¦However, depending on their charge some of these youths can be treated as adults and put into adult facilities. This is traumatic and completely unfair to me. I do not understand how the juvenile justice system is even functional. Youths ar e thrown into the system for a multitude of reasons and not always given the proper resources to prevent them from coming back in. In the first place they are not all necessarily given any resources or support to avoid the system. Most of the youths incarcerated are lower class, Black and Latino males. This population is targeted due to their skin tone, demeanor, and often time’s surroundings. Learning about all the minor factors that can lead youths into the system is what truly opened my eyes to what was truly happening in society. Youths are being labeled and criminalized time and again because of authority figures not just in the streets but in schools. This relates to the youth control complex I learned through reading Victor Rio’s book Punished. He speaks about this concept referring to the institutions that we come across by everyday like schools, our homes, and the workplace treating young people in a distinct way because they view everyday behavior as criminal activity. This shaping the misconstrued perspective that all black and Latino males are criminals. In the book A Question of Freedom by Dwayne Betts, I was able to follow the journey of a young teen that was accused of a crime and charged as an adult. He

Scarce Source Free Essays

The nursing shortage is an issue that has an increase concern in the health care system today and that has been a threat to the quality of care and safety of the patients. â€Å"The shortage of nurses is not necessarily a shortage of individuals with nursing qualifications; it is a shortage of nurses willing to work in the present condition† (Buchan Aiken, 2008, p. 3262). We will write a custom essay sample on Scarce Source or any similar topic only for you Order Now The changes in the government policies in the creation of the new measurements and compensation methods for better quality of care has increased a more critical working condition for the nursing profession. The United States will have a decline in the quality of health care and be jeopardizing the safety of the patients instead of having some positive outcomes. Nursing Shortage Influencing Factors There are five influencing factors that many of the researches have concluded: increase in the number of retiring nurses, noncompetitive salaries, nurse’s workload and role expectations, and increase opportunities outside the profession or going into administrative positions or other faculty positions. The decrease in the young people entering the nursing profession has increased the nursing shortage because is leaving the older nurses to come to their retiring year. The younger populations is also looking for a more stable profession and are going to other professions as a security blanket for their economic stability. Nurses are also faced with the dissatisfaction of having noncompetitive salaries in their nursing profession and are forced to look for a more stable opportunity outside the profession to meet their needs. Challenges and Consequences of not addressing the issue The nursing shortage must be addressed to find ways of overcoming the challenges and consequences of the issue to decrease the effects of having a negative impact on the health care system. To overcome the challenges and consequences one must look at the demand factors and supply factor in the specific countries or regions to deal with the nursing shortage. Some of the demand factors may be: â€Å"demographic and epidemiological trends, service use patterns and macroeconomic condition† (Buchan Aiken, 2008, p. 264). Some of the supply factors might be: â€Å"improving recruitment, retention and return-getting, keeping and keeping in touch with these relatively scarce nurses† (Buchan Aiken, 2008, p. 3266). The consequences of not addressing the issue of the nursing shortage will lead to an increase in the shortage, and poor health care outcomes, including a decrease in the quality of care, medical errors, patient i njury, and increase in the infection and wound rates. Solution or Innovation The policy makers need to come up with a motive or a solution that will bring the younger population to enter the nursing profession and be able to retain that population in the profession for a long time. The solution of the issue for the nursing shortage is not easy, but by increasing different types of motives and recruiting methods definitely will decrease some of the nursing shortage. Policy makers should look at â€Å"intervening with educational vouchers and incentive for nurses† (Abrahamson, PhD, RN Fox, PhD, 2009, p. 241). The method for increasing grants or educational loan forgiveness program will increase the incentive for the younger population to feel some kind of security in the nursing profession. Incentives for some of the younger nurses will include bonuses when hired, or an increase in the salary in competitive salaries, and a decrease in the workload in the profession. The government already has some of these solutions in progress, but a package of the incentives is a good idea to encourage the younger population to enter the nursing profession. Economic Investment The government is already investing in the nursing profession by the different programs starting to take place for the nursing profession, and increase the entry of the younger population into the nursing profession. By increasing the positive outcomes in the health care system the quality of care and safety of the patient will increase, and decreasing the possibility of mortality rates, infection or wound rates, medication errors or even patient injuries. For example one program is the Nursing Loan Repayment Program, which includes repaying the students loans if in agreement to practice at least two years in a health care organization. Public Efforts The older population should join in an effort to decrease in the nursing shortage by educating the young population, reinforcing the need for a better quality of care and the safety of the patient and also the importance of decreasing the nursing shortage in the health care system. The leaders of the health care system need to join and be able to develop some form of communication to promote the nursing profession, and in exchange be able to have a better health care system. Conclusion The shortage will continue to get worse if the working conditions do not improve, and the measurements for compensation do not improve in the health care system. The nursing shortage will have a positive outcome once there a good amount of adequate staffing to decrease the number of influencing factors that increase the nursing shortage. â€Å"Nurses are the main professional component of the front line staff in most health systems, and their contribution is recognized as essential to meeting developmental goals and delivering safe and effective care† (Buchan Aiken, 2008, p. 3263). How to cite Scarce Source, Papers

Argumentative Essay Gun Control free essay sample

Weapon? English 101 Argumentative/Persuasive Essay 4/12/2013 Word Count 1,255 Readability 12. 3 There are new proposed gun control laws in the aftermath of the massacre at Sandy Hook Elementary School in Newton, Connecticut that occurred on December 14th, 2012. This incident claimed the lives of twenty 1st graders and six adults and has set the government in motion to try to prevent future acts of violence by strengthening gun control laws in the United States (Smith). This has been a topic that has been an extremely emotional debate with people on both sides unwilling to compromise. Gun advocates and critics of the new proposed gun laws argue that these new laws infringe on our constitutional right to bear arms; however, the new laws do not take away that right, they simply add minor restrictions in the search to put an end to gun violence. With the rise in gun violence today, we need to take some sort of action. If we look at the history of gun control in the United States, we find that laws concerning gun control are not anything new; in fact, the first federal gun control law was the National Firearms Act of 1934. This law imposed a restrictive two hundred dollar tax on the manufacture or sale of machine guns and sawed-off shotguns. Also, all sales of these weapons were to be documented in a national registry (The Long). Then in 1968, a new law passed. This was the Gun Control Act of 1968 and it was the first major gun control law in America. It prohibited certain people from being able to purchase firearms including convicted felons, fugitives, minors, individuals with a history of mental illness, dishonorable discharged veterans, expatriates and illegal aliens (Riczo). This law also expanded licensing requirements to more firearms dealers and ordered more detailed records of sales (The Long). Continuing on gun control laws throughout American history, the Brady Handgun Violence Protection Act of 1993 established background checks for gun purchasers. This law was passed to insure that no firearms would be sold to the people listed in the 1968 regulation. These background checks are required only on sales through licensed dealers, not on sales through unlicensed private sellers who do not sell firearms as a business, with the exception of certain states. Then in 1994, a ten year ban was placed on the production of nineteen listed new semi-automatic assault weapons with the Violent Crime Control and Law Enforcement Act. Some of these weapons that were banned include the AR-15, some versions of the AK-47, the Uzi, the MAC-10 and the TEC-9. Along with the banning of these assault rifles, large capacity ammunition magazines were limited to ten rounds. This ban was lifted in 2004 when it expired and attempts to reinstate this law failed (The Long). Amidst these gun control laws that regulate firearm sales, there have been several laws that protect the rights of gun owners as well as gun dealers and manufacturers. The Firearm Owner’s Protection Act of 1986 was passed by Congress amid complaints that the government was abusing its power while enforcing gun control laws. This law restricts the Bureau of Alcohol, Tobacco and Firearms from inspecting gun dealers more than once a year, unless multiple violations have been discovered. This law also prohibits the government from creating a national registry of gun ownership. In 2003, the Tiahrt Amendment was passed that forbids law enforcement from releasing information to the public as to where criminals purchased their firearms. Again in 2005, a law passed where gun manufacturers were granted immunity from civil lawsuits involving crimes with firearms; therefore, they would not be held accountable for the adverse effects of the weapons they manufacture. This law is called the Protection of Lawful Commerce in Arms Act (The Long). Looking at this history of gun control in the U. S. , it is not such a stretch that now, in the year 2013, we are proposing to strengthen these laws. The new proposed gun control laws include expanding background checks, banning certain assault rifles and limiting the number of rounds in gun ammunition magazines. There is also a focus on safety in schools and offering more help to the mentally ill. Also, the government is proposing tougher penalties for people who purchase guns with the intention of selling them to criminals (Remarks). The first of these new proposals is the requirement of universal background checks for anyone who wants to purchase a firearm. This will hopefully close some loopholes in the National Instant Criminal Background Check System and prevent criminals and people with a history of mental illness from obtaining firearms (Remarks). As the background check system stands now, people who buy guns from gun shows and other unlicensed sellers do not have to complete a background check (Stopping). For the Columbine massacre on April 20th, 1999, the killers purchased their guns at a gun show from an unlicensed seller, so no background check was performed. On April 16th, 2007 was the shooting at Virginia Tech and this shooter obtained a gun from a licensed gun dealer which he should have been prohibited from buying. He was able to purchase this weapon because his records were never reported to the FBI’s gun background check system. Again in Tucson on January 8th, 2001, a killer acted with guns he should have been prohibited from buying because his records also were not in the database. These considerable loopholes in our current background check system need to be closed. Thirty-four Americans are murdered with guns every day and over 400,000 Americans have been killed with guns since 1968 (An Updated). When it comes to guns owned by private citizens, there are weapons that are suitable for protection and weapons that are suitable for sport. Guns such as the AR-15 assault rifle are designed for the â€Å"quick and efficient massacre of human beings. † The same applies to large capacity ammunition magazines. Why should the average citizen need this kind of weapon or magazines that can hold thirty or even one hundred rounds (Graves)? The AR-15 was used in the recent massacre in Newton, Connecticut in December 2012 and was also used in the Colorado theater shooting in July 2012 (Smith). During a recent speech this month in Colorado, President Barack Obama brought up the fact that there are â€Å"well organized† and â€Å"well financed† gun advocates that are installing fear in the public of what these new proposals mean (Jackson). Some people feel that these new laws are breaching on our constitutional right as Americans to bear arms, when in fact, the new proposed gun control laws do not prohibit law-abiding citizens  from owning firearms. They hopefully will decrease the number of weapons that fall into the hands of criminals, as well as the mentally ill, and decrease violent crime in the United States (Rampton). Obama stated that he respects the Second Amendment and that his proposals for new gun control laws do not involve gun registration or confiscation (Jackson). At the recent memorial in Co nnecticut the President let the American public know that he is willing to do everything in his power to put an end to gun violence in America. He states, â€Å"No single law, no set of laws, can eliminate evil from the world or prevent every senseless act of violence in our society. But that can’t be an excuse for inaction† (Smith). If having stricter laws regarding gun control will stop one person, ten people, or even a hundred people from committing these horrific crimes we have seen here in America, is it not worth it? Work Cited Graves, G, Earl. When Will We Stand Against the Insanity of Gun Violence? Black Enterprise. 01 Jan. 2013: 10. eLibrary. Web. 14 Apr. 2013. Jackson, David

The House Of Bernarda Alba Essay Example For Students

The House Of Bernarda Alba Essay Explain the significance of the opening scene and as a director explain what impact you would like the scene to have on the audience and how you would achieve this.  The play The House of Bernarda Alba is written by Frederico Garcia Lorca. In the opening scene the playwright uses many different techniques to create a dramatic effect for the audience. I have been asked to explain the impact I would like to create as a director and how I would achieve this. As a director I would want to create an important image straight from the beginning of the play, which I feel Frederico Garcia Lorca achieved extremely well. He created a simple picture however a very memorable one. Almost like a clinic and too clean is the impression the audience first get as the curtains pull up with the very white room. This lets the audience know how obsessed Bernarda is with appearance and control. It also tells us how Bernarda feels the need to impress her neighbours constantly as she always wants to be the best and to control her daughters. The thick walls of the room the audience see gives the impression that the room is almost like a prison and caved in. Again, adding to the idea of Bernarda controlling and keeping her daughters inside away from any men. We will write a custom essay on The House Of Bernarda Alba specifically for you for only $16.38 $13.9/page Order now Another part of Bernarda, which I feel is important to emphasise to the audience, is her constant need to be above everyone else and how highly she thinks of herself. The audience may almost feel intimidated by the arched doorways as it shows how high class Bernarda is. At this point the audience would be under a great deal of tension and pressure due to the overall silence. This period of the play where no acting takes place gives the audience time to think about the image the playwright has created and almost feel the hot temperature of Spain. As a director, this is the exact effect I would want the audience to experience. The black on the jute curtains also adds to the overall negativity the audience already feel. So again, building and building the tension. The Maid enters. She is going mad with the sound of those tolling bells which gives the impression that this part of Spain is sacred and religious. The sound also adds to the tension as it is a loud, bold sound and the audience feel as if the must not make a single sound or movement. Poncia then enters eating bread and a sausage. I think she would enter with movement different than how she would walk if Bernarda was there. She entered freely and without a care because there was nobody to give her into trouble for slouching or scuffing her feet. Poncia and the Maid then speak about Magdelena fainting and speak about her like she is pathetic and going to be alone now because her father was the only one she had. Shes the one whos going to be the loneliest, the Maid says with a tone that suggests she doesnt care about Magdelena. The two cleaners then begin to steal food from the cupboards of Bernardas house. If Bernarda should see you tells us that they are forbidden to do this and are being sneaky as they know Bernarda will not be worrying about food, only the funeral. The tone used by the Maid suggests how shocked and disguisted she was at Poncia stealing. Frederico Garcia Lorca added humor to this part of the scene as they were stealing from a widow. The movement they would make would be quiet and sly however the tone the use in their voice suggests they dont feel bad about what they are doing, just scared to get caught. .ufb20b0cc81024e56ba20f4f04db371f1 , .ufb20b0cc81024e56ba20f4f04db371f1 .postImageUrl , .ufb20b0cc81024e56ba20f4f04db371f1 .centered-text-area { min-height: 80px; position: relative; } .ufb20b0cc81024e56ba20f4f04db371f1 , .ufb20b0cc81024e56ba20f4f04db371f1:hover , .ufb20b0cc81024e56ba20f4f04db371f1:visited , .ufb20b0cc81024e56ba20f4f04db371f1:active { border:0!important; } .ufb20b0cc81024e56ba20f4f04db371f1 .clearfix:after { content: ""; display: table; clear: both; } .ufb20b0cc81024e56ba20f4f04db371f1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufb20b0cc81024e56ba20f4f04db371f1:active , .ufb20b0cc81024e56ba20f4f04db371f1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufb20b0cc81024e56ba20f4f04db371f1 .centered-text-area { width: 100%; position: relative ; } .ufb20b0cc81024e56ba20f4f04db371f1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufb20b0cc81024e56ba20f4f04db371f1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufb20b0cc81024e56ba20f4f04db371f1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufb20b0cc81024e56ba20f4f04db371f1:hover .ctaButton { background-color: #34495E!important; } .ufb20b0cc81024e56ba20f4f04db371f1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufb20b0cc81024e56ba20f4f04db371f1 .ufb20b0cc81024e56ba20f4f04db371f1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufb20b0cc81024e56ba20f4f04db371f1:after { content: ""; display: block; clear: both; } READ: The following piece of literature EssayThe audience would feel a ease now, in contrast from the tension the felt at the beginning. We are then made aware of the feelings the Maid and Poncia have towards Bernarda. Shes coming! Scrub everything clean. If Bernarda doesnt see things shine, shell pull out the few hairs I have left! emphasises that Poncia thinks she is an evil woman and she is terrified of her. But Im a good dog tells us she knows her place and will do as she is told so she doesnt upset Bernarda. Fredrico Garcia Lorca has created quite a humorous scene as some of the things the cleaners say about Bernarda is funny. Spit at her for a whole year Poncia says to emp hasise her hatred towards the woman. Poncia would have a very spiteful tone here. When the mourners enter the room when they return from the funeral we meet Bernarda for the first time. Two hundred mourners enter, all woman. This suggests that all the ladies liked Bernardas husband. Bernarda enters, leaning on a cane and there is a silence which creates tension and intimidation. Bernardas posture suggested she was the boss as she stood tall and held her head high. Every single person is in black so there is a contrast between the white room. Black also carries the extremely negative connotations. The first thing she says is Silence! to the Maid. This reinforces the sense of authority and control as she spoke with loud volume and a patronising tone. Also as the maid was on the floor and Bernarda was standing, status was a clear image. She dominates the stage and then leads the prayers. Frederico Garcia Lorca created a contrast between the previous scene as is was slightly more laid back. The playwright caused the audience to be scared and worried about what Bernarda will so or say next. The next part of the scene which I consider to be important is when Bernarda asks Adela for a fan. Adela hands her Mother a coloured fan. This is the first mention of any colour so suggests Adelas character is bold and out there. Bernarda is appauled at this and says Give me a black one and learn to respect your Fathers memory!. At this moment the Playwright wanted the audience to feel tense and shocked about how horrible the character of Bernarda is. He achieved this extremely well.  To conclue, I feel that Frederico Garcia Lorca used techiniques to create tension in the audience. He achieved this well through good use of voice and movement. The audience were constantly thinking about what Bernarda will say and this is what he wanted to achieve.

Free Essays on The Odd Couple (female Version)

â€Å"The Odd Couple† (the Female Version) Marvin Neil Simon was born in the Bronx on July 4, 1927, and grew up near Manhattan. He attended New York University briefly (1944-45) and the University of Denver (1945-46) before joining the United States Army. Once in the Army, Simon began his writing career working for the Army camp newspaper. He later took a job in New York as a mailroom clerk for Warner Brother's East Coast office. Here he and his brother Danny began writing comedy revues and eventually found their way into radio and television where they worked with â€Å"stars† like Woody Allen, Mel Brooks and Larry Gelbart. They began writing for The Phil Silvers Show and Sid Caesar's Your Show of Shows. Simon received several Emmy Award nominations for his television writing and then decided to move on to the stage where he quickly established himself as America's most successful commercial playwright. He created a string of Broadway hits beginning with Come Blow Your Horn, Barefoot in the Park, The Odd Couple , Sweet Charity and The Star Spangled Girl. During the 1970-71 season, Broadway theatergoers had their choice of Plaza Suite, Last of the Red Hot Lovers, and Promises, Promises. Still, praise came slowly for Simon. Even having more smash hits than any other American playwright, critics continued to take pleasure in labeling him as a "writer of gags." In 1973, following the death of his wife, Simon reached a low point in his career with two failures The Good Doctor (1973) and God's Favorite (1976). A move to California, however, reinvigorated him and he produced a much more successful play later that year in California Suite. After marrying actress Marsha Mason, Simon went on to write Chapter Two (1977) which was considered by many to be his finest play at that point. His fourth musical, They're Playing Our Song, proved fairly successful in 1979, but his next three plays were all unsuccessful at the box office. Then, in ... Free Essays on The Odd Couple (female Version) Free Essays on The Odd Couple (female Version) â€Å"The Odd Couple† (the Female Version) Marvin Neil Simon was born in the Bronx on July 4, 1927, and grew up near Manhattan. He attended New York University briefly (1944-45) and the University of Denver (1945-46) before joining the United States Army. Once in the Army, Simon began his writing career working for the Army camp newspaper. He later took a job in New York as a mailroom clerk for Warner Brother's East Coast office. Here he and his brother Danny began writing comedy revues and eventually found their way into radio and television where they worked with â€Å"stars† like Woody Allen, Mel Brooks and Larry Gelbart. They began writing for The Phil Silvers Show and Sid Caesar's Your Show of Shows. Simon received several Emmy Award nominations for his television writing and then decided to move on to the stage where he quickly established himself as America's most successful commercial playwright. He created a string of Broadway hits beginning with Come Blow Your Horn, Barefoot in the Park, The Odd Couple , Sweet Charity and The Star Spangled Girl. During the 1970-71 season, Broadway theatergoers had their choice of Plaza Suite, Last of the Red Hot Lovers, and Promises, Promises. Still, praise came slowly for Simon. Even having more smash hits than any other American playwright, critics continued to take pleasure in labeling him as a "writer of gags." In 1973, following the death of his wife, Simon reached a low point in his career with two failures The Good Doctor (1973) and God's Favorite (1976). A move to California, however, reinvigorated him and he produced a much more successful play later that year in California Suite. After marrying actress Marsha Mason, Simon went on to write Chapter Two (1977) which was considered by many to be his finest play at that point. His fourth musical, They're Playing Our Song, proved fairly successful in 1979, but his next three plays were all unsuccessful at the box office. Then, in ...

5 Points to Take into Account While Looking for Writers to Help with Your Assignment

5 Points to Take into Account While Looking for Writers to Help with Your Assignment 5 Points to Take into Account While Looking for Writers to Help with Your Assignment When you are looking to hire a writer, you have to make sure that he/she is the best candidate for the task to handle. Unfortunately, many people do not know which qualities to pay attention to, when they are searching for writers. Luckily, this article will help you understand which factors you should consider before hiring the writer. There are five key points that determine if the person you are interviewing will provide you with the best writing. 1. Previous Feedback When you are looking for writers, pay attention to the previous customers’ feedback. Almost all professional writers have reviews that their clients have left. Look over them to make sure that the person you are going to hire is reliable and really good at writing. If the writer does not have any reviews, or is not willing to show you the clients’ feedback, this is the red flag that you have to omit such a person and find someone else to work with. 2. Writing Samples Good, readable writing is the most important skill of a truly professional writer. As such, you need to make sure that the person you are going to hire is well qualified for the job. The best way to do this is to ask him/her for the samples. You can look through these papers and determine whether the writers style fits your needs. 3. Communication Skills Can you easily contact the person you would like to hire? Good communication skills are very important. This ensures you that the writer is able to understand and meet your needs. Additionally, being able to contact the writer makes it easier to discuss any revisions or changes that might be required. 4. Ability to Meet Deadlines Your project needs to be completed within a finite amount of time before the due day. Otherwise, you will not have enough time to check the paper, and as a result will be punished for delaying or for submitting the poor piece. Because of this, you have to work with someone who will be able to meet the deadline. So, make sure that the writer knows exactly when the assignment has to be finished. 5. Does the Writer Works for an Agency? Are you looking for a freelance assignment writer, or someone who works for an agency? Some writers work for themselves, while others are employed by writing companies. While both options are great, writers, who work for the agencies, tend to be more reliable. They are part of the larger businesses, so they treat their crafts with professional seriousness. Good feedback, great writing samples, and being able to meet the deadline are the items to ensure you that you are on the right path. Consequently, such a writer will provide you with a worthy paper. So, when you want to find the most qualified writer possible, use these key points to make the right choice and to hire the best candidate for you piece.

Emergency Leave Assignment Example | Topics and Well Written Essays - 500 words

Emergency Leave - Assignment Example On the other hand, the HRD requires much formality through written documentations. Clarke will definitely feel bad because his request for leave was not granted. The HRD though, will feel that upper level manager is just following the policies of the hotel in denying the request of Clarke, through a memo addressed to him. Obviously, Clarke values family over work. More specifically, he is very much concerned with his grandmother’s health that he is willing to sacrifice his work just to take care of her. The HRD values the strict implementation of company policies. After reading this message, one wants Clarke to realize that it is important that he gives importance to his work. It is also essential that he realizes that written requests for leaves is part of the policy of the hotel. Clarke must recognize that the hotel does not tolerate frequent absences. The HRD must think that the denial of the request for emergency leave is justified. The information that must be included for the secondary audience is the problem of Clarke about his sick grandmother. The HRD should also be informed that Clarke is frequently absent because of this problem. The most appropriate medium for both audiences is a memo addressed to Clarke, copy furnished the HRD. This will effectively document and convey to Clarke the denial of his request for leave and it will communicate the current situation of Clarke to the HRD. I received your voice mail message last (state date of message) requesting for an emergency leave for the upcoming holiday weekend. I fully understand that your grandmother’s health is one of your priorities. Taking care of a loved one is a commendable virtue and I admire you for that. As you are fully aware of, there is a conference of electrical engineers this weekend at a nearby convention center and for the first time, our hotel will be host to its attendees. This is a welcome

Global Marketing Management Case Study Example | Topics and Well Written Essays - 2000 words

Global Marketing Management - Case Study Example Second, following the collapse of the Soviet Union, a premium and super-premium quality segment was virtually absent in the Russian vodka market; imported brands like Finland and Absolute were simply unaffordable (Grigorian). Consequentially, Russian Standard was positioned to occupy a market segment, which was mostly free of competitors but offered unlimited brand expansion opportunities. Eventually, Russian Standard vodka did not merely rely on its superior quality but sought to sustain a prestigious name and brand image: in this way, Russian Vodka brand would become appealing to both groups of customers – those who respected its quality and those, who were fascinated with its prestige (Grigorian). Unfortunately, brand positioning of Russian Standard vodka in Russia was not without controversy. The numerous attributes of the Russian Standard brand failed to create a complete and comprehensible picture of its most advantageous features. Simply stated, the brand message sent t o customers fell short of comprehensibility – customers could not understand what exactly Russian Standard vodka was and would become if they chose to drink it. Furthermore, with the emphasis on the historical traditions and orientation toward the future, the advertising and brand positioning campaign for Russian Standard failed to develop a sense of pride in Russian consumers (Grigorian). Many of them reported difficulties with understanding the Russian Standard brand and its underlying message. Many others felt that, instead of priding the legacy of vodka traditions in Russia, the Russian Standard campaign sacrificed historical traditions for the sake of progress (Grigorian). Finally, Russian Standard brand positioning campaigns failed to communicate a message of prestige; for this reason, most advertising campaigns were prematurely terminated. Nonetheless, Russian Standard vodka remains one of the most competitive brands in the Russian market. Russian Standard demonstrates a number of competitive advantages. First, the quality of its vodka is difficult to overestimate: the product is manufactured in accordance with the premium vodka recipe created by Mendeleev and approved by the Czar’s government in 1894 (Grigorian). Birch charcoal filters are used to distill vodka, whereas only â€Å"deluxe grain spirits from Central Russia† are being used in manufacturing (Grigorian). It goes without saying that quality is the main criterion of any brand’s success. The use of pure undistilled water from northern parts of Russia adds value to Russian Standard vodka products; it is because of its premium quality that Russian Standard managed to achieve Russian market excellence without extensive advertising (Grigorian). Second, after the collapse of the Soviet Union, the Russians have become particularly sensitive to their traditions and heritage. Years of communist pressures denied the Russians their right for self-actualization, self-expressio n, and historical memory. Russian Standard was one of the first to remind the Russian people of historical values and traditions, immediately creating a strong bond between consumers and the history of

Stat Project Essay Example for Free

Stat Project Essay In order to figure out how variables relates to each other and the connections among the variables, or one can predict the other. I will choose three quantitative variables or two quantitative variables and one categorical variable on each pairs. I will also use graphs of scatter plots; regression and correlation to understand that how one variable affect other two variables. There are six groups below: Group one: High School Percentile (HSP), Cumulative GPA (GPA), and ACT Composition Score (COMP) a) HSP vs GPA b) HSP vs COMP c) COMP vs GPA From graph a, we can find out that there is moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 84804; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA also moderately increase; for instance, when HSP increase by 1, GPA will increase 0. 0163928. From graph b, there is also weak positive liner relationship between HSP and COMP scores; the correlation is 0. 357; the equation of regression is COMP=0. 069129*HSP+18. 3131; the slope is 0. 069129 which is positive; when the predictor variable HSP increase, the response variable COMP scores also weakly increase; for example, when HSP increase by 1, the COMP scores will increase 0. 069129. From graph c, there is another weak positive liner relationship between COMP scores and GPA; the correlation is 0. 342; the equation of regression is GPA=0. 0524047*COMP+1. 243; the slope is 0. 0524047 which is positive; when the predictor variable COMP increase, the response variable GPA also weakly increase; for example, COMP scores increase by 1, the GPA will increase 0. 0524047. Based on the graphs and data which I got, I think there are only a little relation among HSP, COMP scores and GPA. I can find out a student with high HSP, has high GPA and high COMP scores; the student with high COMP scores has high GPA. Group Two: ACT math score (MATH), ACT English score (ENGLISH) and Cumulative GPA (GPA) a) MATH vs GPA ) ENGLISH vs GPA c) ENGLISH vs MATH From graph a, we can see that there is weak positive liner relationship between MATH scores and GPA; the correlation is 0. 307; the equation of regression is GPA=0. 0395427*MATH+2. 12892; the slope is 0. 0395427 which is positive; when the predictor variable MATH scores increase, the response variable GPA also weakly increase; for instance, when MATH increase by 1, GPA will increase 0. 0395427. From graph b, there is also weak positive liner relationship between ENGLISH scores and GPA; the correlation is 0. 45; the equation of regression is GPA=0. 0411408*ENGLISH+2. 11295; the slope is 0. 0411408 which is positive; when the predictor variable ENGLISH scores increase, the response variable GPA also weakly increase; for example, when ENGLISH scores increase by 1, the GPA will increase 0. 0411408. From graph c, there is moderate positive liner relationship between ENGLISH scores and MATH scores; the correlation is 0. 475; the equation of regression is MATH=0. 440334*ENGLISH+13. 2567; the slope is 0. 40334 which is positive; when the predictor variable ENGLISH scores increase, the response variable MATH scores also weakly increase; for instance, when ENGLISH scores increase by 1, the MATH scores will increase 0. 440334. According to the graphs and data, I can find out a student who has high English score and Math score also has high GPA and the student with high English score has high Math score. Group Three: Cumulative GPA (GPA), age (AGE) and Total Credits Earned (CREDITS) a) AGE vs GPA b) CREDITS vs GPA c) AGE vs CREDITS From graph a, we can see that there is a weak negative liner relationship between AGE and GPA; the correlation is -0. 103; the equation of regression is GPA=-0. 0240245*AGE+3. 55195; the slope is -0. 0240245 which is negative; when the predictor variable AGE increase, the response variable GPA will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0240245. From graph b, there is weak positive liner relationship between CREDITS and GPA; the correlation is 0. 106; the equation of regression is GPA=0. 00141886*CREDITS+2. 94831; the slope is 0. 0141886 which is positive; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when CREDITS increase by 1, the GPA will increase 0. 00141886. From graph c, there is a strong positive liner association between AGE and CREDITS; the correlation is 0. 668; the equation of regression is CREDITS=11. 7475*AGE-174. 356; the slope is 11. 7475 which is positive; when the predic tor variable AGE increase, the response variable CREDITS also strongly increase; for instance, when AGE increase by 1, the CREDITS will increase 11. 7475. There are some outliers may affect the correlation. Based on the graphs and data above, we can find out a student who is older with a litter lower GPA, but has very higher credits; the student with higher credits also has high GPA. Group Four: ACT English Score (ENGLISH), ACT Composition Score (COMP) and Age (AGE) a) AGE vs ENGLISH b) AGE vs COMP c) ENGLISH vs COMP From graph a, we can see that there is a weak negative liner relationship between AGE and English scores; the correlation is -0. 042; the equation of regression is ENGLISH=-0. 0814809*AGE+24. 469; the slope is -0. 814809 which is negative; when the predictor variable AGE increase, the response variable English scores will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0814809. From graph b, there is weak negative liner relationship between ENGLISH scores and COMP scores; the correlation is-0. 038; the equation of regression is COMP=-0. 0584814*AGE+24. 6029; the slope is -0. 0584814 which is neg ative; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when AGE increase by 1, the COMP scores will decrease 0. 0584814. From graph c, there is a strong positive liner association between ENGLISH scores and COMP scores; the correlation is 0. 843; the equation of regression is COMP=0. 65656*ENGLISH+8. 43327; the slope is 0. 65656 which is positive; when the predictor variable ENGLISH scores increase, the response variable COMP scores also strongly increase; for instance, when ENGLISH scores increase by 1, the COMP scores will increase 0. 65656. According to the graphs and data above, we can find out a student who is older with a litter lower English and Comp scores; the student with higher English score has very high Comp score. Group Five: Quantitative variables High School Percentile (HSP), Age (AGE) and a categorical variable Sex (SEX) a) HSP vs GPA (both sex) b) HSP vs GPA (males) c) HSP vs GPA (females) From graph a, we can see that there is a moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 8408; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA will moderate increase.

Book Report The Corona Project by Curtis Peebles :: essays research papers

THE CORONA PROJECT: AMERICA’S FIRST SPY SATELLITES Curtis Peebles is empowering readers with the newly declassified information on how the first American satellites were set into use for intelligence gathering. Through his book, â€Å"The Corona Project: America’s First Spy Satellites†, the author gives detailed information on the birth of the satellite program by watching the Corona project from its beginnings in the late 1940s to the declassification of the project and its exhibitions at the Smithsonian’s National Air and Space Museum.   Ã‚  Ã‚  Ã‚  Ã‚  The book begins with a look into World War II and how the event of Pearl Harbor pressed the need for aerial reconnaissance. The first chapter gives the different technological challenges that had to be faced in order to achieve aerospace superiority. This chapter takes a close look into the development of the WS-117L reconnaissance satellite and how the two projects are related.   Ã‚  Ã‚  Ã‚  Ã‚  The main thrust that the project received was from the launch of Sputnik I. With the Soviets now seemingly ahead, the author explains how the project was taken away from the Air Force who was failing with the WS-117L and passed the mission onto the CIA for the development of the Corona satellites. Peebles explains that the difference between the two programs is that the WS-117L promised almost real-time through radio-transmitted imagery while the Corona missions would drop the film from the nose cone for development.   Ã‚  Ã‚  Ã‚  Ã‚  The engineering team faced numerous challenges in the task of getting the satellites into orbit as explained in chapter three. The chapter covers blundering trial after trial and the success finally achieved by Discoverer 13 after delivering its payload (an empty capsule) undamaged to the earth’s surface.   Ã‚  Ã‚  Ã‚  Ã‚  Peebles goes into depth about the first sets of films that were recovered and developed in chapters four through six and then goes into depth about how this new satellite program revolutionized the capabilities that the Americans now had in aerial reconnaissance. Peebles covers the continuing evolution of the KH or â€Å"Key Hole† cameras used aboard the Corona satellites. The author talks extensively about the Kennedy administration and the Corona project, which lead to the increase of security as the project grew.   Ã‚  Ã‚  Ã‚  Ã‚  The bread and butter of the information provided in the text can be found in chapters seven through nine. In these chapters the author provides detailed information about how the satellite preformed operations. Furthermore, Peebles begins sharing new information about recently declassified photography of Soviet (and a few other countries) installations.

Middle East Women

Jay Sammelmann Dr. Holzhauer UI350-01 4/24/13 Women of the Middle East The women of the Middle East are very interesting to look in to. They are not just another person or treated by the same standards like they are treated here in the United States. There is a lot of controversy and fighting for women’s rights throughout the Middle East. They have an extreme lack of power there and they are fighting to change that. It is not right that women are such inferior people over there because they are no different than any other female in this world.Sexism plays a big role in the Middle East and the women are getting sick of putting up with this treatment. This is a big part of what I will be looking into in the research paper: â€Å"What kind of role do women play in a typical Middle Eastern society? † I will also analyze a typical Middle Eastern woman’s daily life and I will also look into their dress. There dress is unlike any other place in the world. When I see a v eil, I automatically think about a Middle Eastern woman, as the veil is kind of like the symbol of Middle Eastern women’s dress.The first issue I will address when examining women in the Middle East is their rights. I have always been under the impression that women couldn’t do certain things that are freedoms in the United States, like dressing however you may wish, because of their religion. Most women’s religion over there is Islam. Actually through research I have discovered that religion is not what holds back Middle Eastern women. The Quran actually has given Middle Eastern women many important rights that even women here in the United States and the West in general didn’t have until fairly recently when you look back through history.For example, Muslim women have always been able to retain their own assets, while the property of women in England was given to their husbands once they married all the way up until 1882 (Global Connections). Also, â₠¬Å"Muslim women in many countries kept their own last name,† which shows that the men do not just gain â€Å"property rights† over the woman when they marry (Global Connections). The Quran has a lot of proof that religion isn’t the reason that women are fighting for rights in their region. The Quran has listed many freedoms and rights that Muslim women deserve.For example, the Quran instructs Muslims to educate daughters as well as sons and it insists that women have the right to refuse a prospective husband (Global Connections). These are just a few on a long list of rights from the Quran that are overlooked when outsiders view the Middle East. Maybe the most important thing the Quran states is, that men and women are equal in the eyes of God (Global Connections). This proves that religion isn’t the reason women are mistreated, because the rights are listed in fine print inside of their holy book.The traditional culture of the Middle East is the bigger pr oblem with regard to women’s rights in this region, not religion. While women in the Middle East don’t have the fairest rights, they also have had more leadership positions than you may think as well. In particular there have been a fair amount of female political leaders in Muslim societies. Maybe the most important women were those who were the sisters of the Prophet Muhammad. They were extremely important to the early Muslim community because they knew his practice and teachings so well (Global Connections).Muhammad was the most influential person to ever come out of the Middle East, so it was crucial that his practice and teachings be passed on to further generations. Muhammad’s sisters weren’t the only powerful political figures over time in this region. Also, Aisha who is known as the favorite wife of Muhammad was also very influential. Something interesting about her was that she even participated in the Battle of Camel in 656 (Global Connections). Aisha wanted justice on the perpetrators of the assignation of the previous caliph, Uthman (Wise Muslim Women).A women leading in battle was never really seen before and isn’t seen very often today either. This demonstrates the importance of Aisha in Middle Eastern history. Another influential woman in the history of the Middle East was Shajarat al-Durr. She firmly established the Mamluk dynasty that would ultimately repulse the  Mongols, expel the  European  Crusaders  from the  Holy Land, and remain the most powerful political force in the  Middle East  until the coming of the  Ottomans (Wise Muslim Women).Some other female political figures over time in the Middle East are the Sultanate of Women in the Ottoman Empire during the seventeenth century was a period when several women had enormous power over affairs of the state (Global Connections). Today there is a small, but growing number of women in the parliaments of Turkey, Egypt, Jordan, and Lebanon (Glo bal Connections). In Morocco women have secured 60 out of 395 seats, which may not sound like much, but that is fifteen percent of Parliament (Basch-Harod).The women’s movement campaign’s goal was to secure thirty percent of Parliament, but fifteen percent is a respectable start (Basch-Harod). It is encouraging to see that women are making a difference today as well. Although their contributions may not be the greatest, it’s great to see they are at least getting their foot in the door. These are just a few political leaders throughout time. This shows that women have the ability to gain power in the Middle East if they are put in the right situation.Not only were there some influential political leaders that were women, but there are also some powerful religious leaders as well. One female religious leader that has made a big impact is Rabia. â€Å"She was a freed slave who became a prominent scholar in the eight century city of Bara in Iraq† (Global Con nections). Rabia was the person who first articulated the tenants of Sufism, which is a critical branch of Islam that emphasizes mysticism and a person’s personal relationship with God (Global Connections).She proved to be very influential as she never ended up marrying anyone citing that she didn’t want any distractions from her love for god. Rabia was looked up to by many people in the Islam community. A couple other important role models in the Islam community include Fatima, who was the prophet of Muhammad’s daughter and Zaynab who was the prophet’s granddaughter (Global Connections). This shows overall that women have been able to attain some power and have influence throughout time. I feel like the view of Americans is that women hardly even exist in the Middle East region.While they may not have the same rights and aren’t treated as well as they are here in the United States today, they have proven to have more influence throughout history t han many women. Many women in the United States didn’t have any influence until the 1800s. Women have made significant strides and impacts in the Middle East for many centuries now, which is something to consider before you label Middle Eastern women as virtually nonexistent. One of the first things one notices about a Middle Eastern woman is their choice of clothing.The veil is kind of a symbol of Middle Eastern women. When I see a woman in a veil around campus and all covered up from head to toe, I automatically think it is a Middle Eastern woman. The hijab is the most common type of veil worn by Middle Eastern women. This has either one or two scarves covers the head and neck of the woman (Civic Dilemmas). This is an example of Middle Eastern woman’s modest dress. A few more styles of dress are the niqab, the chador, and the burqa. The niqab covers the entire body, including the head and face, while just leaving an opening for the eyes to see.These niqabs are very p opular amongst the Muslim world in general (Civic Dilemmas). The chador is a full body length shawl that is held together at the neck by a pin and it leaves the face completely visible. This type of dress is most common in the Middle East, specifically in Iran, as compared to the rest of the world (Civic Dilemmas). The last style of dress I will explain is the burqa, which is a full body veil. The woman’s entire face and body is covered and she has to see through a mesh screen over the eyes (Civic Dilemmas).One will see this type of dress most commonly in Pakistan and Afghanistan. Actually for five years in the late 1990s and early 2000s the Taliban regime the use of a burqa was mandated by law (Civic Dilemmas). I don’t think that countries should force anybody to dress a certain way, but I am spoiled by the freedom that I have here in the United States. This just goes to show you how lucky we have it as Americans, that some people like in the Middle East are forced to wear certain clothes.

Interventions: Special Education Essay

Monitoring development through observations, making assessments and targeting interventions can help lessen the likelihood of delays for children who are already at risk and can also prevent children who are not at risk from becoming at risk. Early intervention services include a variety of different resources and programmes that provide support to enhance a child’s development. These services are specifically tailored to meet a child’s individual needs. Services include: ? Assistive technology (devices a child might need) ? Audiology or hearing services ? Counselling and training for a family  ? Educational programmes ? Medical services ? Nursing services ? Nutrition services ? Occupational therapy ? Physical therapy ? Psychological services ? Respite services ? Speech/language Identify and meet any additional educational needs The Education Acts and the SEN Code of Practice provide frameworks for settings to identify and meet any additional educational needs. The Education Act 1996 states that a child or young person has special educational needs if â€Å"he or she has a learning difficulty which calls for special educational provision to be made for him or her†. Children with special educational needs all have learning difficulties and/or disabilities that make it harder for them to learn than most other children of the same age. These children may need extra or different help from that given to other children of the same age. The extra or different help could be a different way of teaching certain things, some help from an extra adult, or the use of a particular piece of equipment like a computer or a desk with a sloping top. Children may require extra or different help because they suffer from one or more difficulties such as: ? Physical or sensory difficulties ? Emotional and behavioural problems ? Problems with thinking and understanding ? Difficulties with speech and language ? How they relate to and behave with other people These problems could mean that a child has difficulties with all of their school work or problems could arise in particular areas of their work such as: ? Understanding information ? Reading, writing and number work ? Expressing themselves or understanding what others are saying ? Behaving properly in school ? Organising themselves? Forming relationships with other children or with adults The law says that children do not have learning difficulties just because their first language is not English, but of course some of these children may have learning difficulties in addition. To help make an early identification of those children who may have special educational needs, schools must regularly measure children’s performance and progress. These assessments can be made by referring to: ? Ongoing observation and assessment monitored by the teacher ? Standardised screening or assessment tools ? The outcomes from baseline assessment results ? The objectives specified in the National Literacy and Numeracy Strategy Frameworks ? The level descriptions within the National Curriculum at the end of a key stage The aim of any intervention is to provide as much help as is required, but not to intervene more than is necessary. The three levels of support that are set out in the Code of Practice are: 1. School Action (or Early Years Action for younger children) 2. School Action Plus (or Early Years Action Plus for younger children) 3. Provision outlined in a statement of SEN School action Once practitioners have identified that a child has special educational needs, the setting should intervene through School Action (or Early Years Action for younger children). At this level of support the class teacher, the school’s special educational needs coordinating officer (SENCO), a Home Learning College. Learning Support Assistant (LSA) or another member of the school’s staff gives the child extra help. The child has an Individual Education Plan (IEP) which gives details of the targets the pupils must work towards and the action/support that is required to help them to achieve those targets. IEPs will usually be linked to the main areas of literacy, mathematics, behaviour and social skills. The parents must be consulted and involved so that they too can help their child at home, in line with what the school is doing. The aim of School Action is to make it possible for the child to progress to the point where they no longer need extra help. School action plus If the intervention made as a result of School Action is not helping the child to meet his/her targets, the SENCO may need to seek advice and support from external sources, such as teaching support services and other agencies. An Educational Psychologist might be consulted to plan what forms of intervention might best help the pupil achieve the targets set out in his/her Individual Education Plan (IEP). This kind of intervention is referred to as School Action Plus (or Early Years Action Plus for younger children). The aim of School Action Plus support is to enable a child to progress so that they move from School Action Plus to School Action, or no longer need any extra help at all. Individual Education Children who are recognised as having SEN are entitled to an Individual Education Plan (IEP) as part of the School Action or School Action Plus process. An IEP should record what is different from, or additional to, those arrangements that are in place for the rest of the group or class. An IEP is written by the class teacher to help the parents and the school identify the child’s needs and to target areas of particular difficulty. Typically they focus on three or four targets that match the child’s needs. This document records the strategies that are to be employed to enable the child to progress. It should also show the steps that are to be taken to support the child’s learning and set a date for reviewing their progress. It will normally include information about: ? Learning targets for the child to reach in a given time ? Who will support the child and how that support will be organised ? What materials and methods should be used It may not always be possible to set measurable targets for every area of the curriculum, nevertheless, where targets are used, they can help individual pupils to focus energy and resources on raising standards in critical areas of the child’s school life. A statutory assessment In a great many cases, the individual needs of a child with SEN can be met via access to specialist approaches and equipment or to alternative or adapted activities that are available through School Action or School Action Plus. But there are a few exceptional circumstances, where children require more support than these two processes can provide. If the child does not make the expected advancement despite these measures, the school can ask the local education authority (LEA) to carry out a Statutory Assessment of special educational needs. The Statutory Assessment is a formal process where the LEA seeks advice from a number of different sources, for example: ? Educational advice ? Parental advice ? Medical advice ? Psychological advice ? Social services advice ? Any other advice which is considered desirable  At the end of the process the LEA will decide whether or not to issue the child with a statement of special educational needs. This statement describes all the child’s needs and special help requirements. There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to strengthen their gross motor skills. The physiotherapist will co-ordinate with the SENCO as to the needs of the child and advise the school on what sort of support is needed in school to encourage development. Whist at school if a teacher becomes concerned about the development pattern of a child, they would inform the SENCO who is responsible for the identification of special needs. The SENCO would in turn speak to the child’s parents about their child’s development, and depending on the area of development concerned, suggest an assessment by an outside professional. The professional would in turn give the SENCO advice as to how the child should be supported in school in order to encourage development, this may involve the school providing support or it may involve the professional giving direct support. It is important that any needs are identified so that the correct support/intervention is given in order to prevent the development delay getting worse and spreading to other areas of the child’s development. Some of the interventions used are explained below. What is early intervention? Early intervention is a system of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: ? physical (reaching, rolling, crawling, and walking); ?cognitive (thinking, learning, solving problems); ?communication (talking, listening, understanding); ?social/emotional (playing, feeling secure and happy); and ? self-help (eating, dressing). Examples of early intervention services | If an infant or toddler has a disability or a developmental delay in one or more of these developmental areas, that child will likely be eligible for early intervention services. Those services will be tailored to meet the child’s individual needs and may include: ? Assistive technology (devices a child might need) ?Audiology or hearing services ?Speech and language services ?Counseling and training for a family ?Medical services ?Nursing services ?Nutrition services ?Occupational therapy ?Physical therapy? Psychological services Services may also be provided to address the needs and priorities of the child’s family. Family-directed services are meant to help family members understand the special needs of their child and how to enhance his or her development. Who’s eligible for early intervention? Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parents’ consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive  early intervention services from birth through the third birthday (and sometimes beyond). For some children, from birth | Sometimes it is known from the moment a child is born that early intervention services will be essential in helping the child grow and develop. Often this is so for children who are diagnosed at birth with a specific condition or who experience significant prematurity, very low birth weight, illness, or surgery soon after being born. Even before heading home from the hospital, this child’s parents may be given a referral to their local early intervention office. For others, because of delays in development | Some children have a relatively routine entry into the world, but may develop more slowly than others, experience set backs, or develop in ways that seem very different from other children. For these children, a visit with a developmental pediatrician and a thorough evaluation may lead to an early intervention referral. Parents don’t have to wait for a referral to early intervention, however. If you’re concerned about your child’s development, you may contact your local program directly and ask to have your child evaluated. That evaluation is provided free of charge. If you’re not sure how to locate the early intervention program in your community—keep reading. We give that information a bit further down the page. However a child comes to be referred, evaluated, and determined eligible, early intervention services provide vital support so that children with developmental needs can thrive and grow. The Early Intervention Grant (EIG) replaced a number of centrally directed grants to support services for children, young people and families.

Emily Dickinson,Private Poet essays

Emily Dickinson,Private Poet essays Oftentimes, Emily Dickinsons poetry can be convoluted and multifaceted, leading many readers to dilute the true essence of her poems and misinterpret the meanings. Since Dickinson was such a diverse poet, this is a mistake that amateur readers tend to do. Perhaps this is why there are so many critical and linguistic studies done on Dickinson, and why there are many theories about her writing style. Though many critics examine the thematic and semantic undertones of Emily Dickinsons poetry, few dive deep into the message of this phenomenal poets meaning like Brita Lindberg-Seyersted. Within her chapter The Private Poet, she analyzes the poetic diction and usage of the linguistic system in Dickinsons work, and creates a profoundly thorough analysis of the unusual dialect. To briefly summarize, the article discusses many interesting concepts about Emily Dickinsons poetry, such as the use of a private diction created specifically by the poet. In order to claim Dickinson has developed a unique and original diction, the author incorporates many methods, such as studying the new words and expressions used by the poet, and evaluating those terms according to their roots. The Private Poet creates a forum that scrutinizes specific words and their English roots to gain a more in-depth insight to the proper significance of what Dickinson truly meant. Before one can analyze the use of private diction, however, one must establish a working meaning of privateness. The author creates the definition of the invention of new words and expressions, and of new forms and/or functions of already established words (p 109). With this done, it is easier to highlight and recognize words coined by Dickinson. The main purpose of Seyersteds chapter, after all, is to determine what linguistic principles and forums Dickinson is most inventive in. Seyer...

Translating So to Spanish

Translating So to Spanish So is one of those English words that has so many meanings that it can be translated to Spanish in dozens of ways. As such, it can be a confusing word for Spanish students - as a strategy when translating so, youre often better off thinking of a synonym for the way it is used and translating that instead. This lesson looks at a few of the ways so is used and suggests possible translations. In all cases, the translations used are not the only ones possible. Translating So as an Adverb Meaning Very Most of the time when so is used as an adverb meaning very it can be translated as tan. However, muy is sometimes acceptable as well. I was so happy that I jumped in the air. Yo era tan feliz que saltà © en aire.My love for you is so strong. Es tan fuerte mi amor por ti. (Alternative: Es muy fuerte my amor por ti.)He did it so poorly. Lo hizo tan mal. (Alternative: Lo hizo muy mal.)The city is so small that once you leave downtown theres nothing else. La ciudad es tan pequeà ±a que una vez que te sales del centro, ya no hay nada.Why is it so difficult for us to be happy?  ¿Por quà © es tan difà ­cil que seamos felices?The meat was so tasty that it needed only salt. La carne era tan rica que solo necesitaba sal.   Translating So in Approximations As the context requires, various ways of expressing approximations can be used when so is used for that purpose. I need to lose 20 pounds in two months or so. Necesito perder 20 libras en dos meses ms o menos.Im going to buy myself an aquarium holding 100 liters or so. Me voy a comprar un acuario de 100 litros aproximadamente.They stole about 20,000 pesos from her. Le robaron alrededor de 20 mil pesos. Translating So When It Indicates Causation A common use of so is to indicate why something is done. Various phrases of causation or purpose can be used. Often, such sentences cant be translated word for word - whats important is to get the proper connection between the different elements of the sentence. I will give you one so you dont forget me. Te darà © uno para que no me olvides.I was afraid, so I left. Me fui por miedo.I am innocent, so I am not going to go into hiding.  No me esconderà © porque soy inocente.Evil exists so we can appreciate what is good. El mal existe para que podamos apreciar lo que es bueno.There was violence, so many children were evacuated from the city. Muchos nià ±os fueron evacuados ciudad por causa de la violencia.  You can edit your digital photo so it seems like a painting. Podrs editar tu foto digital de modo que parezca una pintura. Translating So as a Transition or Filler Often, so can be left out of sentences without much of a change in meaning. In such cases, you can simply leave it out of the translation, or you can use a filler word such as pues or bueno if leaving out a word such as that would seem too abrupt. So, where are we going? Pues  ¿adà ³nde vamos?So now comes the best time of the year. Pues ahora llega la mejor à ©poca del aà ±o.So lets begin. Bueno, vamos a empezar.So what do you know?  ¿Quà © sabes? Translating So Meaning Also Usually, tambià ©n will work fine when translating so carrying meanings such as also or in addition: Youre from Texas? So am I!  ¿Eres de Tejas?  ¡Tambià ©n yo!I slept and so did they. Yo dormà ­ y tambià ©n ellos. Translating So in Set Phrases When so is used in various phrases or idioms, you can often translate the phrases as a whole for meaning, as in the following examples: The book has recipes for shakes of fruits such as apples, oranges, strawberries, kiwis and so on. El libro tiene recetas de batidos de frutas como las manzanas, naranjas, fresas, kiwis, etcà ©tera.Hes not a citizen. So what? No es ciudadano.  ¿Y quà ©?Every so often I imagine a good future. De cuando en cuando imagino un buen futuro.These are treated just so. Estos son tratados con sumo cuidado.I am going to buy raspberries, applies, blackberries, peras, strawberries, and so on. Voy a comprar frambuesas, manzanas, moras, peras, fresas, etcà ©tera.

Commercial speech Research Paper Example | Topics and Well Written Essays - 1250 words

Commercial speech - Research Paper Example In some instances, the promotion of such an idea takes the form of advertising. As Cutler & Muehling (1991) point out, regardless of the channel of communication taken by the agent in promoting the products of the organization, the fact that such mode of communication seeks at making a sale in it is a commercial speech. It is only until recently that this form of communication qualified as a form of speech in the American laws. After the implementation of the laws, various clauses sought to reduce the regulations of commercial speech as provided for in the first amendment. Commercial speech in the past forty years has occupied an awkward position in the theory of first amendment. It was not until recently when the government gave a free hand in advertising regulation. Despite the tremendous efforts in achieving a freely regulated free speech in 1976, commercial speech is still in fact short of qualifying as a form of free speech (Fort & Salbu, 2007). Because of the government’s unwillingness to let go of the stringent regulatory rules of advertising, commercial speech does not qualify into the rules free speech in the country. The reluctance of the Supreme Court to grant full measure of protection of commercial speech as it did to other forms of speech, insisting on the â€Å"common sense distinction† of the law from others disqualifies this as a form of free speech. The decision by the Supreme Court in 1942 to deny first amendment protection to the distribution of a commercial advertising handbill has become one of the major anomalies i n the first amendment bill (Cutler & Muehling, 1991). As such, this exception denies the precise definition of what constitutes the protection of commercial speech. The courts in the recent years have changed the treatment of the commercial speech as a non-protected form of speech in law in the first amendment to full protection (Petty, 1993). Such transformational changes in the law have seen an increase

Concerns and Benefits Regarding the Use of the American Psychological Article

Concerns and Benefits Regarding the Use of the American Psychological Association (APA) Format of Citation - Article Example Numerous citation formats are currently being used by most researchers and scholarly writers based on their specialization. The most popular style that can be used in any field is the Chicago or Turabian style, MLA is most used for the humanities, and APA style is used in the social sciences, and in recent years in education, research, and business as well (Lipson, 2011). The styles may vary according to what is needed to be presented, but all of these are borne out of the necessity of presenting thoughts or ideas as scholarly and as professionally as possible, all while giving appropriate recognition to the writers that presented the original ideas beforehand (Winkler & Metherell, 2011). Also, because the different writing styles are designed in order to properly present information in the field that these are most often used, one type of citation style may not be appropriate to use in other fields of study, and some necessary information that is usually needed in referencing may be omitted, or added, which could cause confusion (Lipson, 2011). Due to this, the use of a citation style must be in accordance to what kind of information is being presented. In addition, the use of specific styles for each field of discipline is needed to homogenize the presentation of information, especially for publications (Szuchman, 2010). The American Psychological Association (APA) created a format of information presentation around 80 years ago, in order for social scientists to establish a standard for communications in that field (American Psychological Association, APA, 2012a). This format is now popularly known as APA Citation Style, and is widely used because of its focus on sparing and straightforward presentation of information (APA, 2012a). There is much focus on the content, as well as the condensation and rephrasing of information from other sources, making this citation style more authoritative than other methods (Beins, 2012). Another characteristic of APA Citati on Style is it being parenthetical, with much more focus on the name of the research writer and the date it was written. This is due to the fast nature of scientific research in generating new information and making other ideas obsolete in a short period of time (Winkler & Metherell, 2011). With this in mind, this kind of format is much more applicable in the field of nursing, since most concepts are most often needed in a condensed form, as well as the fast turnover rate of information in this field. The use of APA Citation Style in writing scholarly articles is very useful in my field of nursing, especially when writing research papers, position papers, or even short papers such as summaries of one or more articles. The use of the parenthetical method in citing information previously published is able to quickly tell the reader of the paper when this information was generated, and it could either strengthen the validity of an argument without adding any bias (APA, 2012b). Also, th e style is designed to be as minimalist as possible for researchers to write and edit

Casual analysis Essay Example | Topics and Well Written Essays - 1250 words

Casual analysis - Essay Example Other causes are lack of intellectually challenging church teachings, and too much emphasis on prosperity rather than Godliness. Church scholars observe that while many people claim to be Christians, most of them rarely attend church on a regular service. This essay discusses the decline of church attendance by review recent statistics, the reasons for the decline, possible remedies and the future of the church. Church Attendance Statistics Studies on church attendance reveal startling statistics that are only indicative of a drastically declining church attendance. In addition to the documented increasing closure of churches, it is recoded that 2.7 million church attendants become inactive members every year (Gill 46). This translates into the observation that an increasing number of people are leaving the Christian church and entering into the secular world where church has no significance. Olson and Adams (7) notes that beginning 1990 through 2000, the total membership of all Prot estant churches in the United States reduced by approximately 9.5 per cent, meaning that 5 million people stopped going to church during that period (). This decline in church attendance occurred despite the population of the nation rising by 24 percent, that is, 11million people. In 2002, 87 per cent of Americans claimed to be Christians in most studies but only around 40 to 50 per cent of them are regular church goers (Jackson 4). This confirms the assertions of theology scholars that church attendance may be up to a half of the population that claims in polls to be Christians. Reasons for Church Attendance Decline One of the major problems cited by church scholars for the decline church attendance is poor church leadership. Most people are simply unhappy with the way their clergymen and church officials run their churches. Chief among the elements of poor leadership is unacceptable management of funds, morale problems, and lack of a clear vision for the members of the church (Jac kson 25). For instance, if a church runs a building fund for over 20 years, there is a likelihood of the members wondering if the building will ever come into being. Moreover, if the church leaders are unable to follow through a course to its completion, the existing members will develop doubts while potential members will get discouraged from joining the church. Moreover, if a pastor or a prominent church member is caught in improprieties, the members of the church who look up to those as their source of inspiration and motivation lose their trust. In addition, there are high chances that a respected church member will deny being involved in wrongful actions. The fact that it can be proven that they actually went against Christian teachings worsens the case because the congregation wonders how evil people are supposed to lead them in leading straight, Christian lives (Gill 47). Another reason blamed for the decline in church attendance is observation that people are finding churche s to be lacking in intellectual challenges. It is crucial to note that more and more members of the young generation are educated at college and university levels, making them thinking people with expanded capacities of knowledge and curiosity (Wijsen and Schreiter 54). The conception of the young people that they always know more than the person preaching at the pulpit apparently gives them the perception that the

Classroom Behaviour Policy Analysis

Classroom Behaviour Policy Analysis This paper will critically review a Primary schools behaviour policy and practice. In addition, it will address the topic of class room behaviour and how improving this may benefit pupils. Furthermore, how can teachers pre-empt misbehaviour moreover, how can teachers approach the issues of misbehaviour. Furthermore, different theories will be investigated to compare to those being used within the setting. In addition, differences and similarities of global interventional approaches will be investigated. In the conclusion of answering the above questions, a summary will be made to indicate how inclusive learning can be implemented within the classroom environment as well as the role of the educator in these situations. The aims of the policy state that the values and beliefs of the behaviour policy within the workplace suggest that all pupils are encouraged and responsible in displaying appropriate patterns of behaviour and standards of discipline are equal to these patterns. This is accomplished through paradigm, of positive praise and rewards as well as sanctions.ÂÂ  Furthermore, the rationale indicates that it is clear, consistently applied and enforced by all members of staff as a whole setting and community working together. However, the word appropriate is used throughout the policy; no explanation is suggested to the meaning of this vocabulary used within this policy. Furthermore, within this policy which is outdated, only implies what the major offences are and the sanctions that apply to this unacceptable behaviour. This seems to be displaying a negative approach to the dealing with behaviour and therefore not highlighting other unacceptable behaviours that can be displayed by pupils. Within the Primary educational setting rules and procedures are in place for all staff members alike. All staff members are expected that they model correct behaviour by using body language, actions and correct manners of addressing pupils within the class. Each class throughout the setting has class rules as well as whole school rule Golden Rules. These are displayed around the school and visible for all pupils and staff alike. As a result, everyone concerned within the setting should work together and therefore no one should be isolated allowing for full inclusion and a consistent approach. Conversely, this is not the case within practice. This is due the different tolerances of staff members combined with the class rules as these can be seen to give the pupils extra opportunities to display unacceptable behaviour of which is only list half way through the policy (major offences). Furthermore, not all staff although agreed by all staff at the time of publishing follow the discipline procedures therefore, consistence is not obtained by all allowing a weak link and lack of understanding and confusion within the views of some of the pupils (Independent Work Based Research Task 1) Although the WBRT was limited there still seemed to be an underlying issue of what is acceptable behaviour and questions were asked by the pupils regarding why pupils are treated differently although they have displayed the same inappropriate behaviour in accordance with the school rules. Moreover, the pupils indicated that the teaching staff members were inconsistent and did not all use the same strategies. In addition, it has been noted that the use of sanctions seem to be labelled ineffective as staff did not use the sanctions consonantly as stated by one child. The teacher says things and then do not remember to give us punishments so we get away with the bad things we do. Child A Therefore, the rules, sanctions and rewards only work if the consistence remains, (Human Resource Management, Manufacturing Strategy, and Firm Performance Mark A. Youndt, Scott A. Snell, James W. Dean, Jr. and David P. Lepak The Academy of Management Journal Vol. 39, No. 4 (Aug., 1996), pp. 836-866) moreover fully applied at all times by all members of staff. Furthermore, the use of reinforcement together with role modeling and rewards of value to the pupils is essential to behaviour management. A wide range of rewards for positive behaviour can be seen within the policy may imply good practice and inclusion towards both genders yet, can not be seen within practice. For that reason, it may be suggested that the policy is out dated and not in context of the working setting, this is due to the delivery of the sanctions and they are not applied fairly and consistently by all staff. However, planning about behaviour improvement is informed by in house training and the use of statistics and theory to ensure the policy system identifies which matters should be dealt with by classroom teachers and those which require referral to a more senior member of staff. Controversially, numbers of poorly behaved pupils has reduced in numbers, of pupils visiting the Senior Management Team (SMT) in the last twelve months. Indicating higher levels of praise maybe being used to motivate and encourage pupils within the classroom environment. At the same time, pupils are aware of sanctions that will be applied for poor behaviour and what poor behaviour is within the setting as a larger number of classrooms are now displaying behaviour management tips as well as suggestions to support pupils in behaving in the manner that is required within the setting suggested within Steer Report (2005) together with the teachings of Social Emotional Aspects of Learning (SEAL, accessed 2010). He also said that To enable the most vulnerable or disengaged children to gain full benefit from strategies in behaviour management, schools need the capacity to provide high quality support to the child and to the parents. Without that capacity schools will be unable to meet the aspirations contained within the Childrens Plan. In undertaking the making of the behaviour policy the school should have reflected on the ten aspects of school practice which should be effective, and contribute to the good quality of pupil behaviour and guidelines on how this maybe achieved through the use of positive praise and role modelling. Up until 1988 stood no national policy to state what educators should include within the services they provided (Pugh, 1988). However, nine years later the policy agenda stated that all should be entitle to an education of a high standard; this should include positive role models in behaviour. A consistent approach to behaviour management, teaching and learning need to be in place for all staff member including the school leadership team (Senor Management Team, SMT). Achieving this allows classroom management, learning and teaching to be equally effective when using rewards and sanctions together with behaviour strategies and the teaching of good behaviour displayed by all staff members. In order to achieve this staff should receive regular training and personal development and support to keep in line with Government legislation. This maybe why the numbers of major offences have lowered, suggesting it has taken time to implement the policy and for all including staff to adhere to and practice the strategies needed to achieve the desired outcome of positive behaviour management. Furthermore, pupil support systems such as behaviour mentors working together with the Special Educational Needs Co-ordinator (SENCO) within the school, are having a positive effect also. However, it can be seen within practice that they have different strategies in dealing with behavioural issues. Nonetheless, liaison with parents and other agencies is paramount alongside the managing of pupil transition within the setting whether it maybe into a different class, new teacher or indeed a new school as a result of moving to the area. Pedagogy states that practitioners draw on a range of working theories as well as their own experiences on how children learn and how their teaching can support learning. The underpinning Strategies guidance and advice service share this common understanding whilst indicating and ensuring behaviour management can produce a better continuity and progression at all stages of learning for pupils and staff alike. One theory based on the individual psychology of Adler titled Psycho Educational Theory (Watts Critelli, 1997) attempts to promote positive behaviour. The fundamental belief of this theory is that it ultimately establishes the behavioural patterns of an individual (Arthur, Et al 2006). The theory is based upon positive behaviour promotions through development of self beliefs; therefore, can only change once the negative beliefs become positive beliefs (Arthur et al, 2006). Encouraging pupils to promote positive behaviour can also be achieved by allowing pupils and young people to feel they are valued as individuals within the learning environment (Arthur, et al., 2006). However, this is multi part process; the first enabling pupils to negotiate class rules with clear outcomes. The second part is to develop conflicting resolution techniques. The third part is encouragement aimed at all pupils allowing them to feel valued. Finally, self satisfaction within the pupil, this should be achieved through an individualized plan to meet the needs of each student (Arthur, et al., 2006). However, Curwin and Mendler (1999) would suggest a model of responsibility. The model proposes, welcoming warm environments, clearly defined rules and encouraging conflict resolution skills found within the National Curriculum (2000) within the subject of Personal Social Health Education (PSHE) to be a positive way forward in addressing these issues within the Primary school environment. ÂÂ  Curwin and Mendler (1999) suggest that this is a more difficult strategy and is more time consuming to implement, although believe it to be a worthy strategy as it seems to be more effective with higher achievers. Furthermore, lower achievers respond in a similar way to the higher achievers. Classroom management involving, interactive teaching and the use of cooperative methods of learning enables greater expectations for inclusion moreover, less serious misbehavior as measured by suspensions and expulsions from school. Observational learning is yet another theory which can be implemented to encourage positive behaviour. Practitioners model acceptable behaviour at all times, this is seen to be good practice Kauffman, Et al (2006). Pupils receiving rewards in front of others for acceptable behaviour may also increase the desired behaviour. This can be seen within the enquiry school as within the pupils receiving rewards within class.ÂÂ   In addition, this technique may be effective when minor misbehaviour is evident; one strategy is that an educator can ignore the misbehaviour and therefore, rewarding others for their acceptable behaviour may distract the misbehaving pupil (Kauffman et al., 2006). The final theory for promoting positive behaviour is Rewards Theory (Bandura, 2008), by offering students rewards for positive behaviour, such as table points, house points, raffle tickets or stickers which can be collected (Akin-Little, et al 2004). This theory is evident within the Primary schools behaviour policy as well as practice this is indicated within Independent WBRT Rewards and Sanctions. Where pupils are awarded points which, when totaled, allows them to exchange them for goods in increasing value depending on the amount obtained each term. However, this indicated that the use of this form of reward that collecting some form of token in order to exchange for goods in increasing values appealed to learn and motivated them 70% of pupils to try harder. The other 30% stated that they felt that they learnt and really had no interest in the rewards as the reward they strived for was to gain a good job to support them later in life therefore it was irrelevant. This maybe as the school is situated within a deprived area with a high number of parents whom are illiterate and living on low incomes in this form of society this is common. Furthermore, Ofsted (2009) have recognized this within the inspection report, although they stated; This larger-than-average school is the result of the recent amalgamation and therefore newly built nursery, is included in the schools Early Years Foundation Stage (EYFS) provision, moreover, is managed by the schools governing body. The majority of pupils are from White British backgrounds. The percentage of pupils eligible for free school meals is well above average. The proportion of pupils with learning difficulties and/or disabilities in well above the national average and includes those with speech and language, emotional and social, and moderate learning difficulties. (Ofsted, 2009) Furthermore went on to state that the pupils behaved well. And provide good quality, relevant extended services and good support, which underpin its work with parents and pupils. Controversially, this does not enthuse all pupils to behaviour in a manner which is deemed acceptable within the classroom environment and therefore other strategy would be put in place of this, following the old documentation Every Child Matters (2009) as treating the children as individuals. However, studies show positive results if this strategy is used correctly as Akin-Little et al (2004) suggested. An overall view is that educators can prevent unacceptable behaviour by raising positive behaviour standards which in turn may assist in reducing misbehaviour as indicated by Moore, Anderson and Kumar (2005). In addition, it maybe that some behaviour can be interpreted as misbehaviour can actually be escape behaviour as pupils may have had confrontation during a period of playtime or indeed before they have entered the school grounds with situations involving parents. If this is not dealt with first then the child may react in this way. However, another cause of unacceptable behaviour maybe that the work set is not set at the correct level and therefore does not engage to pupil moreover misbehaves to avoid the task. Within practice of the workplace Family Liaison Officers (FLO) are available to inform teaching staff of any changes that may affect pupils learning in any form and therefore, can place pupils with the correct strategies in order for them to remain in society and school with full inclusion. Simply by using the extinction theory and therefore, removing any reward or reinforcement, the pupils was receiving for the undesirable behaviour will also obtain the desired behaviour. Response cost punishment is another behaviourism strategy- used within workplace at playtime behaviour this results in the loss of an event or task which is of interest to them, for example a Golden time, free play and even football pitch allowance. Finally, all pupils can be fully included regardless of which strategies are put into place within any educational setting, if theories such as psycho educational and goal-centered theories were in place. This would support individuals needs enabling the pupils to reach their full potential. Greenspan (2005) supports this factor to create an inclusive classroom and therefore would lead to the staff creating the correct environment for pupils to learn at their fully potential. Topping (1983) would agree in suggesting that it is only the consistency in these intervention strategies that modify behaviour and therefore support behaviour management. This could be achieved by providing children with opportunities and pro-social skills that allow them some control over their environment, especially during particularly stressful periods in their lives. Examples include opportunities to master new skills (e.g. in sports or the arts), to work with others on creative projects, and academic situations in which they can make choices for themselves.ÂÂ  However, this can lead to other pupils not reaching their full potential in learning due to unacceptable behaviour of pupils within the same classroom environment as observed within Independent WBRT Rewards and Sanctions that when a child misbehaves in class and the teacher does nothing shows positive behaviour management it can stop pupils from working as they seem not to have been given strategies to deal with distractions within this environment. This is where it would be good practice to follow the policy and give positive behaviour management moreover, be consistent and parents a nd careers need to be informed. As within the policy and believes of the school parents and careers are deemed an important aspect of the school and the childs achievements. Therefore, the enquiry school works and engages with the local community and families to support learning, children tend to succeed not just in school, but throughout life when this takes place. This is seen to be a fundamental approach which aids in lowering unacceptable behaviour. The role of parents and careers is essential in assisting schools in achieving standards of behaviour. They have a duty to take responsibility for the behaviour of their own child and support the schools decisions in dealing with unacceptable behaviour. However this sometimes can be difficult when fighting against parents who do not support this. Therefore, many schools may have in place a parenting contract (Department of Education, 2010). This is an agreement between the parent or career and the school about the child. This can be seen as a punishment, but really it should be seen as a way of working together to help the child. For example this may occur if your child has been excluded for several short periods of time, as a preventive measure of full exclusion therefore, this can be deemed as an intervention to enhance inclusion of a child to prevent a court hearing. However, by working alongside parents and careers as within the work place by offering parenting skills programmes and support for parents who divorce, who are unemployment moreover other stressful negative events that can disrupt their parenting skills. Approaches within the United Kingdom are different at the same time similar to other countries. It can be suggested that many countries seem to deal with unacceptable behaviour before it occurs with intervention programmes. However, studies state this is dependant on the commitment of the staff (Roland, 2000). Controversially, in Hong Kong suspensions and calling of parents is deemed as ineffective and therefore, adopt strategies such as supporting students in developing self-competency, social skills, and good relationships with parents as well as teachers seems to be a useful, very much like the teaching of SEAL (2010), Restorative Justice moreover, Personal Social Health Education (PHSE) in the UK. Typically have strict codes of discipline and the majority of schools adhere to Demerit Points System which is a record of student offences in disciplinary areas within education, and sometimes comments from tutors on whether he or she can graduate. Three points of minor poor behaviour will result in it becoming one major offence any student has accrued three or more major offences, he or she is automatically suspended from school. The point system can be carried forward to later in life and therefore jeopardize future career prospects for that pupil. Within the USA two approaches seem to be used as whole school approaches to address behavioural discipline. School Wide Positive Behavioural Supports (SWPBS), which is an approach to communicate and teach rules (and reward students for following them) and function-based behavioral interventions Horner, et al, (2005) Social Emotional Learning (SEL), the American SEAL from which our derived incorporates approaches that emphasize self-awareness, self-management, social awareness, relationship skills, and responsible decision making (Osher et al,2008, Watson, 2003). These two approaches differ in their primary aims-developing systems to manage student behaviour against developing student self-discipline. These differences are consistent with the difference commonly made between teacher-centered and student-centered approaches to learning and classroom management (Freiburg, 1999). Discipline, in teacher-centered approaches, the main focus is on external school rules and the use of behavioral strategies, especially positive reinforcement and punishment (Skinner, 2002), to manage student behavior. In student-centered approaches, the main focus develops on the students capacities to control behavior, engaging, and trusting relationships. Whereas, SWPBS programs are teacher centered, SEL (American) programs are child centered. Yet, still, the two approaches are very similar: In addition, both highlight preventions regarding unacceptable behaviours as well as the promoting behavioral and social competencies in positive manners therefore decreasing neg ative, unwanted behaviour (Sprague Golly, 2004). SWPBS is not an original approach as many theories and strategies have be combined however, started from the theory of Skinner, (2002). Furthermore, research indicates that schools can gain clear expectations for learning and positive behaviour whilst encouraging a firm but fair discipline procedure through policy and practice (Mayer, 1995). Whereas, SEL is aimed at developing individual qualities, strengths, and social, emotional, cognitive, moreover moral development therefore increasing positive mental health (Berkowitz, Sherblom et al, 2006). A common feature within both strategies is an authoritative approach within classroom management and a whole school discipline approach on supporting teacher-student relationships and student ownership of learning with the use of rewards and sanction in preventing and correcting behaviour problems, which is evident within the workplace through practice however, is unclear within the Behaviour Policy (2008). If unacceptable behaviour continues parents are contacted and the issues discussed, in following LEA guidelines the Head teacher may decide that a childs behaviour, over a period of time, or after a particular isolated incident represents a threat to health and safety standards in the educational setting, or to the educational progress of other pupils in the school. The child may be excluded from school for a temporary period, or permanently. Controversially, WBRT C indicates that within the history of education the tackling of negative behaviour was achieved in schools by the use of corporal punishment. While a child was in school, a teacher took over the role of a parent, (as we still do today but not in such as harsh way) allowing the delivery discipline or rewards. In practice this meant that students were punished with the physical punishment such as the cane, paddle or strap if they misbehaved. The use of corporal punishment within educational settings has now disappeared from most Western countries, including all European countries. However, mainstream schools in most other countries take non-corporal approaches to misbehaviour through the means of detention and suspension. As within the setting the focus seems in practice to be more about promoting positive behaviour through reward systems and the use of policies having been introduced to support this. In addition, intervention programs such as Social Emotional Aspects of Learning (SEAL, 2010) have been brought into Primary as well as Secondary schools to help lower the unacceptable behaviour moreover the amount of exclusions happening within these settings. Inclusion programs such as Youth Inclusion Program (2000, YIP) can clearly be seen to be in place throughout the UK and having a positive affect on pupils of many different backgrounds. This is due to the cohesion of the community approach within the schools working with parents and outside agencies to support this issue of unacceptable or antisocial behaviour. The reasons for changing the behavioural approach is due to the well being of individuals by regaining well-being the ability to function productively in the society can be obtained.ÂÂ  In addition, this can lower the mental health issues that may occur later in life. Within the work place many strategies can be seen to promote positive behaviour some include; Curwin and Mendler (1999) who would suggest a model of responsibility and the Rewards Theory (Bandura, 1994, cited in Huprich, S, 2008). In conclusion, it can be suggested that a whole school approach is needed in order for the behaviour management to be effective. In achieving this it is necessary to work closely with parent and careers in dealing with poor behaviour that affects other from their learning and reaching the childs full potential. By address issues and setting clear sanctions and rewards and reminding the pupils on a regular basis enables intervention programs to work effectively. However, this can only be achieved if the role modeling is positive and effective teaching is also in place. Therefore, schools can play an important role in preventing problem behaviour, particularly when other parts of the community also become involved in prevention efforts. Many of the factors that increase a childs risk for developing behaviour problems affect their behaviour in school and their academic presentations. Social and academic problems in school in turn make it even more likely that early problems will persist and become worse later in life. A number of approaches are useful and therefore used for reducing negative behaviour and preventing problems later within schooling as well as adolescent years. Many of these involve school programs such as SEAL (2010) celebrating positive achievement by working together with families, careers and community members, to reduce the negativity moreover, increase involvement in positive activities that will improve their life skills.