The Effects of Adoption on a Family Essay - 1156 Words

There are common ordeals and situations that can trouble a family emotionally, physically, and psychologically. Adoption is one situation a family must encounter when a child is born without a proper system of support to sustain life after birth. The causes for a family to make a heartfelt decision to place a child for adoption can have dramatic effects on the birth parents, adoptive parents, and child (Adoptee), even if the decision is meant for the best. The birth parents are affected by the thought of loss of a child due to the adoption placement procedure during pregnancy because their unplanned arrival of a child and life plans will take an unexpected turn as new parents. A struggle takes place mostly when the decision is made by the†¦show more content†¦Secondly, birth parent’s intense stress can continue into later years like on the child’s birthday and while they think of what type of person their son or daughter might have become under their care. For example, an adoptee might study and learn to play instruments very well with the adoptive parents, but if the child would have grown – up with his/her birth parents. They might would have been a great artist, but since this was not the case. The child may not develop those skills as the birth parents would have hoped. Through all this loss and guilt, the relationship among both parents may fall apart because of how each one feels about the adoption a nd their parent’s lack of support will distance them all even farther from one another. A major case is when the birth mother may have to leave her home and family due to pregnancy, which would degrade her educational and work status in the community. (Information Gateway) The birth parents have to encounter much hardship and denial to of most of an adoption plan, but more current issues, such as their shame, identity, and long- term issues effect them as well. 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Analysis of the Provision in Your Setting with Reference...

This assignment will analyse the provision in a setting with reference to theory and guidance, using the National standards, the EYFS guidelines and OFSTED. I currently work in Tameside College Nursery as a Nursery Nurse. My job requires me to work with children between the ages of six months old and five years old as well as being responsible for a small group of children known as my key children. We have three rooms, Ladybird room, Caterpillar room, and Butterfly room. I currently work in the Ladybird room with the younger children. We follow the Early Years Foundation Stage and we base our planning, project files and observations around it. I assess, observe and track all of my key children according to the EYFS (2012) framework and I reflect with the children on their areas of development and make sure to provide next steps from the observations. In my setting we use all of the seven areas of development from the EYFS (2012) framework but according to the EYFS (2012) framework â€Å"three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning†. Therefore, due to recent changes there are now three prime areas; Personal, Social and Emotional, Communication and Language and Physical Development, which for under twos, we focus on instead of all seven areas of development. If a child who is under two excels in areas such as Mathematics, or Literacy, then we will focus on them as well as the prime areas. 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Corcordancing In The Cop And The Anthem Essay Example For Students

Corcordancing In The Cop And The Anthem Essay Concordancing in The Cop and The AnthemA concordancer is one of the simplest but , at the same time, most powerful tools to elicit certain types of information-in a quick and effective way- from the diverse corpora available nowadays. Concordancers have been widely used in linguistics, above all in text-type studies which rely on quantitative analysis. There have been significant development in corpus linguistics during recent years. Yet linguistics is not the only field where concordancers may prove useful. Literary criticism might also be benefited from it. This paper argues for the use of concordances to literary texts. As an extremely powerful hypothesis testing device on vast amounts of data, the computer allows controlled speculation, makes hidden structures visible, enhances at the same time imagination and checks it by inductivity, thus making higher degrees of objectivity possible .Here I choose as topic the plot and characterization and writing style in a famous short story by an American writer O. Henry The Cop and The Anthem . The concordancing programs I use in this case is Wconcord and Wordsmith . I load the text The Cop and The Anthem into Wordsmith. It provides some general statistics about the text:Bytes13,892 Tokens2,374Types965Type/Token Ratio40.65Standardised Type/Token48.85Ave. Word Length4.54Sentences117Sent.length20.15sd. Sent. Length16.66Para. length1,187.00sd. Para. length1,667.361-letter words852-letter words3503-letter words5634-letter words370For this text the bytes is 13,892 and the tokens are2,374 and the sentences are 117,which can be interpreted as a sign for a short text. Its token/ratio is 40.65.This can be interpreted as a sign for a middle-leveled variation in vocabulary. It’s sentence length is 20.15, which means sentences in this text are long compared to some easy texts .The number of its paragraph length is 1187.00. This means the paragraphs in this text is not long in general. If we plus total numbers of 1-letter 2-letter 3-letter and 4-letter words we can know the words less than 4 letters are 1368 together. But the tokens in the text is 2374 . Thus 43 per cent of the words are more than 4-letter words. Therefore we may predict this text is middle-sized in difficulty. We are thus confronted with a short text middle-sized in difficulty. Then I load this text into Wconcord. The frequency list in Wconcord yields some interesting material . The following is the 244 most frequent words(Other following words just appear once.). This helps us form an idea about what the story is about. Word frequency F% The |168| 7.179|And |93| 3.974|A |72| 3.077|Of |67| 2.863|His |57| 2.436|To |56| 2.393|Soapy |48| 2.051|He |43| 1.838|In |40| 1.709|S |22| 0.940|Was |22| 0.940|That |21| 0.897|Would |21| 0.897|Him |20| 0.855|At |19| 0.812|On |18| 0.769|With |18| 0.769|Had |17| 0.726|Policeman |17|It |15| 0.641|For |14| 0.598|You |13| 0.556|As |12| 0.513|Be |12| 0.513|An |11| 0.470|Said |11| 0.470|But |10| 0.427|Emdash |9| 0.385|Umbrella |9| 0.385|I |8| 0.342|Island |8| 0.342|One |8| 0.342|By |7| 0.299|Into |7| 0.299|Man |7| 0.299|No |7| 0.299|Not |7| 0.299|Seemed |7| 0.299|Set |7| 0.299|Young |7| 0.299|Against |6| 0.256|Bench |6| 0.256|Cop 6| 0.256|Himself |6| 0.256|Is |6| 0.256|Made |6| 0.256|Out |6| 0.256|Page |6| 0.256|There |6| 0.256|This |6| 0.256|Upon |6| 0.256|Were |6| 0.256|When |6| 0.256|Where |6| 0.256|Woman |6| 0.256|About |5| 0.214|Call |5| 0.214|Cigar |5| 0.214|Corner |5| 0.214|Don |5| 0.214|From |5| 0.214|Hands |5| 0.214|If |5| 0.214|Its |5| 0.214|Mind |5| .214|Moved | 5| 0.214|Restaurant |5| 0.214|Square |5| 0.214|Street |5| 0.214|T |5| 0.214|Two |5| 0.214|Winter |5| 0.214|Without |5| 0.214|Again |4| 0.171|Are |4| 0.171|Away |4| 0.171|Coat |4| 0.171|Come |4| 0.171|O |4| 0.171|Hand |4| 0.171|Have |4| 0.171|Little |4| 0.171|Ready |4| 0.171|Word Frequency F%So |4| 0.171|Their |4| 0.171|Them |4| 0.171|Then |4| 0.171|Three |4| 0.171|Through |4| 0.171|Time |4| 0.171|Turned |4| 0.171|Up |4| 0.171|Waiter |4| 0.171|Well |4| 0.171|Who |4| 0.171|Window |4| 0.171|Ambitions |3| 0.128|Anthem |3| 0.128|Been |3| 0.128|Before |3| 0.128|Broadway |3| 0.128|Came |3| 0.128|Caught |3| 0.128|Table |3| 0.128|They |3| 0.128|Thought |3| 0.128|Took |3| 0.128|Uneasily |3| 0.128|Walked |3| 0.128|What |3| 0.128|Which |3| 0.128|Why |3| 0.128|Above |2| 0.085|Across |2| 0.085|Along |2| 0.085|Annual |2| 0.085|Arm |2| 0.085|Around |2| 0.085|Arrest |2| 0.085|Avenue |2| 0.085|Bed |2| 0.085|Blocks |2| 0.085|Caf? |2| 0.085|Church |2| 0.085|Club |2| 0.085|Coats |2| 0.085|Word Frequency F%Coin |2| 0.085|Coming |2| 0.085|Course |2| 0.085|Days |2| 0.085|Dead |2| 0.085|District |2| 0.085|Door |2| 0.085|Doubt |2| 0.085|Entering |2| 0.085|Even |2| 0.085|Face |2| 0.085|Fact |2| 0.085|Fate |2| 0.085|Feel |2| 0.085|Fell |2| 0.085|Fence |2| 0.085|Find |2| 0.085|Followed |2| 0.085|Four |2| 0.085|Front |2| 0.085|Gentleman |2| 0.085|Go |2| 0.085|Halted |2| 0.085|Hat |2| 0.085|Heart |2| 0.085|Here |2| 0.085|High |2| 0.085|Hope |2| 0.085|Jack |2| 0.085|Joint |2| 0.085|Kind |2| 0.085|Know |2| 0.085|Lady |2| 0.085|Lap |2| 0.085|Large |2| 0.085|Left |2| 0.085|Life |2| 0.085|Like |2| 0.085|Looked |2| 0.085|Magistrate |2| 0.085|Make |2| 0.085|Mallard |2| 0.085|Masher |2| 0.085May |2| 0.085|Missionary |2| 0.085|Modest |2| 0.085|More |2| 0.085|Mugs |2| 0.085|My |2| 0.085|Near |2| 0.085|Next |2| 0.085|Night |2| 0.085|Officer |2| 0.085|Once |2| 0.085|Organist |2| 0.085|Park |2| 0.085|Philanthropy |2| 0.085|Place |2| 0.085|Presented |2| 0.085|Private |2| 0.085|Quarters |2| 0.085|Route |2 | 0.085|Running |2| 0.085|Sabbath |2| 0.085|Shaving |2| 0.085|Shoes |2| 0.085|Show |2| 0.085|Sidewalk |2| 0.085|Smiled |2| 0.085|Soul |2| 0.085|Spirit |2| 0.085|Steps |2| 0.085|Still |2| 0.085|Store |2| 0.085|Streets |2| 0.085|Sure |2| 0.085|Sweet |2| 0.085|Taken |2| 0.085|Thin |2| 0.085|Things |2| 0.085|Together |2| 0.085|Toward |2| 0.085|Trousers |2| 0.085|Voice |2| 0.085|Watching |2| 0.085|Ways |2| 0.085|Wind |2| 0.085|Women |2| 0.085|Yet |2| 0.085|Your |2| 0.085|From this evidence it can be concluded that the story ever happened on the park? island? corner? restaurantstreet? Broadway ?Madison Square? caf church? club ,etc. in winter. It’s about a person named Soapy who had something to do with a policeman? a woman ?a waiter? a man and an officer. This is the moment to move on to concordance. A concordance of Soapy and he will yield some actions performed by Soapy and thus the main plot of this short story can be manifested clearly ( selected lines only). . On his bench in Madison Square, | Soapy | moved uneasily. kind to their husbands, and when | Soapy | moves uneasily on his benchand the Riviera each winter, so | Soapy | had made his humble arrangements for his | Soapy | left his bench and strolled But as | Soapy | set foot in side the restaurant door the | Soapy | turned off Broadway. | Soapy | took a cobblestone and dashed it through | Soapy | stood still, with his hands in his pocket | Soapy | , with disgust in his heart, loafed alone Into this place | Soapy | took his accusive shoes and tellta Five blocks | Soapy | travelled before his courage permitted tight little isle | Soapy | straightened the lady missionarys ready With half an eye | Soapy | saw that the policeman was watching him | Soapy | followed, boldly stepping to her sideinging ivy to his oak | Soapy | walked past the policeman overcome with On the sidewalk | Soapy | began to yell drunken gibberish at the Disconsolate, | Soapy | ceased his unavailing racket. | Soapy | stepped inside, secured the umbrella and | Soapy | walked eastward through a street damaged At length | Soapy | reached one of the avenues to the eastunusually quiet corner | Soapy | came to a standstill. anthem that the organist played cemented | Soapy | to the iron fence, He would | Soapy | felt a hand laid on his arm. At the corners of four streets | he | hands his pasteboard to the North And | therefore | he | moved uneasily on his bench. H failed to repulse the cold as | he | slept on his bench near the spurring and eleemosynary, on which | he | might set out and receive Up Broadway | he | turned, and halted at a glittering caf With drawn club | he | joined in the pursuit. At a table | he | sat and consumed beefsteak, flapjacks, And then to the waiter | he | betrayed the fact that the minutes| He | arose joint by joint, as a carpenters Already be imagined | he | could feel tile cozy warmth of the sta At the next corner | he | shook off his companion and ran. | He | halted in the district where by nigh panic upon it and when | he | came upon another policeman lounging g transplendent theatre | he | caught | at the immediate straw of diso | He | danced, howled, raved, and otherwise|He | buttoned his thin coat against the chi In a cigar store | he | saw a well-dressed man ]lighting a cig | He | hurled the umbrella wrathfully into an | He | muttered against the men who wear hel| He | set his face down this toward Madison | He | viewed with swift horror the pit into the pit into which | he | had tumbled, the degraded days, unwort | He | looked quickly around into the broad fFrom the collocations of Soapy and he we can know the main plot of the story: (1)Soapy moved uneasily on his bench in winter. He might set out to look for his lodgings. Then he made his arrangement. (2) Soapy slipped out of the park and halted at a caf? upon Broadway. But he turned off Broadway. (3) Soapy took a cobblestone and dashed a window . Then he stood still . (4) Soapy loafed alon e with disgust in his mind. After that he sat and consumed beefsteak and flapjacks at a table. But to the waiter he betrayed something and it seemed he was beaten. (5) Soapy traveled again. When Soapy saw the policeman was watching him he followed a woman. But Soapy walked past the policeman safely. At the next corner he shook off his companion and ran away. (6) On the sidewalk Soapy began to yell drunken gibberish. He danced , howled, raved. Yet he ceased his unavailing racket disconsolately. So he buttoned his thin coat. (7) In a cigar store he saw a well-dressed man Soapy stepped inside and secured an umbrella. But he hurled the umbrella wrathfully . (8) Soapy walked eastward through a street .At length Soapy reached one of the avenues to the east. He set his face down this toward Madison Square. But on an unusually quiet corner Soapy came to a standstill. And the anthem that the organist played cemented Soapy to the iron fence, for he had known it well. He viewed with swift horr or the pit into which he had tumbled, the degraded days, unworthy desires. (9) Soapy felt a hand laid on his arm. He looked quickly around . Henry Ford: The Life and Achievements (712 words) EssayO. Henry also uses adverbs to characterize the characters. Here is a list of adverbs of this story. his bench in Madison Square, Soapy moved | uneasily | . to their husbands, and when Soapy moves | uneasily | on his bench in the park, you may know t And therefore he moved | uneasily | on his bench. So the Island loomed big and | timely | in Soapys mind. ough conducted by rules, does not meddle | unduly | with a gentlemans private affairs. The pleasantest was to dine | luxuriously | at some expensive restaurant; and then, ter declaring Insolvency, be handed over | quietly | and without uproar to a policeman. inquired the officer, | excitedly | . said Soapy, not without sarcasm, but | friendly | , as one greets good fortune. | Neatly | upon his left ear on the callous pavemen s time the opportunity presented what he | fatuously | termed to himself a cinch. tanding before a show window gazing with | sprightly | interest at its display of shaving ghs and hems, smiled, smirked and went | brazenly | through the impudent and contemptible li saw that the policeman was watching him | fix edly | . Soapy followed, | boldly | stepping to her side, raised his hat and ut to beckon a finger and Soapy would be | practically | en route for his insular haven. Sure, Mike, she Said, | joyfully | , if youll blow me to a pail of suds. omen in furs and men in greatcoats moved | gaily | in the wintry air. he came upon another policeman lounging | grandly | in front of a transplendent theatre re he caught at the immediate straw of | disorderly | conduct. d the umbrella and sauntered off with it | slowly | . The man at the cigar light followed | hastily | . My umbrella, he said, | sternly | . The policeman looked at the two | curiously | . ll Of course its mine, said Soapy, | viciously | . He hurled the umbrella | wrathfully | into an excavation. But on an | unusually | quiet corner Soapy came to a standstill. pedestrians were few; sparrows twittered | sleepily | in the eavesemdash;for a little And also in a moment his heart responded | thrillingly | to this novel There was time ; he was | comparatively | young yet: he would resurrect his old ea He looked | quickly | around into the broad Most of the adverbs that refer to Soapy are clearly negative and remain so throughout the story: uneasily, brazenly, boldly, disorderly, sternly, viciously, wrathfully. They all reflect Soapy’s annoying state of mind of not being able to be put into prison. Yet in order to enhance the ironic effect O. Henry mostly uses positive words such as timely, luxuriously ,quietly, excitedly, sprightly, joyfully, gaily, grandly to modify other characters. These two groups of words are a striking contrast between the poor’s and the rich’s life. Besides the above concordance which exhibit the plots and the characters some nouns’ concordance are meaning as well, which enhance the story’s ironic significance greatly. Here is the concordance of bench:On his | bench | in Madison Square, Soapy moved uneasily. and when Soapy moves uneasily on his | bench | in the park, you may know that winter And therefore he moved uneasily on his | bench | . D repulse the cold as he slept on his | bench | near the spurring fountain Soapy left his | bench | and strolled out of the square and survives even when the home is a park | bench | . We see bench was Soapy’s home before winter. Yet when winter came he felt uneasy on his bench. Therefore he left his bench and tried to find a new â€Å"home†. This is a severe satire to the so-called happiness ?freedom and democracy of the capitalized society. We may suppose if Soapy was not too poor to own a house he might not have tried to break the law to find prison as his home. This concrete word is used accurately , which is an accusation of the society. The concordance of the word island is very meaning as well. Three months on the | Island | was what his soul craved. for his annual hegira to the | Island | . So the | Island | loomed big and timely in Soapys mind. Soapy, having decided to go to the | Island | , at once set about accomplishing his It seemed that his route to the coveted | Island | was not to be an epicurean one. The | Island | seemed very far away. In his fancy the | Island | seemed an unattainable Arcadia. Three months on the | Island | , said the Magistrate in When bench can not be Soapy’s warm house in winter island(in Soapy’s mind it refers to prison) became what his soul craved. Soapy, having decided to go to the island, at once set about accomplish his desire. After he did something evil the policeman did not send him to where he wanted Soapy even felt the island seemed an unattainable Arcadia. Yet just when Soapy decided to abandon the island to be his winter home the Magistrate in the Police Court declared he would be three months on the island. This is actually an unexpected decision as to Soapy as well as to readers. When readers have to admire O.Henry’ superb writing technique they may sigh for S oapy’ tragic destiny at the same time. Some readers may ask: why Soapy did not accept the government’s welfare donate? The next concordance of charity may tell us the answer: orned the provisions made in the name of | charity | for the citys dependents. one of Soapys proud spirit the gifts of | charity | are encumbered. As Caesar had his Brutus, every bed of | charity | must have its toll of a bath, every loafIn this concordance it seems Soapy was proud and scorned the provisions because the conditions of accepting it was strict and the applicants human right was invaded. Thus it is understandable for Soapy to refuse the gifts of charity. From the above analysis based on concordancing we are given basic insights into the structure of O.Henry’ The Cop and The Anthem. From the above concordancing we can grasp the plots? the characters and the writing style of this story easily and clearly. It’s just under the so-called capitalist democracy that Soapy attempted to seek for his special happiness from prison .He did so many evil things yet no policeman sent him to prison. Just when he was moved by an anthem and determined to start a new life he was captured by a policeman and tried for three months captivity in prison. Either on the plots or the characterization or the writing style O.Henry may be rated as a good piece of work. During the course of analyzing the concordancing of this story we are providing a motivation for reading and raising language awareness and enhancing linguistic and stylistic and literary competence and â€Å" learners are able to use literature as a way of increasing their knowledge of English as well as to enjoy literature as to enjoy literature in English in its own right.†( Tribble/Jones 1990:78)References:Concordancing in Stylistics Teaching by Bernhard KettemannConcordancing in The Cop and The AnthemName: Yang JianmeiMajor: LiteratureSubject: CorpusTutor: Dr.Li WenzhongTime: 2001.1.14Arts Essays

What is Hinduism an Example by

What is Hinduism? Hinduism is a religious belief observed by millions of people all over the world. It has been established thousands of years ago, making it one of the oldest religions in the world. (BBC) In addition, the population of advocates who support Hinduism is massive, thus making it the third largest religion in the world. (Religious Tolerance) It is said to have originated in India, however it has not been recognized to any person based on its creation and development. (Das) Need essay sample on "What is Hinduism?" topic? We will write a custom essay sample specifically for you Proceed Early History of Hinduism Hinduism has been traced to emerge during 3000 BCE, and its practice have been prominent in placed such as Punjab valley, Indus valley, and Mohenjo-Daro among others. The people within these communities practiced Hinduism. They also have a distinct set of beliefs and practices that were present during their time. For instance, religious practices such as worship were done beside the rivers, around fires, etc. However, time has changed these practices and found its way to learning all the different religious practices in the past and fuse it together to make a single religious practice. (BBC) Hinduism was also influenced by other religions such as Jainism and Buddhism. The emergence of these religions influenced the formation of Hinduism later on. After the establishment of Hinduism, several religions also influenced the traditions and ideas that lays the foundation of the religion. For instance, Islamic practices such as the mystical traditions and beliefs have the same ideologies with that of Hinduism, despite their conflicts in territory and expansion. (BBC) Aside from the influences of other religious factions, Hinduism was also influenced by Western traditions. Missionaries attempted to convert followers of Hinduism into Christianity. However, this only angered and challenged the Hindu population, thus pushing them to restore the old Hinduism faith. The revival of Hinduism took place during this time. Old practices and traditions were relearned and implemented. (BBC) Beliefs and Practices The Hindu practice believes in a single god, whom they call Brahman. They believe that he was the one who created the universe and all the living things that inhabit it. However, several factions within the religion worship different gods. Three groups are divided according to the god that they worship. For instance, one group worships Vishnu. Another group worships Shiva. The third group worships a mother goddess, whom they call Shakti. These three gods are believed to be united in one, and that is Brahman. (BBC) The practice of Hindu rituals and traditions are observed and taught even before the conception and birth of a child. For instance, there are prayers for parents in order for them to be able to guide and protect their children. There are also several ceremonies such as the welcoming of the newly born child, a ceremony for naming the child, and even ceremonies before the childs ears are pierced or before his hair is cut. (BBC) The unique characteristic of Hinduism is that it believes in reincarnation. They believe that when people die, they come back to the world in a completely different form. In addition, ones behavior or morals where predict whether one will become something or someone that is good or desirable in the next life. For instance, people who have been behaving badly will become undesirable creatures in the next life. While people who have been good to themselves and to others will be reflected in ones life after death. Moreover, reincarnation depends on the caste system. (Contender Ministries) The aim of believing in Hinduism and practicing their beliefs and traditions is to achieve nirvana. Nirvana is the highest state of being wherein one is untied from the cycle of reincarnation. This happens when one fulfills all his duties and responsibilities to his family and society. Meditation is also instrumental in achieving salvation, thus leading to eternal peace and state of mind, as embodied in the principle of nirvana. Through meditation, one is liberated from ignorance and is enlightened with knowledge and wisdom. Lastly, the road to nirvana entails self-sacrifice and surrender. People who practice Hinduism must be able to submit to the gods through worship and rituals, and being able to exist in this world within the path of god. (Contender Ministries) Different Denominations Hinduism has four main denominations and the other three are mentioned above. The denominations of Hinduism depend the god that they worship, the doctrine that they follow, and the beliefs and traditions that they wish to practice. For instance, the Vaishnavas worship Vishnu. They also value devotion to their god. Shaivas worship the most popular god in India who is Shiva. Shaivas practices are mostly based on meditation and gaining knowledge. (The Heart of Hinduism) Shaktas worship Shakti, wherein sexual relations is utilized in order to connect with the god (Dominguez). The doctrine of the Shaktas believe in the power of action that is in doing well to others. The last denomination of Hinduism is called Smarta. Smartas worship five gods. Like the Shaivas, the Smartas value knowledge and meditation. (The Heart of Hinduism) The Gods and Godesses Aside from the gods and the goddesses aforementioned, Hinduism also recognize gods and their mystical powers. For instance, they believe in Indras. Indras is the god of storms who guides warriors in their quest to win over battles. Agni is the god of fire, and Varuna who is in charge over the order and the organization of the world. They also believe that Varuna is a wise god who always seeks the truth through moral views and reasoning. Varuna also knows the wishes, desires, and mysteries of man. (BBC) Sacred Texts Like all other religions, Hinduism also has sacred texts wherein all their beliefs, practices, traditions, and ideologies are written. Examples of these sacred texts include the Vedas, Upanishads, and Puranas. The Vedas is an old sacred text, which includes all songs and hymns, chants and prayers, and traditions and ritual practices. Like the Vedas, the Upanishads is an old sacred text wherein the philosophies of Hinduism are discussed. The Upanishads guides man in his quest to achieve Nirvana and establish a connection with Brahman. These shall be accomplished through continuous prayer and meditation. Lastly, the Puranas contains all information pertaining to the world. It contains the events in the past that led to the creation of the world, and includes its destruction. Other sacred texts, however less popular than the ones mentioned above include The Laws of Manu, The Sacred Laws of the Aryas, The Satapatha Brahmana, etc. (John Bruno Hare) Works Cited BBC. (2008). Religion Retrieved from BBC. March 23, 2008. http://www.bbc.co.uk/religion/religions/hinduism/ BBC. (2008). Early History. Retrieved from BBC. March 23, 2008. http://www.bbc.co.uk/religion/religions/hinduism/history/history_1.shtml BBC. (2008). Other Religious Influences. Retrieved from BBC. March 23, 2008. BBC. (2008). Personalities. Retrieved from BBC. March 23, 2008.

Prevaricate vs Procrastinate

Prevaricate vs Procrastinate Prevaricate vs Procrastinate Prevaricate vs Procrastinate By Ali Hale Two commonly confused words are prevaricate and procrastinate. They are similar in being quite formal, Latinate, words but have different meanings. Prevaricate means â€Å"to deviate from the truth† (Merriam-Webster). It is not quite so strong as â€Å"lie† but implies an intention to mislead. It is often, but not exclusively, used in reference to politicians: â€Å"It is one of the known indications of guilt to stagger and prevaricate in a story.† (Edmund Burke) â€Å"McCain will sometimes surrender to the cheap ploy or prevarication when the moment demands it, but it is often with a smirk or a wince, some hard-to-miss signal that he knows he’s up to no good.† (Matt Bai, The McCain Doctrines in the New York Times) Procrastinate means â€Å"to put off intentionally and habitually† (Merriam-Webster). The term is often used in advice on time management or self-improvement, and can also be a noun (â€Å"procrastination†). People who habitually procrastinate are â€Å"procrastinators†. â€Å"Everyone experiences the desire to procrastinate. For one reason or another, nothing is harder than doing the one task that needs to get done.† (From How to procrastinate more productively) â€Å"Procrastination is not a problem of time management or of planning. Procrastinators are not different in their ability to estimate time.† (From Why We Procrastinate in Psychology Today) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†225 Foreign Phrases to Inspire You20 Classic Novels You Can Read in One Sitting

How to Study for a College Midterm

How to Study for a College Midterm Midterms can be intimidating, whether youre a first-semester college student or getting ready to graduate. Because your grade might be heavily dependent on how you do on your midterm exams, being as prepared as possible is important for your success. But just what are the best ways to prepare? In essence: how do you study for a midterm in the best way possible? 1. Go to Class Regularly and Pay Attention If your midterm is over a month away, your class attendance might seem pretty disconnected from your study plan. But going to class every time, and paying attention while youre there, is one of the most effective steps you can take when preparing for a midterm or other important exam. After all, the time you spend in class involves you learning and interacting with the material. And its much better to do so in shorter snippets over the course of a semester than to try to learn, in just one night, all of the things that have been covered over the last month in class. 2. Stay Caught Up with Your Homework Staying on top of your reading is a simple but highly important step to take when preparing for midterms. Additionally, if you really focus on your reading the first time you complete it, you can do things like highlighting, taking notes, and making flashcards that can later be transformed into study aids. 3. Talk to Your Professor About the Exam It may seem obvious or even a little intimidating, but talking to your professor in advance of the exam can be a great way to prepare. He or she can help you understand concepts youre not totally clear on and can tell you where to best focus your efforts. After all, if your professor is both the writer of the exam and someone who can help you be efficient in your preparations, why wouldnt you use him or her as a resource? 4. Begin Studying at Least One Week in Advance If your exam is tomorrow and youre just starting to study, then youre not really studying youre cramming. Studying should take place over a period of time and should allow you to really understand the material, not just memorize it the night before an exam. Beginning to study at least one week in advance is a smart way to reduce your stress, prepare your mind, give yourself time to absorb and remember the material youre learning, and overall do well when exam day finally arrives. 5. Come Up With a Study Plan Planning to study and planning how to study are two very different things. Instead of staring blankly at your textbook or course reader during the time youre supposed to be preparing, come up with a plan. For example, on certain days, plan to review your notes from class and highlight key elements you need to remember. On another day, plan to review a particular chapter or lesson that you think is especially important. In essence, make a to-do list of what kind of studying youll do and when so that, when you do sit down for some quality study time, you can make the most of your efforts. 6. Prepare Any Materials Youll Need in Advance If, for example, your professor says its okay to bring a page of notes to the test, make that page well in advance. That way, youll be able to refer to what you need quickly. The last thing you want to be doing during a timed exam is learning how to use the materials you brought with you. Additionally, as you make any materials youll need for the exam, you can use them as study aids as well. 7. Be Physically Prepared Before the Exam This may not seem like a traditional way of studying, but being on top of your physical game is important. Eat a  good breakfast,  Ã¢â‚¬â€¹get some sleep,  have the materials youll need already in your backpack, and check your stress at the door. Studying involves preparing your brain for the exam, and your brain has physical needs, too. Treat it kindly the day before and the day of your midterm so that all of your other studying can be put to good use.

Wills World Cup Cricket Match Personal Statement

Wills World Cup Cricket Match - Personal Statement Example So Sri Lanka got points for the first two games and went directly to the quarter-finals. This never happened before or since in the Cricket World Cup. All the games after that were played in Pakistan or India. The Group A games between Australia and the West Indies were marvelous. All the players on the Australia team were very young. They did not have much World Cup level experience. Their captain, Mark Waugh, also was one of the best scorers of the tournament. They proved they were fighters. The Australians played their hardest against the West Indies veterans. Now the West Indies, as you know, is not one country, but a group of many islands in the Caribbean Sea. It was wonderful to watch how all these players put their skills together to make one terrific team. Brian McMillan and V. Chanderpaul were the team's star players. In one of the semi-final games, the "Windies" as they were called, threw everything they had at the Aussies, but it was not enough. The Australians charged into the final game, defeating the Windies by a score of 207 for 8 in 50 overs. All four of the Group A teams: West Indies, Australia, India and Sri Lanka advanced to the semi-finals. Sri Lanka and Australia played the final, and Sri Lanka was victorious in a dogged match over the Australians, 245 for 3 in 46.2 overs. The Sri Lankans captured the victory by seven wickets to take home the World Cup for 1996. The skilled players from India fascinated me during this tournament. Even though they did not play in the final match, two of their best players took the top awards in the Wills World Cup. Sachin Tendulkar scored an amazing total of 523 runs in all the matches he played. His teammate, Anil Kumble, was the top wicket scorer with 15. I remember the announcer talking about Sachin Tendulkar during the India semi-final game. He told us that Tendulkar was very young, in his early 20s, and had just married before the start of the tournament. He suggested to young men everywhere, "See what a happy marriage can do for you," meaning that Tendulkar played so well because he was very happy and contented. I always wonder if many young cricket players watching the Wills World Cup soon asked their girlfriends to marry them because of this advice. Very different from the India and Australia teams was the South African squad. Every player had played in at least one World Cup before. They were led by the legendary player Hansie Cronje (crow nyee). All of them were white. Apartheid had ended in South Africa, but there were no black players chosen for the team. Cronje was a tall, solidly built man. He had a strong-featured face, a beaky nose, piercing pale eyes and thin lips. He was very intimidating to his opponents. The South Africans fell to the hurricane speed pitches of the Windies, who beat them 264 for 8 in 50 overs. Hansie Cronje remained the permanent captain of the South Africa team for several more years. I was deeply saddened to hear of his death in a small plane crash in 2002. Another thing I remember clearly from the Wills World Cup was the players' uniforms. We are all used to seeing cricket players dressed in snow-white from collar to shoes. But not at the World Cup. The players wore polo-style shirts, short sleeved with two buttons at the top, in vibrant colors. The colors were usually taken from those in the country's flag, except the Windies,

Philosopy on education Assignment Example | Topics and Well Written Essays - 250 words

Philosopy on education - Assignment Example In addition, personal analysis has indicated that due to different technological advancements, there has been a change in the methodology of education, and unfortunately, education and learning now stands in distinction with each other. In other words, societies are focusing primarily on acquisition of education, and not on the significance of learning, as degrees hold higher importance, whereas, individuals having the notion of learning without degrees usually do not acquire any respectable place in the society. In the result, there is now a wave of conflict between the notions of education and learning due to inclusion of huge technological advancements in this field; however, there is an urgent need of standardization on international level that will enable the human race to ensure survival of actual philosophy of education while resisting impact of the technology. In brief, one should accept and appreciate such change in the philosophy of education that is altering with the time, and thus, is in bond with the nature and

Medical Ministry - Logotherapy Essay Example for Free

Medical Ministry Logotherapy Essay He ranted and raved uncontrollably. He suddenly turned to me and said â€Å"Why me? † My reply was â€Å"Why not you? What makes you think that you are more special than the next person? † This confrontational response stopped him in his tracks, made him think about his situation and the anger and feeling sorry for himself disappeared, never to return again. Too often patients with incurable diseases surrender to all the negative emotions that overwhelm them. They become despondent, depressed, fearful and lose hope. All their time is spent fixating on themselves and their wellbeing. They become so focused on their problem that the problem can become their whole world. Patients then get caught in a vicious circle whereby the harder they try not to worry, the more they worry. The greater the effort not to think of their problems, the more they think about them. Without meaning in these patient’s lives, how do they mentally ensure quality of life? How do they make peace, emotionally and spiritually, with the situation they find themselves in? There is sufficient proof that everything can be taken from man except the choice of one’s attitude in any given set of circumstances. Inner freedom, which cannot be taken away, makes life meaningful and purposeful. My husband and I met with the oncologist and found out what treatment was required to push the cancer into remission. We decided to put our trust in the oncologist’s ability to treat this disease while we concentrated on living each day with love, humour and purpose. In effect we were practicing dereflection. Looking back now at the chemotherapy he had to endure, on and off, over a seven year period, I realise that disease/illness can be very meaningful. The chemotherapy room was a morbid place, where everyone sat quietly, lost in their own thoughts, with a chemo drip in their arm. My husband changed all that. He got to know all the patients and medical staff. He used humour to get people to open up about their situations. He would have me running around serving tea, coffee and cake to the patients. He instilled a feeling of hope and caring amongst the patients. They took an interest in one another’s lives, exchanged useful information, joked and laughed about themselves and their illness plus friendships were formed. The doctor often came to check what all the noise was about in the chemotherapy room. I believe this was my husband’s purpose during this period of his life. It was filled with meaning as were the lives of the patients whom he came to know and love. In 2001 the cancer came back aggressively and my husband had to have heavy doses of chemotherapy that almost destroyed his body. He was hospitalised and almost overnight lost so much weight. He was sent home weighing 49 kilograms and so weak that he became bedridden. He didn’t have the strength to walk or to sit up in bed. He began to feel humiliated and degraded due to the fact that he couldn’t do anything for himself. He thought that he had become a burden on me and together with a loss of dignity, he became very depressed. He believed that he would be totally helpless for the rest of his life. The loss of hope and meaning can have a deadly effect. Without faith and belief in the future the patient loses his spiritual hold and allows himself to decline by becoming subject to mental and physical decay. Total despair sets in and all the patient sees is a meaningless existence. To provoke patients to find meaning in their lives, the logotherapist must have a deep commitment for the uniqueness and dignity of each individual. The therapist must focus on the specific needs of individual patients instead of using a fact or technique valid for one situation, to make conclusions about a different situation. During my husband’s depression he tried to commit suicide but fortunately was stopped before he could commit the deed. I phoned Hospice for help. They sent a wonderful woman who came on a regular basis to chat and deal with my husband’s emotional needs. Meals were no longer served in bed. I carried him to the dining room table so that he could eat with the rest of the family. He had practically given up eating so I became more forceful about getting him to eat. On a daily basis I exercised his arms and legs. Hospice arranged for a wheelchair and if we went anywhere as a family, my husband came along. Together we set goals for him to achieve, baby steps as we called them, the first being the building up of his strength. We did a lot of laughing and some crying during this time. His depression disappeared and he started ooking forward to each day. He eventually managed to walk again much to his and the family’s delight. On his first visit to his oncologist after being bedridden, he was nicknamed â€Å"The Miracle Man† by the medical staff. Unfortunately my husband passed away in January 2005. Reading the account of Frankl’s story of the old general practitioner who suffered with depression after his wife died has given me much comfort. Frankl used a form of the Socratic dialogue and asked the practitioner what would have happened if he rather than his wife had died first. He answered, â€Å"How she would have suffered. † I can relate to this story in so far that my husband would have suffered if I had died first. I have spared him this suffering and that is very meaningful to me. There are various methods or techniques a therapist can use to assist their patients to find meaning in their lives. There is the â€Å"parable method† which is suited to some patients whereby the therapist relates a parable or tells a story which illustrates the point that no human being is exempt from illness. There is dereflecting as well as the Socratic dialogue Here is something I came across by an unknown author which can be applied to many diseases and which my husband and I found very inspirational during the period that he had lymphoma. WHAT CANCER CANNOT DO Cancer is so limited.. It cannot cripple love It cannot shatter hope It cannot corrode faith It cannot destroy peace It cannot kill friendship It cannot suppress memories It cannot silence courage It cannot invade the soul It cannot steal eternal life It cannot conquer spirit

Computers and Homeland Security Unite Essay -- Technology Department o

Computers and Homeland Security Unite Homeland security was created by the Bush administration in 2001 as a result of the September 11th events. It is an independent agency in the United States whose mission is to protect the nation from potential terrorist attacks. Together the agency is made up of twenty two agencies and 180,000 employees. Their main focus is â€Å"intelligence and warning; boarder and transportation security; domestic counterterrorism; protecting critical infrastructure; defending against catastrophic threats; and emergency preparedness and response† (Whitehouse 1). The agency could not carry out these important tasks if it were not for the latest in computer technology. â€Å"The Department of Homeland Security is connected to all fifty states† (Whitehouse 1), networking, and the shared information across the US makes it easier to keep everyone informed of the current events which allows them to work together more efficiently. It is their job to inform the American people if they are at risk for terrorism. The agency issues a current and up to date warning level sign for terrorism alerts. In 2003 the United States Homeland Security signed a contract with Microsoft making them the agencies â€Å"supplier of desktop computers and computer software† (gov exec 1). America will spend 90 million dollars to purchase the rights to 140,000 computers for the next five years to ensure that they keep America secure. As a result of the new system from Microsoft the agency was allowed to simplify their network because it is now all intergraded into one system that they did not have in the past. The agency uses computers to organize all the data they have collected by entering it into a computer database. They call the database... ...rrent information in their databases. Today America is continuously up dating and entering information into their databases because they hope to prevent further US destruction. With this new system of security implemented the nation is less likely to suffer another attack like September 11th 2001 because we will have enough time to prepare for potential terrorist attacks in the future with this new system implemented. Works Cited TeleType GPS Homeland Security US Coast Guard Press Release. February 19,2003. TeleType GPS, Http://www.teletype.com/pages/pgs/press/coast_guard_homeland_secuirty.html GovExec. July 15, 2003. National Journal Group INC. http://www.goveexec.com/story_page.cfm?articleeid Homeland Security Home page. July 20, 2005. The White House President George Bush. http://www.whitehouse.gov/infocus/homeland/

Corporate Human Resources †Hackney. Essay

This plan sets out the key aims and activities of the Corporate Human Resources service during 2003-04 and in particular how the service will support the achievement of the 2020 Vision for the borough and the other corporate objectives agreed by the Council, which are to: * Make sure the Council works properly and efficiently * Involve the public in what we are doing to get better * Improve opportunities and quality of life in the borough and promote social inclusion 1. OUTLINE OF THE SERVICE 1.1 Corporate Human Resources is managed by the Assistant Chief Executive (Human Resources), a member of the Core Management Team, who is responsible for ensuring the council’s compliance with employment legislation. The purpose of the HR function is to work in partnership with managers to maximise the efficiency and effectiveness of our workforce in order to support the council’s business strategy and achieve excellence in service delivery 1.2 The components of the Corporate HR function are: à ¯Ã‚ ¿Ã‚ ½ Strategic human resource management Develops a strategic framework that provides direction for the organisation in order to optimise employee productivity and achieves continuous improvement in the context of best value. Sets standards of best practice ensuring consistency of approach to create one organisation. Provides both guidance and input into operational HR functions. Provides the tools to drive up performance and productivity and drive down sickness absence. Works in partnership with employee representatives in order to create and embed a positive and constructive industrial relations environment that achieves service excellence. Development and implementation of procedures and guidelines to ensure managers work towards a productive employee relations culture. à ¯Ã‚ ¿Ã‚ ½ Learning and organisational development Develops and introduces strategies, policies and programmes to develop the capability of the council, its Members and employees to successfully implement business objectives and priorities. Establishes a competency based performance management approach to become a learning organisation, bring about culture change and to harness and extend the knowledge, skills and experience of all those within the council in pursuit of service excellence. à ¯Ã‚ ¿Ã‚ ½ Health safety and welfare Promotes a healthy and effective workforce, promotes good practice in health and safety, and addresses ill health at work and ill-health early retirements. Ensures compliance with occupational health, safety and welfare legislation and guidance. Develops and implements Occupational Health service policies in co-operation with the Council’s nominated provider. à ¯Ã‚ ¿Ã‚ ½ Strategic HR Contracts team Procures and monitors the payroll contractor to ensure timely payment of Hackney employees and pensioners. Monitors the Independent Referral Unit, which provides a 24/7 confidential telephone help- line. This is an independent specialist service where employees can raise their complaints and concerns about racial discrimination, racial harassment and racially discriminatory practices in the workplace. Monitors the One-Stop Recruitment contract responsible for permanent and temporary recruitment and the job matching service for the council’s redeployees. Procures and monitors the Occupational Health Service contractor which carries out pre-employment health checks on new appointees and provides medical advice to help manage sickness absence. 2. SUMMARY OF PERFORMANCE FOR 2002/2003 The service was restructured in March 02 to downsize by eight posts and interviews were completed over March and April; there were some redundancies with staff leaving in June. Two vacant posts were filled by August. The Departmental Strategic Objectives for 2002/03 were: à ¯Ã‚ ¿Ã‚ ½ To review and implement an HR strategy to reflect organisational needs and the new senior management structure; to consult all stakeholders – Directors, senior management and members by April 02. We achieved the early stages and with the appointment of the Head of HR in August 02 this is being carried forward for completion by April 03. à ¯Ã‚ ¿Ã‚ ½ To introduce competency based performance appraisal in the organisation by April 02 and carry out regular audits of service areas. We are currently in the process of reviewing the implementation process of the performance appraisal and development framework. A report of the findings will be produced for Core Management Team in December 2002. à ¯Ã‚ ¿Ã‚ ½ To achieve Investors in People standard – with assessments carried out across directorates by September 02. This was achieved by Corporate Human Resources and the Social Services directorate. Assessments of the remaining directorates will take place in early 2003. à ¯Ã‚ ¿Ã‚ ½ To work towards Commission for Racial Equality level 4 standard. This has been replaced by the Equality Standard for Local Government level 2 and is being carried forward for completion by April 04. à ¯Ã‚ ¿Ã‚ ½ Continue to fight racial discrimination by following through the Race Equality Action Plan, to reduce the number of complaints to the Independent Referral Unit, measuring the number of cases referred and their outcomes Ongoing. à ¯Ã‚ ¿Ã‚ ½ Develop corporate HR database and to ensure that systems are in place to provide workforce and BVPI monitoring information with complete audit trails. We are on target to procure a Human Resources Information System by April 03, have had the approval of Cabinet and are meeting the milestones of the new corporate procurement process. The Departmental Service Priorities for 2002/03 were: * Recruitment of third tier managers by 30 June. 88% achieved, 6% under review, 6% vacant. Continuation of this activity is identified as a key project in Appendix 2(B) * TUPE of Education staff to Hackney Education trust by 1 August. Achieved * TUPE of finance staff to external provider. This exercise is still under review and the decision deferred whilst the organisation examine the feasibility of a strategic partner arrangement. * Implementation of Best Value Performance Plan; production of annual BVPP estimates and actual performance by Feb 02. Achieved * Implementation of the second stage of Single Status. Ongoing. * Trade Union facilities agreement. Corporate agreement and budget reduction achieved. Local consultation agreements ongoing. * HR Standards & Frameworks. Review of existing documentation – consult Executive and negotiations with Trade Unions as necessary. All managers complying with HR standards and frameworks. Available on website March 2002. Existing standards and frameworks on website. Continuation of this activity is identified as a key project in Appendix 2(B) * Objective: reduce days lost per employee through sickness and industrial action. Project Manager of sickness absence team appointed, project developed and now being implemented. * Race Relations Amendment Act. New Council policy agreed. Achieved * Non Discrimination Notice Requirements. Production of regular monitoring information for the CRE. Achieved Regular ET panels to be convened. Dates have now been scheduled for the remainder of 2003 and the programme of panels will continue through 2003/4. * To reduce spending on the Payroll Services Contract to save à ¯Ã‚ ¿Ã‚ ½250,000 per annum by 2004/05. On target to appoint new contract for Feb 04 and achieve savings on current contract. * Bring payroll debt under control by 31 March 2003. New HR Information system to be implemented by September 03 will be single point on data entry to prevent new debt occurring. ITNet to be invoiced for debt due to their errors at end of financial year. The Training and Development Plan for 2002/03 * Culture Change Executive Coaching programme. Achieved Phoenix Programme – Race Equality Action Plan. Achieved Progress training and development related to the Race Equality Action Plan. Achieved * Race Equality Action Plan/ Investors in People Implement workforce development interventions and initiatives. Achieved Implement a mentoring and coaching programme for employees. Ongoing * Corporate Induction – Organise a series of induction programmes throughout the year. Achieved * Management Development Implement competency based appraisal & development framework. Achieved * Human Resource Management training. Ongoing * Workforce/ Organisational Development (Race Equality Action Plan) Investors in People. Ongoing; achieved in HR and Social Services Corporate development events/ road shows. Achieved Budget The HR cash limit for 2001/2 was set at à ¯Ã‚ ¿Ã‚ ½1,179k. Changes to accountancy practices meant that the costs of the corporate trade union facility and for the Occupational Health Service were no longer recharged to the payroll overhead as in previous years and no budget was transferred to the cash limit. This could have resulted in a à ¯Ã‚ ¿Ã‚ ½330k overspend but was contained by keeping seven posts vacant and through good housekeeping. HR were then on course to achieve the cash limit, however in February 2002 we were given the responsibility for the payroll debt and had to make a bad debt provision of à ¯Ã‚ ¿Ã‚ ½271k for other departments debts. An under spend of à ¯Ã‚ ¿Ã‚ ½35k therefore became an overspend of à ¯Ã‚ ¿Ã‚ ½236k. 3. CHALLENGES FOR THE YEAR AHEAD 3.1 Implement an HR strategy to reflect a one organisational approach. Reviewing and re-launching the HR standards and frameworks. 3.2 Completing the government direction of recruiting the council’s third tier of management and working through a programme to increase 4th tier capacity. 3.3 Embed performance management to increase productivity, tackle under performance and achieve service improvements through appraisal, sickness absence management, health and safety performance management and HR standards monitoring. 3.4 Embed competency-based performance appraisals in the organisation. 3.5 Review the council’s recruitment and retention strategy to improve the management capacity at all levels. 3.6 Reducing sickness absence levels to achieve the government’s targets of 9 days by 2005 and embedding an attendance culture in the organisation. 3.7 Whole organisation achievement of the Investors in People standard in 2003 and maintaining a continuous learning culture. 3.8 Procure, implement and deliver a Human Resources Information System across the council and improve all manual HR processes to meet audit requirements and best practice. 3.9 The payroll function will be subject to a competitive tendering process by 31 January 2004. 3.10 Continue the programme of single status implementation with Waste Management and Finance. Ensure that the programme of job evaluations for Scale 6 staff and below is completed in line with the single status agreement. 3.11 To achieve level 2 of the Equalities Standard for Local government. 3.12 Embedding a performance management model for Health and Safety across the council. 3.13 To implement a Members’ Development Programme. 3.14 To implement a Leadership Programme for third tier management. 3.15 SWOT Summary STRENGTHS OPPORTUNITIES * Nurture and maintain CMT/top team support for HR * Increasing organisational stability ? shared corporate knowledge * Increasing financial stability ? Less moving of goal posts * New Political stability ? Better decisions * New legislation ? Support Hackney change objectives * Continue to develop own (HR) skills * Develop SMARTER ways of working as a team (e.g. by cross-team project working, matrix teams, greater appreciation and awareness of each other’s strengths). * Develop and achieve improvement to HR information systems. * Redistribute reducing HR recruitment budget and improve capacity-building (in HR) * Corporate Performance management framework – All managers and staff are clear about the requirements and good practice standards. * Improving recruitment and retention; new employer brand improving rewards and recognition; better and new skills balance. WEAKNESSES THREATS * Impact of reducing budgets possible constraints on obtaining appropriate funding for changes required or innovating. Need to monitor closely and use more wisely and creatively. * Poor balance between operational versus strategic HR activities ? Need to improve capacity to focus more on strategic roles and review opportunities for improving efficiencies in delivery of operational functions. * Pressures of deadlines imposed by others. Affect ability to deliver reliably; need to renegotiate earlier; need to improve how we manage our needs/demands as well as other stakeholders/clients MAKING SURE THE COUNCIL WORKS PROPERLY AND EFFICIENTLY 4. MANAGEMENT AND STAFF PROVIDING HIGH QUALITY SERVICES 4.1 Investing in the development of staff ? Revise frameworks in line with recommendation ? Ensure consistent standard of implementation ? Evaluate the impact of the supporting Training and Development programmes (quality and quantity) ? Design, commission & implement programme ? Design, commission and implement Scrutiny, Members development programme. ? Evaluate 2002 development programme ? Implement revised programme ? Develop Phase II of development programme ? Design and implement Development Programme ? Evaluate Phase I of Development Programme ? Implement programme ? Monitor Implementation ? Evaluate programme ? Implement programme ? Monitor Implementation ? Evaluate programme ? Prepare for strategic assessment of the council ? Audit standard to ensure continuous improvement and compliance in meeting IIP standard ? Implement programme ? Monitor Implementation ? Evaluate programme ? Implement programme ? Monitor Implementation ? Evaluate programme 4.2 Ensuring staff performs to high standards. Embed performance management to increase productivity, tackle under performance and achieve service improvements. Embed competency-based performance appraisals in the organisation. 4.3 Tackling poor performance. Reducing sickness absence levels to 9 days by 2005 and embedding an attendance culture in the organisation. Reviewing and embedding capability framework. 4.4 Equality of opportunity in recruitment and employment practices. Monitoring of corporate Equalities Plan and Equalities Scheme. 5. ACCOUNTABILITY FOR THE USE OF TAXPAYERS MONEY 5.1 HR are addressing the following corporate objectives: * New financial management systems – by procuring a corporate HR Information System. This will be a single point of data entry to payroll for starters/leavers and absence recording to remove the current problem of overpayments to staff and leavers caused by processes being paper-based and difficult to enforce. * Consistent records are kept and procedures followed by – à ¯Ã‚ ¿Ã‚ ½ HR Standards and Frameworks giving a clear guide to managers on recording staff attendance and maintaining personal files, à ¯Ã‚ ¿Ã‚ ½ Maintaining a cost centre validation tool introduced to prevent staff being placed on payroll without a valid cost code, à ¯Ã‚ ¿Ã‚ ½ Developing and implementing an Establishment Post number system for all staff to ensure only valid members of staff are being paid. * Ensuring budget holders manage their budgets – by issuing guidelines on verifying appropriate staff are on the payroll and paid at the correct scale. HR has local monitoring systems, which are reconciled to the general ledger every month. The ACE (HR) hold weekly budget meetings with the HR management team to identify and tackle potential areas of risk. * Improving the way we procure services – by participating in the corporate procurement training programme and involving the Hackney Procurement Centre at all stages of current procurement projects; project management of these and participation in post-procurement reviews. 5.2 District Auditor’s Regularity Review * Risk based planning. Operational and financial risks are being identified and evaluated as part of the on-going, six weekly scrutiny process. Risk identification, evaluation, monitoring and management arrangements are being embedded in the 2003/04 budget preparation and service planning process. Improved monthly financial monitoring procedures have been introduced and a new scheme of delegation has been finalised. * Payroll. A reconciliation exercise between payroll records and local employee monitoring and forecasting systems has been undertaken and additional resources have been deployed to clear the backlog of payroll overpayments. Revised procedures are being developed to reduce the risk of future overpayments and the new HR Information System will act as a single point of entry to replace current paper-based processes. * Contracts. Contracts registers established. Contract monitoring and management procedures are embedded. * General income. Work is underway to improve income collection and debt management and recovery procedures. Income profiles are being established, against which collection performance will be monitored on a monthly basis. Revised procedures for debt management and debt recovery are being introduced and performance will be monitored on a regular basis. Arrangements are be being strengthened further in the 2003/04 budget preparation process. * Payments to agency staff. A One Stop Recruitment contract for permanent and temporary recruitment is in place as a result of a competitive tendering exercise. There is a single point of invoicing from appointed agencies via the leas supplier who provides monthly financial monitoring information to the council. 5.3 Key procurement activities are: à ¯Ã‚ ¿Ã‚ ½ the purchase and implementation of an HR Information System (see 3.7) à ¯Ã‚ ¿Ã‚ ½ The competitive retendering of the payroll contract which expires 31 January 2004 (see 3.8). à ¯Ã‚ ¿Ã‚ ½ Future retendering of the Occupational Health Service contract by April 2004. INVOLVING THE PUBLIC IN WHAT WE ARE DOING TO GET BETTER 6. REVIEWING OUR NEW DEMOCRATIC ARRANGEMENTS 6.1 The Head of Learning and Development is working with the Deputy Mayor and INLOGOV to design and implement a Members Development Programme. Members training needs such as IT training and Scrutiny skills are being identified to implement a training programme. 7. IMPROVING INFORMATION TO THE PUBLIC 7.1 All current job vacancies in the council are now published weekly on the Hackney Live website. The public can download job details and profiles, advice and guidelines on how to apply for posts and complete application forms. The One Stop Recruitment contractor Bartlett Scott Edgar manages and maintains the database of advertised posts and acts as a single point for enquiries and response handling. Hackney recruitment now has corporate branding and materials are produced to improved quality standards. We intend to make it possible in the next year to make it possible to complete and send applications online. 7.2 Our equalities scheme: we will use our council website to publish the results of consultation exercises and the monitoring information in accordance with our requirements under the Race Relations Amendment Act 2000. 8. DEALING WITH SERVICE REQUESTS PROMPTLY AND EFFICIENTLY 8.1 Members’ enquiries are logged and responded to within three days. All responses are approved and submitted by the ACE (HR). The service also implements the corporate letter monitoring and complaints procedures. 8.2 Complaints about externally provided HR services are raised in regular contract meetings with providers and used to review and fine tune services provided. Contracts are to monitored against HR local BVPI’s. IMPROVING OPPORTUNITIES AND QUALITY OF LIFE IN THE BOROUGH AND PROMOTING SOCIAL INCLUSION 9. GIVING OUR ADULTS THE SKILLS TO GET JOBS 9.1 HR will explore the increased involvement with apprenticeships and work experience schemes to improve access for local people to council jobs. 10. PROTECTING AND SUPPORTING THE MOST VULNERABLE PEOPLE IN OUR COMMUNITY 10.1 HR ensures that all staff interviewed for posts with unsupervised access to young people have a pre-employment check through the Criminal Records Bureau. Agencies providing temporary staff through the One Stop Recruitment contract also carry out pre-employment and police checks before placing them with Hackney managers. All agencies under the contract have had to pass quality criteria to ensure they carry out these procedures.

Introduction Of The Guest Speaker Essay

To our dearest Principal Mrs. Nihma N. Ismula, beloved juniors and seniors, co- mentors, visitors today, a very pleasant afternoon. I have the honor to introduce our very prolific and generous guest of honor. I underscored I am honored because I am proud to say that she is my classmate, batchmate and an amiable friend. Though we had separate groups sila RIALS M tapos kami LDS but were clicked and BFFs,nasabi ko lang yan kasi andyan din yung mga back ups namin na mga friendships sa likod,tnx guys for coming and sa moral support. Our guest is a graduate of our institution LAPUYAN NATIONAL HIGH SCHOOL and once was an honor student. She graduated elementary here at Central School and took her tertiary at Mindanao State University, Iligan Institute of Technology. She is a very profound woman because despite of the hardships and having a single mom, she managed to finish and pursue her studies. After those hardships, she is successful enough and had been working at DAR- Department of Agrarian Reform last 1991- 2001. She was a very workaholic and had proven her worth once again as she was working as Secretary to the Board Member for almost a year and presently a local Legislative Officer II at Capitol office, Pagadian City. She’s a chef, she bakes delicious cakes and a very lovable wife to a very handsome Mr. Ian Mariquit, a nurse and a clinical instructor of Medina College, Pagadian City. Ladies and gentlemen, I am honored to present to you our beloved Guest of Honor today, Ms. Miriam Ismael Mariquit a Big round of applause for her.

Education Theories Designing Goals

Education Theories Designing Goals Introduction For effective learning to take place, it is important for the teacher to carefully draw clear and concrete learning goals. With the goals at hand, the teacher can then look for materials that will help him or her to achieve the stated learning goals (Blackburn, 2007). Later on, it is important for the teacher to evaluate the outcomes that emanate from the process of learning.Advertising We will write a custom research paper sample on Education Theories: Designing Goals specifically for you for only $16.05 $11/page Learn More The unit of instruction for this study is, human sexuality, meant for children aged between 12 to 13 years. It is a very interesting and exciting topic to children in this age group. At these ages, the children are now entering into adolescence. They may have a lot of questions on human sexuality that might be shy to ask. Some parents or guardians may be unwilling to discuss this subject with them. There may be a lot of phys ical and emotional changes that are taking place in their bodies. The teacher should be aware of the changes happening in the children before he comes up with a set of learning goals for this topic. To effectively teach human sexuality to children aged between 12 and 13 years, a set of learning goals are essential to help the teacher effectively deliver this topic. The learning goals should be geared towards understanding the body changes, sexual urges, and improving communication skills in the children. In each of the goals, the teacher should aim at creating awareness to the students through giving explanations with the use of illustrations and interpreting the concepts so as to deepen their meanings (Wiggins McTighe, 2005). In some cases, it is important to offer some insightful points. Tactful methods can be applied to help the students identify their ignorance in some of the obvious issues relating to human sexuality. Despite human sexuality being an interesting and exciting to pic to students, it is also a very sensitive topic. The teacher should be able to draw the students’ view points and approach the topic from the entry behavior of the students. This will enable him or her narrow the scope of what to cover in this area. Understanding the body changes of the students The teacher’s objective here is to make the students aware that there are changes that take place when they reach the ages of 12 and 13 years. The teacher will clearly explain to the students these body changes. It is important for the teacher to use illustrations where applicable to make the students better understand the topic.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, the teacher may deepen the voice to demonstrate one of the physical changes expected to happen in boys. The teacher may draw a boy with beards. Students should be able to identify the bod y changes that take place in boys and girls. It is important also for the teacher to interpret and elaborate the meanings of new terminologies in the topic. For instance, some students may be hearing the term, â€Å"Menstrual cycle† for the first time. The students should also know how to cope with those changes and understand that they are normal. Some of the changes that take place may affect the children emotionally. They might also lower the self esteem of the students. The girls may feel shy because of their developing breasts. The boys may feel shy too when their faces are full of pimples. When girls experience the menstrual cycle for the first time, they probably do not know how to deal with it. It is therefore good for the teacher to offer them emotional support or empathy. Improving communication skills To counter the emotional effects that come about because of body changes, it is important that the children know who to communicate with. The students should be made aware that they should talk to their parents, guardians, teachers or respected adult persons of choice for instance, relatives. Children should be encouraged to share or ask the questions that they may have. Group activities and especially outdoor activities should be used to encourage communication with their peers. Sexual urges One of the objectives here is to make the students aware that they may get attracted to members of the opposite sex. The teacher should therefore explain to students that it is normal for them to be attracted to members of the opposite sex and it is healthy. However, he or she should caution them on engaging on premarital sex. The students should be able to identify the dangers associated with premarital sex like unwanted pregnancies and sexually transmitted diseases. The students should be able to identify the various sexually transmitted diseases and know their signs and symptoms.Advertising We will write a custom research paper sample on Educatio n Theories: Designing Goals specifically for you for only $16.05 $11/page Learn More Learning outcomes The teacher should then come up with a list of learning outcomes to ensure that the goals have been met. One of the outcomes is that the teacher should expect is that students should be able to remember what was covered in the human sexuality study. Various methods can be used to test the students’ understanding of the concepts. The teacher may test for these outcomes by asking the students some questions like, â€Å"What are some of the body changes that a boy is likely to experience at the age of 13 years?† A teacher may also ask, â€Å"What are some of the dangers associated with premarital sex?† Another learning outcome that the teacher should look forward to is whether the topic was well understood by all his or her students. The teacher can know this by use of comparative questions. This will require that the students compare two things. For example, a teacher may ask the students to compare the signs and symptoms of two sexually transmitted diseases. The teacher may also ask the students to compare the body changes found in boys with those that are found in girls. The teacher should find out if the students are able to apply what they learned in the topic of human sexuality. The teacher may ask the students to outline some of the body changes they have seen in their peers. The teacher may ask the students to write an essay on an issue relating to human sexuality. He or she may ask the students to write essays on the impacts of teenage pregnancies. With use of a group question asking the students to discuss, the teacher can know if the students are able be able to analyze human sexuality. The teacher may ask the students to discuss HIV and AIDS as one of the dangers of engaging in premarital sex. The students should be trained on how to be responsible and avoid behaviors that would make them get infected with sexua lly transmitted diseases (Bolin, 2009). A teacher may give a motion in class asking students to debate on relationships between girls and boys. This way the teacher would encourage communication skills among the students. The teacher may also encourage the students to ask any questions that they may have regarding sexuality.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More With this, the teacher may be able to evaluate the wrong perceptions on human sexuality that the students may have and correct them. Conclusion For effective delivery of any given topic, good learning goals should be designed. To assess the effectiveness of the learning goals, the learning outcomes must also be generated. References Blackburn, B. (2007). Classroom Instructions from A to Z : How to Promote Student Learning. New Jersey, USA: Eye on Education. Bolin, A., Whelehan, P. (2009) Human Sexuality, Biological Psychological and Cultural Perspectives.New York, NY, USA: Taylor Francis. Wiggins, G., McTighe, J. (2005). Understanding by design (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

How to Write a STRONG Follow Up Email After Your Job Interview

How to Write a STRONG Follow Up Email After Your Job Interview After spending hours preparing for your job interview, the big day finally arrives. You go to your interview and all of your preparation has paid off. You ace it! You leave your interview feeling satisfied and confident. But you’re not quite finished yet. Even though you nailed your interview, someone else may have performed just as well. So how do you go above and beyond to differentiate yourself? You can’t just go home and watch reruns of Seinfeld. I mean, you can, but not before you perform one last crucial step. Send a follow up email after your job interview. According to  Whitney Purcell, associate director of Career Development at Susquehanna University, it’s vital to send a thank you email within 24 hours after your job interview. You should also make sure to send it during company business hours (obviously).But more importantly, Purcell goes on to say that sending a simple thank you note is not enough. Your follow up email needs to make you stand out f rom the crowd. You should highlight the best parts of the conversation you had, followed by a reminder as to why you are the best fit for the job.So the question becomes how do you write a strong follow up email after your job interview? According to  Dr. Deborah Good, an assistant professor at the University of Pittsburgh Katz School of Business, the email below is  ideal because it contains 6 very important characteristics:  Ã‚  Source: [BusinessInsider]

The barriers of using technologies in primary public schools in Research Proposal

The barriers of using technologies in primary public schools in devolving countries - Research Proposal Example Video or audio files facilitate the process of new information processing and memorization by pupils. Pupils’ skills and opportunities to master their abilities of having a technologically savvy mind will improve their living conditions and standards of living from their childhood. Teachers are aware of these opportunities, but the governments of the developing countries are always looking for improvements at other levels often paying neglect for education advancement. Development of technologies in the developing countries is a challenging task. The government of Saudi Arabia is often focused on their interest and concerns, but is often neglectful for the teacher’s interests (Saudi Arabia, 2006-2007). There is an evident shift of accents in the field of education. The quality of life of people living in the developing countries is deteriorating. Many efforts are made by the local governments to advance quality of life of people in the developing countries. Unfortunately, the governments do not pay a proper attention to the role of technologies in education. Low levels of life, health of people and high level of mortality often stay above the necessity of education advancement (Achievement of the Development Plans and Facts, 2008). Under conditions of technological revolution and the democratization of ideas the relationship between developed and developing countries are facilitated and improved. Saudi Arabia is on the way to globalization and it must make efficient changes and improvements starting from education in schools. To overcome a widening gap between developed and developing countries technological improvements should be introduced in different spheres of human activities (Kingdom of Saudi Arabia, Ministry of Education, 2005). Thus, educational institutions should assist technological developments and promotion of necessary technological skills. The earlier this process starts, the