Legal Skills Essay Example | Topics and Well Written Essays - 2000 words

Legal Skills - Essay Example In the United States alone, they take up 24% of the total number of attorneys. This volume continues to grow especially with the fact that the current number of women law students today is 40% of total. Furthermore, it is forecasted that by 2010, 40% of the legal profession will be made up of women1,2. Despite these fact however, it is regrettable to note that some sectors in society remain reluctant in accepting the legitimacy of women as barristers and solicitors and their eventual appointment to judicial office. No less than the media is participatory in such discriminatory actions towards women. This is evident in many of the articles written about women in the legal profession such as â€Å"Justice Wears a Skirt† and that which talked about the law being â€Å"feminized†.3 This paper will be focusing on the women in law profession and their role as barristers and solicitors. It will make mention of several of the most famous of them and how they got to where they a re. II. The Role of Solicitors and Barristers Solicitors refer to lawyers who have complied with the educational demands and other prerequisites of the Law Society and have worked for two years under the supervision of a practicing solicitor. They have restricted authorization to plead before a court but in general, do not. Solicitors act as professional middlepersons between clients and barristers. They spend majority of their time in the office to plan strategies for the case and to write comprehensive guidelines for the barristers to follow. Barristers, on the other hand, are the legal experts who actually appear in court, and present the case compliant with the guidelines provided by the solicitors. Unlike solicitors, they do not interact with the clients; rather, they function as highly-trained and well-experienced specialists in legal procedure and points of law. Unlike solicitors also, they have direct access to court. However, the restriction on the right of solicitors to ap pear before the court has been removed by the Court and Legal Services Act. Also, the clients are given more direct access to barristers who have complied with the Bar Council prerequisites and have informed the council that they plan on doing direct access work. III. Statistics on Women Solicitors and Barristers Women make up 24% of the lawyers of the country. This amount is almost twice higher since 1985, when the percentage was just 13%, and higher by eight times than in 1971, when the percentage was just 3%. The place of women in the legal profession continues to rise. Women comprise 44% of all law students. However, despite making up over 50% of the population, the present projections indicate that the percentage of women in the profession will never reach 50%. Women are instituting themselves as leaders in the legal profession. By 1997, women made up 32% of the ABA Board of Governors, 22% of the members of the American Bar Association House of Delegates, 20% of state civil jud ges, 19% of federal judges, 8% of deans of law school, 19% of law school professors, and 14% of law firm partners4. Since the early part of the 1970s, the portion of female law students has increased by over four times, from 9.4% in 1972/1973 to 44% in 1996/19975. In response to reports by members of the faculty and female law students in law schools regarding gender discrimination, a sequence of hearings were carried out in 1994 and 1995 by the ABA Commission on Women in the Profession for the purpose of

A Comparison of Mac OSX Tiger and Microsoft Windows Vista Essay Example for Free

A Comparison of Mac OSX Tiger and Microsoft Windows Vista Essay Introduction: Microsofts Windows and Apples Mac OSX are one of the most prominent Operating Systems in the world. Both have millions of Active users and are considered as major rivals. Both Operating systems have their specific advantages as well as some disadvantages. Both operating systems have evolved throughout the time in a specific manner and has managed to create their own identity. This paper will compare the latest releases of both software giants i.e. â€Å"Microsoft Windows Vista† and â€Å"Mac OSX Tiger†. A Comparison of Microsoft Windows Vista and Mac OSX Tiger: Mac OSX Tiger 10.4x is the latest release of the OSX series of operating systems released by Apple Corps. This version was released in spring 2005. Like its predecessors Tigers foundation is laid on the Unix Kernel â€Å"Darwin†. The Unix foundation has made Tiger more secure and reliable than its non Unix rivals like Microsofts Windows. There are no known Viruses, Worms or Spywares which can force Tiger to compromise . Vistas predecessor Windows XP has been under attack by the hackers and viruses since its release for the first time which compelled Microsoft to fix the loopholes in the form of service packs. That why its successor Vista has been developed with security in mind. Though Vista seems to be more secure than XP or other earlier Windows releases but it has not achieved 100% immunity against viruses and worms. Apple has maintained a policy of releasing new versions roughly after every 18 months. Due to this approach the changes and innovations made in the new versions were not that prominent to confuse the users. On the contrary Microsoft has not released any new version after the release of Windows XP in 2001. Thus the change in Vista is more dramatic than change in Tiger. Speaking about the GUI and its features Tiger and Vista share many similarities. Because Tiger is a couple of years older than Vista seems to draw many features and ideas from Tiger. Some notable similarities are in icons. Vista has also change the names of â€Å"My Documents† and â€Å"My Computer† folder to â€Å"Documents† and â€Å"Computer† same as in Tiger. The term Vista Aero Interface is very similar to Tigers Aqua interface in terminology. The buttons and other interface details have the same shiny round look as in Tiger. Tigers most amazing feature is its spotlight search technology which is borrowed by Vista in such a way that even the search button is identical to it, only the magnifying glass turns on the opposite side. But along these similarities Vista is more advanced and sophisticated than Tiger in a number of ways. Vista provides a more sophisticated file previewing technology not found in Tiger. It can even preview text files. Moreover Vistas folder give the preview of the files located inside them a feature not found in Tiger. Moreover Vista can scale icons and previews up to 128 by 128 pixels. Regarding file management and searching Vista and Tiger share many similarities. Vistas new file searching technologies are very similar to Tigers spotlight technology, but Vista goes further ahead and provides the facility of adding meta data in Internet Explorer directly. Vista provides multiple fields for searching and adding meta data a feature not available in Tiger. Vista has also borrowed the idea of Tigers smart folders renaming them as virtual folders. But Vista has also developed some advanced file management features not found in Tiger. Vista provides a new backup system which record changes in the backed up files time to time and save them in a protected folder. Vista has also developed a feature available in Mac OSX since its earlier times. OSX has the ability to create any document in PDF. Vista on the other hand has given support to change any document in Metro an universal XML document format. Regarding networking Vista is far more superior than Tiger. This is basically because Vista is more compatible to Microsoft servers than Tiger. Vista has also provided the facility to connect to a project on the network and send presentations to it. Vista is also introducing Ipv6 protocol, a feature which is available in OSX since Panther. Vista also has a better support for RSS feeds, Weblogs etc. Media Center is a feature which can certainly be called the pride of Microsoft in the world of Desktops and operating systems. Because neither Tiger nor any other competitor such accomplished media center facitlities as provided by Microsoft. The feature first introduced in Windows XP Media Center edition has shown further enhancements and innovations in this regard. Conclusion: Though Vista is a major innovative change for Windows users many new features introduced in Vista are not that new in the world of desktops. Tiger and some other operating systems have introduced them a couple of years ago. But Vista has gone further beyond. There are many features and advances in Vista which are not found in any operating system currently. Security is the key problem thats why Vista provides more sophisticated security features than Tiger. Vista also has the advantage of the largest number of software support which Tiger doesnt. But Tiger has support of open source softwares thanks to its Unix foundation. One can conclude that each operating system is superior to its rival in some characteristics and lacks some features found in the other. References James Fallows (2006), Microsoft Reboots: A Preview of the New Versions of Windows and Office, The Atlantic Monthly. Volume: 298. Issue: 5 The Atlantic Monthly Magazine J.V. Bolkan (2005), Facing the Future: Computer Hardware Is Getting a New Set of Standards. Find out How They Will Affect Your Future Purchases, Learning Leading with Technology. Volume: 33. Issue: 3, International Society for Technology in Education. Royal Van Horn (2006), The Perfect Computer and Web Browser Updates, Phi Delta Kappan. Volume: 88. Issue: 1. Publication Year: 2006. Page Number: 7, Phi Delta Kappa, Inc

Focusing on A Child’s Right To Play

Focusing on A Child’s Right To Play The focus of this review will concentrate on addressing the issues and concepts surrounding the subject of Outdoor Provision in the Early Years setting. The review will begin by looking at the current literature supporting the suggestion that play has been identified as an essential part of early childhood education, touching on recent educational literature as well as a look at past theorists views and how this has affected early years practice to the present day. The review will then follow on from this with the main body of the essay discussing the literature and research on the outdoor environment within the early years setting focusing on the positive and negative areas surrounding the topic. In order to accomplish this, the review will analyse and synthesise current educational literature surrounding the main issues and ideas on the outdoors. In relation to the outdoors, the review will also touch upon issues raised regarding the relationship between the outdoor environment and boys attainment and the importance of equal opportunities within early years settings. The review will conclude with reference to all of the findings from recent educational literature relating to the outdoors and the issues and ideas surrounding it. Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a childs soul(Fredrich Froebel n/d) Introduction It has been continually reported and researched, that we expect too much too soon from our young children today. Early Years Practitioners are under pressure from government statistics and league tables to conform to a formal style of teaching too early, but how do we resist top down curriculum pressure? The time given to childhood is continually being eroded as children are rushed towards the adult world. Rather than being receivers of information, young children need to enjoy the experience of discovery, so that they can apply knowledge, concepts and skills, and take calculated risks in a structured rather than a directed environment. In all activities children need to play. (Warden 1999). Have we forgotten about the importance of childhood, the importance of Play? Surely it is impossible to stop children from playing? Such a strong natural drive must have a function. The disappearance of childhood is a contemporary phenomenon arising from a disappearing understanding of the true needs of early childhood (Lynne Oldfield, 2001: 5) Play has always been a topic under debate among educators and not only in the present day, as there are also vast amounts of research from past educational theorists that both support and challenge the idea. Someone once wrote that defining play is like looking for crocks of gold at the end of a rainbow, which seems like an appropriate definition. Play has been defined in various different ways by different theorists and throughout history philosophers and theorists have watched and questioned play. As far back as the 18th century Froebel was highly aware of the role of environmental influences in determining the full realisation of the childs potential and his respect for childrens play was profound; Playing is the self education of the child (Froebel 1815). Also in the 18th century Rousseaus work had its emphasis on freedom for children which was later criticised for encouraging parents to allow their children to be noisy, undisciplined and unkempt. His writing was said to be responsible for this provoking, obstinate, insolent, impudent, arrogant generation. Almost 300 years later this sounds all too familiar. By letting our children play are we creating destructive members of the community or are we helping them to become independent, confident and capable learners? Susan Isaacs theory would definitely agree with the latter of the two statements, in the 1920s and 30s. Isaacs developed both a curriculum and a means of understanding young childrens development based on her observations of their play. She wrote that, Play is a means of living and of understanding life. Neuroscientist, Susan Greenfield, (1996) also lends support to this view when she writes, Play is fun with serious consequences. The early years writer, Tina Bruce, also defines play as something involving choice and firsthand experience. ( Tina Bruce 2001) . Although research about play based learning has been rife since the 17th century, it is only within the last few years that the government has recognised its importance and incorporated it into the curriculum as an essential part of early years, Playing allows children to develop a sense of well being; develops their emotional responses and improves their interpersonal skills. It involves exploration and creativity, helping children think in a flexible manner, developing the creative process, language skills and learning and problem skills. (DCSF, 2008). Government documentation has not only highlighted the importance of a play based curriculum but also the importance of the outdoor environment. It states that all settings should provide continuous outdoor provision for all children (EFYS 2008). It is here that we move on to the importance of the outdoors as an extension to the play within the early years. Young children should be outdoors as much as indoors and need a well-designed, well-organised and integrated indoor-outdoor environment, preferably with indoors and outdoors available simultaneously (The Shared Vision Values for Outdoor Play in the Early Years, 2004) Drake looks at the work of other early years professionals and she identifies the outside area as a valuable resource that should be viewed as an extension of the whole setting in which all other areas of provision can be set upà ¢Ã¢â€š ¬Ã‚ ¦ (Drake 2001:3). Later these findings were also supported by Helen Bilton in an early years education lecture where she stated, The outdoor area is a complete learning environment, which caters for all childrens needs cognitive, linguistic, emotional, social and physical. It should be available every day alongside the indoor class and throughout the year. (Helen Bilton 2010). Claire Warden is also of the same opinion as the author of Nurture through Nature, uniting together play and the outdoors: Play is the means through which children find stimulation, well being and happiness, and is the means through which they grow physically, intellectually and emotionally. Play is the most important thing for children to do outside and the most relevant way of offering learning outdoors.(Warden 2008) The outdoor environment In Sept 2008 the EYFS was introduced as a government policy document which stated, A rich and varied environment supports childrens learning and development. It gives them confidence to explore and learn in secure and safe, yet challenging indoor and outdoor spaces (EYFS Commitment 3:3). The debate about the outdoors and its importance within the early years has been discussed widely and is rarely out of the media. Not only has this been identified as an essential part of childhood education since the 18th Century but there had also been extensive research and literature produced to confirm its value and not just of opinion, but scientific research. The debate is not any more about whether or not the outdoors has a positive effect on childhood as this question has already been answered in abundance, but we still have to question how and why does it have a positive effect on childrens early years education and what are the potential benefits for learning outdoors Nurture through Nature?. What better way to get a good perspective of the benefits of the outdoors than to ask the children themselves? Young children are spending increasing amounts of time in educational settings which then places a big responsibility on the early years practitioners and the learning opportunities they provide, but what do children think about the outdoor environment? In conjunction with the Every Child Matters document which maintains an emphasis on listening to children, a research project, Mosaic was initiated to find out. It was found through observations that children thought that their outdoor environment was very important. In surveys with young children, particularly those carried out to inform the development of the Early Years Foundation Stage (EYFS) framework, being outdoors always comes out at the top of their priorities and favorite things in nursery. The special nature of the outdoors seems to fulfill the way young children want to play, learn and develop in so many ways. Perhaps this is why children love to be outside so much! It certainly gives a strong rationale and justification for developing rich outdoor provision and providing as much access to it as possible. Creating environments to support boys learning The importance of the outdoor environment in the early years has already been firmly recognised, but some aspects of it in particular seem to support boys more in their natural learning styles. One of the issues raised within the early years over the last few years has been the underachievement of boys compared to girls. There have been various reasons addressed and researched but something which comes up frequently in current literature is the question Are we planning the correct environments to support boys styles of learning? As a result of this apparent lack of achievement, research had been undertaken to find out the ways in which boys learn and there has been strong evidence to suggest that learning and playing in the outdoor environment will help in raising boys attainment. Bilton supports the view by stating, Boys brains develop in a different sequence to girls and this could have some bearing on teaching and learning. Boys develop concepts of movement and space first so it makes sense for teaching and learning to take place in an environment such as the outdoors (Bilton 2002:73). Boys are no less able than girls, so it seems to fall at the feet of the professionals in the early years. Are practitioners knowledgeable enough about the differing gender learning styles to offer a fair and accessible curriculum to all children? In the early years foundation stage booklet it states that, All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development .(EYFS Statutory Guidance 2008) Contrary to the government statutory guidelines, boys were still underachieving which sparked a new government research document to be produced, Confident, Capable and Creative: Supporting boys achievements. This document supports the ideas that the problem lies at the feet of the professionals in proving the incorrect type of learning opportunities, Are we planning experiences for boys that build on their interests and value their strengths as active learners and problem solvers or are we simply expecting them to be compliant, passive recipients of new skills and knowledge (DCSF 2007). This was also recognised by Ofsted in 2007 when it was published: Ofsted has specifically highlighted the need to make early years provision more boy friendly and help them to achieve more rapidly by providing activities for learning that engages them. (Ofsted 2007). The importance of the outdoors is therefore even more crucial when looking at the future of our boys attainment. Are boys developing a negative image of themselves as learners because professionals are providing the wrong learning opportunities? So what does the outdoor environment give to boys that the inside environment does not? Helen Bilton has researched boys and the outdoors significantly and she writes that, The outdoor environment could play a central role in helping boys. They are more interested in movement, exploration and action and this type of activity occurs for the most part in the outdoor area. (Bilton 2002: 73) Smith et al.(2003) outlines the psychological perspective on gender which concurs with Biltons views on boys that even though boys and girls share interests there is evidence of clear play preferences by 3 or 4 years old. Boys are more likely to enjoy play that is more active and need more space. (Smith et al 2003). As the outdoors is a perfect place for facilitating activities which encourage movement and multi sensory experiences it tends to support boys natural learning styles. Resources and equipment that encourage children to solve problems and overcome challenges through exploration seems to be the ideal method for engaging the interests of boys. To support these views Sarah Gharremani writes Research shows the outdoors may be able to provide for boys the activities and experiences that will help them achieve. (Nursery World 2009) Although the research mostly supports the benefits of the outdoors for boys some research has shown that it can have a negative effect on the learning environment. (McNaughton 2000) argues that, During free play boys regularly use physical power to control spaces. Although this seems to be part of learning what it means to be a boy, this kind of behaviour can have negative consequences for girls. The difficulty lies in being able to control the behaviour of boys in the outdoor environment and the danger lies in the possibility of adults and children seeing the outdoor environment as being boys territory. Not only this, but there also lies the danger of reinforcing stereotypes to very young children and maybe conveying the message that active and explorative play is for boys and not for the equally curious and creative girls. What is the role of the practitioner outdoors? We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development and that these experiences make a unique contribution to young children lives. (DfES 2005: 11) Even though the government policy documents are constantly informing us that children are required to have access to an outdoor learning environment, it is not always as simple as just providing an outdoor area. Issues that have surfaced have been the confusion surrounding the role of the practitioner in the outside environment. Although the Effective Provision of Preschool Education (EPPE) research identifies the outdoors as being a great place for practitioners to engage with children in sustain shared thinking. Sustained thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity etc. Both parties must contribute to the thinking and it must develop and extend the understanding. (Siraj-Blatchford et al 2004). The counter argument is that the outdoor environment is supposed to provide children with the opportunity for private space and opportunity to just be a child. Questions are raised about how prac titioners are trained for the role of the adult in the outdoor environment and whether or not we are providing children with the correct sort of learning opportunities or do we comprise childrens learning with our actions? Working in both indoor and outdoor environments practitioners are required to provide a balance between child initiated activities and adult directed roles but not all practitioners find it easy to convert to a complete child initiated play when looking at the outdoors.Adult interaction is the hardest aspect to teach in training, knowing when to be near, to offer space, or a challenge, seems to come from within a sensitive, knowledgeable adult (Warden 2007:18) When teachers are used to working with a pre-determined curriculum, is it a simple task to ask teachers to allow the children to lead their own learning or does this type of teaching require training and more understanding? A paper written by Maynard also questions this idea when she writes any assumption that all teachers will find it easy to let go and allow children to take the lead in their learning is both simplistic and overly optimistic (Maynard 2007:207) The findings of the foundation stage pilot phase verified these do ubts to be correct as they found that practitioners were unclear as to what exactly is meant by the term active learning, outdoor classroom and even play. The role of the practitioner is so important to the success of the outdoor environment that if managed incorrectly it could have adverse effects on the setting. This view is also demonstrated when Jan White writes Practitioner attitudes, understanding and commitment, comfort, confidence and competence are all crucial aspects of successful outdoor provision. Practitioners having a good understanding of their role outside contributes significantly to sharing childrens pleasure in being outside. (Jan White 2008: 9) It is essential therefore that adults understand the benefits and potential the outdoors has on the learning and development of young people. If practitioners do not have the understanding and enthusiasm then this will have a negative effect on the leaning potentials, it is only when outdoor play is seen as a crucial part of early years education that it will be well provided for and in turn be successful. As McMillan(1930) argues, the success of childrens learning rests with the teacher. These findings were supported by theorist Bruner (1987 cited in Bilton 2008) as he talks about the interactionist approach which places a responsibility on adults to make sure children have a partnership role. The staff role therefore involves bringing the children, environment and curriculum together. (Bruner 1987) The presence of the adult is therefore essential as Vygotskys work on the zone of proximal development also supports a child on the edge of learning a new concept can benefit from intera ction with a teacher. We as adults can therefore effect childrens development to its detriment or to good effect (Bilton 2010) Importance of Risk taking Another issue surrounding the debate about the outdoor environment which gets discussed a lot is the concern of the potential risks of this type of environment. Is it important for practitioners to give children the opportunity to take risks and make their own mistakes and learn from them or is it our job to protect them from anything that may be seen as a potential risk? (Gill cited in Bilton 2007:10) argues that childhood is becoming undermined by risk aversion and this echos a sentiment expressed by (Cunningham 2006) that adults are interfering too much with childhood. We need to give our children the opportunity to experience risk and self regulate their own safely or how else are they going to learn these skills? The royal society for the prevention of accidents (RoSPA) argues that children need challenges, It is essential to their healthy growth and development. Children need to learn about risk, about their own capabilities and to develop the mechanism for judging it in contro lled settings. (Cook and Heseltine 1999:4) The outdoor environment seems to be the perfect place to allow children the freedom to partake in potential risk taking play. Although literature around this subject is rarely seen as taking a positive attitude towards it, there have been research projects which have shown the potential links between childrens physical risk taking behaviour, the later development of risk management strategies and positive dispositions to learning have been suggested (Smith 1998 Stephenson 2003). Practitioners expect children to make all of the right choices in so many different areas of life e.g. when to be kind, when to share etc. So why do we feel the need to take away the opportunity to make decisions about danger and risk? Can four year olds make such informed decisions about their lives? Can over protection from risk inhibit development? It is argued that taking risks can have a positive effect on the learning development of young children. Many current researchers (Ball 2002: Gill 2007: Hughes 2001) argue for the developmental benefits of risk in the outdoors through play. Ball notes that because the future benefits of play and risk in play cannot be measured with our theoretical models, they are not appropriately considered. But is it not risk that provides children with the opportunity to learn the important skills needed in adulthood? If we are to use the outdoor environment as a classroom to enrich the learning experience, surely we cannot put barriers on experiences which will help children to grow and develop. By providing access to the outdoor environment you can in hand provide children with the opportunity to take risks, but with the rising culture of fear, it proves a more difficult task than once thought. Numerous writers have claimed that there needs to be more recognition placed on the positive outcomes of risky activities such as the development of self-esteem and self- confidence. (Lindon 1999: Stephenson 2003) One element of outdoor education which emphasises its ability to fulfill these elements of child development is the forest school approach, an approach which started originally in Scandinavia but shows more evidence of the benefits of the outdoors and risk taking. What makes forest school unique is its emphasis on learning outside in the ever changing environment and the ability to let children take risks and to access risks for themselves. Not only does this environment provide children with opportunity to develop skills in risk evaluation but also build up self-esteem and confidence when encountering situations and tasks which are new and unexplored. Although Dewey (1938,78) states that, children need teachers to decide what is safe and also developmentally safe for them, this is contradicted by a lot of research showing that if we give children the independence of their own learning and development they will become creative and confident learners in the future. Many theorists and researchers have agreed with this point and even though there maybe some negatives of providing children with risks, the benefits seem to outweigh the negatives. It is only when the environment that we set up for children enables them to be adventurous and show physical and social courage that children can begin to understand themselves and others, (Ouvry 2005) Conclusion Opinions and debates on the outdoor environment are vast and plenty with researchers and theorists studying every aspect of how and why the outdoor environment is a positive element of childrens early education. Having reviewed various sources of information it can be concluded that the outdoors has a significant impact on boys and their learning development. By understanding more about the ways that boys learn we are able to see that the elements of the outdoor environment can support the development of boys in order for them to achieve well and improve their attainment. It would appear that a grey area in need of attention is the role of the adult in an outdoor environment. The evidence and research favors the suggestion that practitioners are there for the children as a scaffold to their learning rather than getting heavily involved in any learning activities. Although this seems to be something which a lot of practitioners are unsure of, if settings are going to be able to provide an outdoor environment to its full potential, then a better understanding of the elements that work best are in need of being put in place. A better understanding on how to be a supportive adult in the outdoor environment needs to be clarified and then practitioners will be able to provide the best possible learning experiences for young children. Risk taking is always something which will come under great scrutiny as childrens safely is always of up most importance. However, a better understanding of the benefits of allowing children to take risks and make their own choices needs to be addressed. Unfortunately we are at risk of protecting our children from meeting any real opportunities for risk or challenge which will in turn affect their emotional and physical development. The over whelming evidence is that risk taking contributes to the personal traits and abilities of children and by not allowing them the opportunities to do this we are ultimately stemming their development. The biggest risk in the environment of young children is when there is no risk, because this unavoidably leads to risk adverse, inexperienced and unconfident young children. (Judith Horvath 2010: 23) Throughout this review various aspects of childrens play has been discussed, but the one thing that seems to be echoed throughout the review is the importance of play and outdoor education. There seems to be something which the outdoor environment can provide children with that we cannot mirror in our indoor environment. Something that nature and space can give our children that we cannot replicate. Children seem to be instinctively drawn towards the outdoors. Could it be that they already have the knowledge of what this environment can provide? An environment which is a natural learning environment where children feel settled and capable. An environment where children are able to gain confidence in what they can do as well as feeling the benefits of being healthy and active. An environment which provides many opportunities to experience risk, exploration and adventure. An environment which provides a connection between the nurturing aspects of nature and human beings. Children learn through their senses, so it is of no surprise that nature can fully engage children in a way that is wonderful to behold.(Warden 2007: 8) We dont stop playing because we grow old; we grow old because we stop playing. (George Bernard Shaw 1925) References Books Bilton, H. (2010) Outdoor learning in the Early Years: Management and Innovation Third Edition Oxon: Routledge Bruce,T. (2005) Early Childhood education, 3rd edition London:Hodder Arnold DCSF (2008) Design for play: A guide to creating successful play spaces London: DCSF Publications DCSF (2008) Practice Guidance for the Early Years Foundation Stage Nottingham:DCSF DCSF (2008) The Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five Nottingham:DCSF DfES (2004) Every Child Matters:Change for children London: DfES Drake,J. (2004) Planning Childrens play and learning in the foundation stage London:David Fulton Garrick, R. (2009) Playing Outdoors in the Early Years London: Continuum International Gill, T. (2008) Space orientated childrens policy: Creating child friendly communities to improve children well being, Children and Society Gleave, J (2008) Risk and Play: A literature review London: Playday Isaacs, S. (1932) The Nursery years: The mind of the child from birth to six years. London: Routledge Mooney, C.G. (2000) Theories of Childhood:An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky: Red Leaf Press Ofsted (2003) The education of six year old in England London: Ofsted Ofsted (2008) Early Years leading to excellence (online) Ouvry, M (2003) Exercising muscles and minds: outdoor play and the early years curriculum:National Childrens Bureau Siraj,Blachford, J. (2003) Supporting information communication technology in the early years Bunckingham:Open University White, J. (2009) Playing and Learning Outdoors:Making Provision for high quality experiences in the outdoor environment Oxon: Routledge Warden, C. (2007)Nurture through Nature London: Mind stretchers Warden, C. (2007) The potential of a puddle London: Mind stretchers Journals and Magazines Early Years Educator (2010) Taking acceptable risks Volume 12 No 7 pp.21-23 Early Years Educator (2009) Boys will be boys Volume 11 No 7 pp. 27- 30 Gill, H. (2007) Wild woods or urban jungle: playing it safe or freedom to roam. Education 3-13, November 2007, vol. 35, no. 4, p. 321-332, ISSN: 0300-4279. Hope-Gill, Austin-Rebecca, Dismore-Harriet, Hammond-Sue, Whyte-Terry. Gleave, J. (2008) Risk and Play: A literature Review London: Playday Hyne, S. (2003) Play as a vehicle for learning in the foundation stage. Paper presented at the British Educational Research Association Annual Student Conference, Heriot-Watt University, Edinburgh, 10 September 2003. 2003, pp. 18. Maynard, T. (2007) Encounters with forest school and Foucault:A risky business, in education 3-13 pp.379-91 Maynard, T. (2007) Learning in the outdoor environment: a missed opportunity, Early Years, 27 pp.255-65 Siraj,Blachford, J.(2004) Researching pedagogy in English pre schools, British educational Journal 30 pp.713-30 Waite, S. (2007) Memories are made of this: some reflections on outdoor learning and recall. Education 3-13, November 2007, vol. 35, no. 4, p. 333-347, Waller, T. (2007) The Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the Foundation Stage and Foundation Phase. Education 3-13, November 2007, vol. 35, no. 4, p. 393-407, ISSN: 0300-4279. Waters, J. (2007) Supporting the development of risk-taking behaviours in the early years: an exploratory study. Education 3-13, November 2007, vol. 35, no. 4, p. 365-377, ISSN: 0300-4279.

Nelson Mandela Essay -- essays research papers

â€Å"There is no easy walk to freedom anywhere, and many of us will have to pass through the valley of the shadow of death again and again before we reach the mountain top of our desires†. These are the words of a man, Nelson Mandela, who fought for something that many would shy away from. He led the anti-apartheid movement, became the president of the African National Congress Youth League, and later became the president of South Africa winning the Nobel Peace Prize.   Ã‚  Ã‚  Ã‚  Ã‚  1942 started Nelson Mandela’s participation in the racial oppression in South Africa. He joined the African National Congress (ANC), led by Anton Lembede. In 1944, Mandela joined up with Walter Sisulu, William Nkomo, Oliver R. Tambo, and Ashby P. Mda to form the African National Congress Youth League. Quickly, Mandela became the secretary of the ANCYL in 1947 because of his consistent effort and disciplined work. In 1949 the Programme of Action was accepted as authorized ANC policy. The Programme of Action supported boycott, strike, civil disobedience, and non-co-operation. Nelson Mandela became the president of the ANCYL in 1952. â€Å"Under his leadership the ANC began sponsoring nonviolent protests, strikes, boycotts, marches, and other acts of civil disobedience and in the process becoming a target to police harassment and arrest.† This came to be known as the Defiance Campaign. This marked the beginning of mass resistance to apartheid. In 1959 a small group of ANC members broke off and started their own group called the Pan Africanist Congress (PAC). And on March 21, 1960, 20,000 PAC protesters left there homes without passes and joined together in Sharpeville. The police, thinking that the group would become unfriendly, opened fire on the protesters. Sixty-Nine Blacks were killed and another 186 were wounded. After this attack, the South African Government outlawed the ANC and PAC organizations. But this would not stop Mandela and his companions from fighting the apartheid. In 1961 Mandela helped establish the ANC’s military wing, known as the Umkhonto we Sizwe -Spear of the Nation-, also known as the M-plan or MK plan named after Mandela himself. He was named its commander in chief and was sent to Algeria for military training. In that time 200 acts of sabotage took place. When he returned in 1962, he was arrested and sentenced to five years in prison for illegal ... ...ed on majority rule. Mandela would lead South Africa as its president until 1999 when he stepped down and Thabo Mbeki was selected president. Mandela worked his way up through the ranks of the ANC and ANCYL, leading the anti-apartheid movement. What he accomplished while in the ANCYL and in prison changed the way that South Africa is today. Without Mandela blacks would still only be able to use certain bathrooms and would only be able to go in certain places designated for them. This 55-year journey from the African National Congress, to prison, and finally to becoming president and winning the Nobel Peace Prize has made Nelson Mandela a living legend. But in the words of Nelson Mandela himself, I have walked that long road to freedom. I have tried not to falter; I have made missteps along the way. But I have discovered that after climbing a great hill, one only finds that there are many more hills to climb. I have taken a moment here to rest, to steal a view of the glorious vista that surrounds me, to look back on the distance I have come. But I can rest only for a moment, for with freedom comes responsibilities, and I dare not linger, for my long walk is not yet ended. (pg.625)

List and define the steps in the new-product development process Essay

By its very nature, marketing requires companies and organisations to develop new ideas and make adjustments to their marketing efforts. New concepts, designs and products are essential for responding to the ever-changing demands of the target market/s, and are crucial for maintaining customer satisfaction, which ultimately leads to increased revenues and profits for the firm. New-product development dictates the company’s future in the market. Every person’s wants are unlimited; however, a person’s needs are narrowed to a limited amount. A product is something that can satisfy people’s wants and needs. It is one of the variables in the marketing mix (one of the ‘7P’s’). A product can be considered as the most important item in the marketing mix, since ultimately the marketing mix revolves around the Product. It can be offered to the market in the form of goods, services, ideas, events etc, The following are the classification of goods . This is crucial information for marketers as market segmentation exercises are carried out within the company in order to target certain groups of customers with specific use-related and use-situated needs. Below are four main classifications of goods; Convenience Goods – these are those goods which are bought on a daily basis, products of this type are usually considered as needs. These are goods such as milk, bread, detergents etc†¦ Shopping Goods – these are mostly semi-durable goods which are purchased less frequently then convenience goods. These cost more than convenience goods, thus people tend to choose products over others in a process of choosing the preferred alternative. Clothes and white goods are ordinary examples Specialty Goods – these are goods which are bought infrequently. If a person decides to purchase a specialty good, one will take time on choosing the good, since these goods are much more costly than the two previously mentioned. When this type of good is bought after sales service is usually provided. Example of this type of goods includes property & motor vehicles & a Luxury holiday in a high standard hotel. Impulse Goods – these goods are not actively searched by customers when one is making a purchase. However, a last minute impulse makes a customer purchase goods. Impulse goods usually occur in supermarkets or department stores. Idea Markets – The creation and evaluation of new product ideas are important procedures in the new product development process. Idea markets help companies by using virtual stocks to represent product ideas, introducing a virtual marketplace for these ideas to interact and use the forces of the market to generate certain stock prices that will indicate whether a product idea could be successful or not. Thus, the concept of idea markets has been considered as one of the leading methods of creating and evaluating new product ideas. Both the creation and evaluation of ideas require certain things such as creativity and long-range forecasting abilities, but they also suffer from a great deal of uncertainty (Creative Trainer: 2007) . The following three factors show why idea markets have been proposed as the new method of creating and evaluating product idea, mainly because they positively influence the quality of new product ideas: 1.Large Number of Ideas and Idea Creators It is essential that the quality of product ideas is given importance, as this determines the commercial success of the product. However, it is not quite that easy to determine the people that should be involved in the product creation as well as the main characteristics of the product idea. A wide pool of ideas might give rise to some unexpectedly good concepts that aren’t in demand at the moment but might be the breakthrough product idea sometime in the future. To broaden the scope of the search of the next best product idea, companies consult with several diverse and external sources such as employees, suppliers and researchers . Due to its uncertainty, participants of idea creation should come up with a substantial amount of product ideas. It follows that a high quantity of idea correlates to a high quality of positive product ideas, thus, creativity is an important element that shouldn’t be under-valued or diminished. Activities of idea creation, such as brainstorm ing, should promote individual creativity. Companies nowadays are creating and innovation friendly and relaxed office environment so as to enhance the innovative performance and creative thinking. Innovation leads to the development of new ideas in order to sustain present customer needs within the market. This can be achieved with the support of many different processes that help the company to expand into something different instead of building on something that they already have. One of  the many methods of innovation is symbiotic ideas, where multiple ideas are combined, adding the pros of all ideas without incurring all the cons, to make a better general idea. The second method, targeted innovation, is highly used in large scale companies and deals with the idea of a direct path that leads to a result that is not only known from the beginning of the process but also expected. Finally, the revolutionary idea is one that portrays a whole new different perspective which sets it apart from traditional school of thought. An example of this ideology is Marxism . 2.Group decisions instead of individual decisions When companies engage in finding a new product to develop, ideas about a new product can be established from a group of idea creators and by means of a discussion and exchange of opinions. This will result in high quality ideas that can prove useful to the company when deciding what product to produce. Ideas formed through group discussion can be generated through several activities such as idea competitions and ideation games, this will cause the participants to widen their thoughts and observe other participants ideas before acting. It is also ideal that the persons that will evaluate the product work as a group, this will improve the quality of their evaluations due to the fact that one person might see something that the other person missed and even one can also criticise the other until a compromise is found. Interactive and iterative evaluation techniques allow participants to widen their knowledge and continuously learn more and more, thereby improving the quality of the decis ion taken . 3.Combining the creation of ideas with their evaluation Most of the ideas generated will support either the creation of the new product or the evaluation of the new product. This will be beneficial due to the fact that participants can focus more towards the creation process. The problem that arises may be the fact that idea creators will not receive immediate feedback regarding their ideas, this may result in the ideas being vague or even out of the range intended for them to be in. The ideas generated are usually split into three main criteria; mainly being in respect of their quality, commercial success and new to the world. The  criteria usually provide skewed results and only few of the ideas turn out to be of a high quality. Another problem that may arise is the fact that companies review a large number of ideas from which only a moderate portion are processed for further development. Participants who have knowledge of the product and are able to create new product ideas are usually even capable of evaluating the product ideas generated. Combing these participants’ together results in a positive and successful evaluation of new product ideas. Levels of product – When searching for new product ideas one must also keep in mind that the product is made up of three components; Core product, Actual product and Augmented product. The core product is the part of the product that makes it beneficial to the consumer and answers the question â€Å"What is the buyer really buying?† The actual product is the tangible, physical product. The Augmented product on the other hand refers to the non-physical part of the product, the added value one gets from purchasing the product, such as customer service, after sales support, delivery, installation etc . Product Characteristics – When finding and developing new product ideas one should incorporate and think about the product attributes, branding, packaging and labelling. One must consider the quality level and quality consistency of the product. This refers to how the product is perceived and how the product will be expected to perform during its life. One should also think about the features that are expected to flow from the product and the characteristics of the product that contribute to the benefits it offers. Substantial thought should also be given regarding the design of the product. Another important aspect of the product that requires rational, especially in new companies, is the brand of the product. This usually incorporates a name to the product, sign, symbol or a combination of the above mentioned. Branding provides a unique attribute to the product therefore it should be attractive and easy to recognise and remember. Many people buy a product solely on the strength of the brand. The packaging o f the product is yet another important factor. It includes the wrapper or container for the product. The packaging should  protect the product and ensure it reaches the buyer in the condition it is intended to and also incorporated with the packaging should be a set of instructions and safety labels on how to handle the product . Managing the New-Product Development Process – The need for new product development may arise due to other external forces such as competition from rival firms. Innovation and new ideas are forced into play within the market as firms compete for a bigger customer base and market share. In addition, new product development may occur due to the actual product becoming obsolete and/or inadequate for present customer’s needs. There are many other reasons why new product development is vital. These may include: -Innovative/unique products earn higher profits than older products. -New products can help reposition the company in customer’s minds and shift their perception about the new product/s -Some firms market seasonal products that reap their highest sales during a certain time of the year (for example, ice-cream vendors). Expanding the firm’s product mix into new areas may help offset these fluctuations. The development method may take two forms. The company can develop new products in its own laboratories or it may contract independent researchers or firms to develop specific original products. Furthermore, we can identify six categories of new products ; 1.New-to-the-world products. (Such as the first Microsoft tablets were in 2002) 2.New product lines (new products that allow a company to enter an established market) 3.Additions to existing product lines (New product that supplement existing products, eg new flavours, sizes etc) 4.Improvements and revisions of existing products 5.Repositioning ( existing products that are targeted to new markets) 6.Cost Reductions Before we get to the new product development process there are few decisions a company must take. It must decide on how to segment the market, which will be the target customers, identify their needs and determine its market positioning for the new product. Nowadays, companies use customer-driven engineering, which is the process whereby the design of the final (new) product incorporates its target customer’s preferences. These preferences are determined through market research methods, such as the collection of  primary and secondary data. Lastly, the company must set a budget for the new product. Management must decide what proportion of investment will be necessary for research and development activities as well as the gathering of market intelligence and market research. Once this is set, the New-Product Development process may begin. There are 8 steps in the New-Product Development process as defined by kotler. 1. Idea Generation The process starts with the hunt for new ideas. The key to successful ideas, is understanding customer’s present or unmet needs in the market. For example , Procter &Gamble’s efforts in 1985 to create a bold new advertising campaign for Folgers to catapult it into market leadership began by watching consumers make coffee and by listening to their descriptions of their process of waking up in the morning. From these efforts came the insight that people actually wake up to the smell of coffee before they get to the taste And, thus was born â€Å"The best part of waking up†¦Ã¢â‚¬  The insight worked so well, it’s still guiding the marketing campaign today – twenty years later. Ideas for new products can be obtained from customers, the company’s R&D department, focus groups, competitors, salespersons, employees, trade shows and events etc†¦ 2. Idea Screening The second stage is to get rid of unsound ideas prior to dedicating resources to them. The ‘screeners’ must ask at least three questions : Will the customer in the target market benefit from the product? Is it technically feasible to manufacture the product?, Will the product be profitable when manufactured and delivered to the customer at the target price? An important consideration must be made in screening ideas. This stage is crucial for companies as they must avoid two types of errors ; A Drop-error – which occurs when a company dismisses a good concept for the new product A Go- error – occurs when a company goes forward with a poor idea up until the last new-product development stage, commercialization. This can prove to be extremely costly is the idea is not received well in the market. A recent example of this is when in 2010, GAP launched a new logo in an attempt to be more modern This only lasted two days as GAP received an unbelievable criticism from the public, who expressed felt that GAP was changing their image for the worse. 3. Concept Development and Testing Having identified the right product idea, a product concept must follow – this is an elaborated version of the screened idea. The notion here is that a product idea can be turned into numerous product concepts. These concepts are developed with marketing and engineering specifics. Before the next step, the product concept must be tested. This follows by ‘giving’ the concept and all information about the product to a group of target customers and obtaining feedback and responses from them. The reactions obtained would indicate whether the customers in the target market would welcome concept or not. 4. Marketing Strategy development In this stage, the new product formation will begin as a result of the conclusions derived from the concept development and testing stage. A strategy-plan would be drawn up as to how best to introduce the new product into the segmented target market. The plan describes three parts , The first part describes the market’s structure, size and behaviour, as well as the planned positioning of the product and the market share. The second part shapes the expected price, distribution approach and marketing financial plan. The last part of the marketing strategy outlines the sales and profit targets as well as the marketing-mix strategy. 5. Business analysis This is an important step in new product development. The firm must analyse different aspects of the new product. It should find out whether the product is profitable or not and what the cost of the new product will be. Under this stage, the demand for the new product should be established and whether the demand is seasonal or regular while also gathering information re any competitors of this new product. Estimations of sales and expenses such as; advertising and sales promotion should be made to provide calculations for the approximate profit which the  new product should render. Hence, the new product is studied from a business aspect. If the new product should earn a profit, it will be accepted, otherwise it will be rejected. 6. Product development In this product development stage, the company takes the necessary steps to produce and distribute this product since the company would have already decided to introduce this new product in the market. The production development department will make strategies to produce one or more physical versions of the product concept, while the marketing department will make plans on how to distribute the product. The financial department will provide all the finances required to introduce the new product. Before the test marketing stage, plans for the advertisements for the new product will be made on a small scale. 7. Test marketing Test marketing is introducing this new product on a small scale and in a small market, in a more realistic setting. If this product is a success in the small market, then it is later introduced on a larger scale. However, if this new product fails in the small market, then the company will test for reasons for its failure. There are different types of test marketing which include the following; sales-wave research, simulated test marketing, controlled test marketing and test markets . In sales-wave research, the company gives customers the opportunity to use the product at no cost. At a later stage the company then reoffers the same product or a competitor’s product at a slightly cheaper price and notes the number of times (sales-waves) each customer selects each product. The simulated test market is a cheaper and faster method when compared to the other methods, but it is not considered as the most accurate due to the controlled setting. The company will make necessary amendments in the new product and will then introduce it again in the small market. If the new product fails for the second time, the firm will reject it. Test marketing is a safety device which reduces risk from large-scale marketing. Although this is a very time-consuming stage, it must be done especially for costly  products. 8. Commercialization If the test marketing performed on the new product is successful, then the company introduces their product on a larger scale, which is known as commercialization. The firm will make a large investment in the new product. It will plan when to launch the product in a larger market and where since the market-entry timing and location are very critical. First entry has its advantage of being on the market before its competitors but might backfire if it is rushed. When a firm coincides its product’s entry with its competitors, known as parallel entry, this will enhance the market’s attention on analysing and comparing products. Whilst a late entry launch will reduce costs while also gathering further knowledge on the size of the market. Companies usually wait for the ‘killer application’ to occur; this may depend on the season or for the older product to be drawn down and to be replaced. The company will produce and distribute the new product on a larger scale where it will advertise the new product on mass media such as; Radio, TV, Magazine and Newspapers. The Consumer Adoption Process – This is the process by which potential customers learn about the new product, tests it out and adopts or rejects it. This process begins from when the consumer first hears about the new innovation up until final adoption of the product. Adoption is a decision made by an individual to become a regular user of a product. There are five stages which adopters of new products have been observed to pass through ; 1.Awareness – consumer becomes aware of the new innovation 2.Interest – the consumer seeks more information about the new innovation 3.Evaluation – the consumer considers whether or not to try the product 4.Trial – the consumer actually tries the product so as to enhance his/her evaluation of it. 5.Adoption – the consumer becomes a customer and decides to make regular use of the product. It is the task of the new-product marketer to make this process as easy and swift as possible so as to capture the consumer’s interest and turn it into th e action of actually adopting the product. Conclusion – In conclusion, companies must realise the importance that the product has in the marketing mix. Improved and replaced products will expand and maintain sales and profits for the company. However, when coming to develop a new product, companies must realise the importance and relevance of the steps involved in creating and introducing new products into the market. The key is to develop a product which is innovative, up to standard, meets the customer’s present needs and which ultimately has the ability to penetrate the market and claim a place in the customer’s minds. Thus by following the New Product Development process, as we have discussed in this assignment, companies will be able develop a product which has a high probability of being successful in the market and which will be demanded by its customers.

Free Essays on Blues Analysis

Blues analysis Lighting Hopkins, Mojo Hand Blues legend, Sam ‘Lightning’ Hopkins’ long career might be said to have begun in 1920s, but it was not until the blues revival of the late fifties that Hopkins’ music began to reach the white audience. He had a great ability to improvise songs. He didn’t rehearse his songs; he lived them. He made up songs about things he experienced in his neighborhood. When he went into the studio he recorded whatever came into his mind. He recorded a total of more than eighty-five albums and toured around the world. What makes him special among his many contemporaries is his uniqueness; he leaps out and makes you notice him. He’s like no one else. The first thing that strikes you is his voice. It’s like a snicker and a laugh. Then there is his guitar playing. He was a master and had a distinctive guitar style. Hopkins’ emotions are as tightly focused as his guitar playing throughout. He always sounds relaxed. He plays either solo or with a dru mmer nailing down the rhythm. One of the favorite songs sang by him, is ‘Mojo Hand’ recorded in New York City in 1960. It is a 12-bar song with six verses and it features very little improvisation. The general pattern (chord progression) of the verse is: C C G C F G C In this song the most notable instrument is the guitar, which serves as a rhythmic and a melodic beat at the same time. The song starts with the four verses that comply these patterns with some slight differences. After the 4th and 5th verse, a solo guitar is added accompanied with standard chord changes: C, C - G, C - F, G, C. When the drums come in, Hopkins takes advantage of their presence to extend his high note runs, leaving the drummer Francis Clay to hold down the rhythm. Vocal and guitar are both joint perfectly (there is slight distortion, which is for better). The text that is sung with the melody doesn’t synchronize perfectly with the chord changes, b... Free Essays on Blues Analysis Free Essays on Blues Analysis Blues analysis Lighting Hopkins, Mojo Hand Blues legend, Sam ‘Lightning’ Hopkins’ long career might be said to have begun in 1920s, but it was not until the blues revival of the late fifties that Hopkins’ music began to reach the white audience. He had a great ability to improvise songs. He didn’t rehearse his songs; he lived them. He made up songs about things he experienced in his neighborhood. When he went into the studio he recorded whatever came into his mind. He recorded a total of more than eighty-five albums and toured around the world. What makes him special among his many contemporaries is his uniqueness; he leaps out and makes you notice him. He’s like no one else. The first thing that strikes you is his voice. It’s like a snicker and a laugh. Then there is his guitar playing. He was a master and had a distinctive guitar style. Hopkins’ emotions are as tightly focused as his guitar playing throughout. He always sounds relaxed. He plays either solo or with a dru mmer nailing down the rhythm. One of the favorite songs sang by him, is ‘Mojo Hand’ recorded in New York City in 1960. It is a 12-bar song with six verses and it features very little improvisation. The general pattern (chord progression) of the verse is: C C G C F G C In this song the most notable instrument is the guitar, which serves as a rhythmic and a melodic beat at the same time. The song starts with the four verses that comply these patterns with some slight differences. After the 4th and 5th verse, a solo guitar is added accompanied with standard chord changes: C, C - G, C - F, G, C. When the drums come in, Hopkins takes advantage of their presence to extend his high note runs, leaving the drummer Francis Clay to hold down the rhythm. Vocal and guitar are both joint perfectly (there is slight distortion, which is for better). The text that is sung with the melody doesn’t synchronize perfectly with the chord changes, b...

ACT Rules and Regulations What You HAVE to Know

ACT Rules and Regulations What You HAVE to Know SAT / ACT Prep Online Guides and Tips Because the ACT is such a high-stakes test, the folks at ACT, Inc. have implemented a series of rules to ensure that there is no cheating and that all students have as close to the same test-taking experience as possible. Before you take the ACT, you should familiarize yourself with these important rules. You don’t want to start using some scratch paper that you brought and then be dismissed from the test and have your score canceled. Know the rules so you don’t find yourself in such a situation. In this article, I’ll explain the rules for the ACT and the consequences for breaking them. The Purpose of ACT Rules There are rules for the ACT to prevent cheating and ensure the same test-taking experience for all students. Through these rules, the ACT folks are trying to create a fair, standardized test-taking experience for everyone who takes the ACT. If certain people are given an advantage, that could affect college admissions and future ACT scores. Now that we know why the rules exist, let's take an in-depth look at the rules you need to follow when you take the ACT. All the ACT Rules You Should Know You should review the prohibited behavior during your ACT. Also, these are the items you must remember on test day. Let's go over both sets of rules in depth.I'll emphasize the important regulations to make sure there's no confusion. Key Guidelines You Must Follow on Test Day Be on time! You won’t be admitted to the test if you're late. The reporting time is 8:00 AM, but I advise that you arrive at your testing center by 7:30. When I took the ACT, there was a long line that moved rather slowly to enter the testing center. I showed up at 7:30 and entered the room I took my test in shortly before 8:00. Make sure you're only working on the designated section. If you’re taking the math test and realize that you messed up on an English question, there’s nothing you can do at that point. Going back to a previous section or looking ahead in your test booklet is considered cheating. Don’t talk about exam content at any time.This is a tough rule to follow, but don’t talk about specific questions during breaks or after the test. The ACT doesn’t want you sharing information about test questions because questions are often reused. I know you’ll be tempted to talk about that annoying reading passage with your friend, but don’t, especially at the test center. A strict proctor can cancel your score for doing that. When you arrive at the test center, turn your phone off and put it in your backpack. If you look at your phone or if it makes any noise during the test, you can be dismissed and have your score canceled. You can post an Instagram pic of what you wore to the test after you get home. This is probably obvious, but don't do anything that can be considered cheating. Cheating isn't only unethical, but also you don't want to face the consequences if you get caught. What You Must Bring to the Test Admission ticket - You must have your admission ticket on test day. Photo identification- Make sure to bring an acceptable photo ID. You won't be admitted to the exam if you don't have your ticket and proper ID. Bring an acceptable ID to the ACT What You Should Bring No. 2 pencils with good erasers- On the ACT, you're not supposed to use mechanical pencils or pens. Don't be that person anxiously asking for a pencil right before the test starts. Also, a good eraser is likely to come in handy. A permitted calculator- You can't use calculators that make noise, have a QWERTY keyboard, or use a power cord. You can't use calculator apps on a cell phone or laptop. Check out this page for the specific ACT rules on calculators. A watch- I recommend using a watch to help yourself keep track of time on each section. The proctor may forget to remind you when time is running out on a section, and the clock in the room may not be working. However, make sure that the watch you bring doesn’t make noise and that the alarm is off. If an alarm goes off during the test, you can be dismissed and have your score canceled. Miscellaneous items- Here are some things you should bring that will make your test-taking experience more comfortable and less stressful:a backpack, snacks and water for breaks, extra batteries for your calculator, and extra pencils and erasers.You may not be allowed to eat in the testing room, but it’s a long test so it’s good to refuel during breaks. What You Shouldn't Bring Any electronic device other than your watch and cell phone- If you’re seen with a laptop or personal computer, that will be considered cheating. Make sure you’re not using any audio or video recording devices. That will also be considered cheating. (Also remember that your phonemust be put away.) Scratch paper- If an exception applies and you’re allowed to use scratch paper, you may only use paper that ACT has authorized or supplied to you. A dictionary or thesaurus- The only resource you're allowed to use is a permitted calculator to help you with math. Possible Consequences for Rules Violations The consequences for violating any of these rules can vary. Often the consequence will depend on the strictness of your proctor or test center. If you don't have proper ID or your admission ticket, you may not be admitted to the test. If you’re caught violating other rules, you can be dismissed from the test and possibly have your score canceled. In certain situations, you can have your score withheld if there is suspected cheating. In the most extreme cheating situations, the ACT can even take legal action. It's most definitely in your best interest to know and follow the rules. What's Next? Learn the 21 ACT tips you should be using and 14 last-minute ACT tips. If you want to get a perfect ACT score, instead of cheating, learn how to get a 36 on your ACT from a perfect scorer. Looking for practice ACTs?Taking practice tests is one of the best ways to study for the ACT, and we've compiled links to all the free and official ACT practice tests available online. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Justin Berkman About the Author Justin has extensive experience teaching SAT prep and guiding high school students through the college admissions and selection process. He is firmly committed to improving equity in education and helping students to reach their educational goals. Justin received an athletic scholarship for gymnastics at Stanford University and graduated with a BA in American Studies. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Famous Life Quotes - A Select Collection

Famous Life Quotes - A Select Collection What is this life if full of care; we have no time to stand and stare. These famous lines from the poem Leisure by W H Davis sum up my attitude towards life. The life we lead must be worth living.Think about it. Every one gets the same twenty four hours in a day. But only a handful realize the value of time. Make sure to utilize your time wisely. Dont pursue unattainable goals and remain disappointed. Real happiness lies in enjoying every moment of your life, doing what you wish to do. Build your life, minute by minute, with memories of love, kindness, and courage. Reflect on the words of famous people. Understand their perspective about life, and gain new knowledge. A Zen SayingSit quietly, doing nothing, spring comes, and the grass grows by itself. Ernest L. WoodwardSo great has been the endurance, so incredible the achievement, that, as long as the sun keeps a set course in heaven, it would be foolish to despair of the human race. Ralph Waldo EmersonSo much of our time is preparation, so much is routine, and so much retrospect, that the path of each mans genius contracts itself to a very few hours. Samuel JohnsonSome desire is necessary to keep life in motion. Thomas FullerSome have been thought brave because they were afraid to run away. Jane RubiettaSomeone may have stolen your dream when it was young and fresh and you were innocent. Anger is natural. Grief is appropriate. Healing is mandatory. Restoration is possible. Stephen CoveyStrength lies in differences, not in similarities. Kenneth HildebrandStrong lives are motivated by dynamic purposes. Vincent LombardiSuccess demands singleness of purpose. Booker T. WashingtonSuccess is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome.

GM Acquiring Ford Research Paper Example | Topics and Well Written Essays - 500 words - 1

GM Acquiring Ford - Research Paper Example For the year 2011, Ford Corporation had contracted $714 million of committed unsecured credit facilities with financial institutions due in 2014, as well as $7.9 billion of contractually-committed liquidity facilities provided by banks, from which $4.3 mature in 2012, and the rest in 2014. Ford Corporation classifies its long-term debt on the two sectors i.e. financial services and automotive sector. An overview of the amount registered for debt and long-term commitments is provided in the following tables. Taking into account that debt securities register the higher amount of the financial services debt, it is important to analyze the maturity structure of the debentures. The figure no. 1 depicts the term structure of these debentures. General Motors went through a process of reorganization in 2009, and liabilities from that period are still considered in the structure of GM’s debt. The following table depicts the description of debt for General Motors, considering also the amounts for Old GM. As in the case of Ford, GM classifies its long-term debt by considering the automotive and financial sector. For the automotive sector, the long-term debt registers $ 3613 million and a total of liabilities of $ 96792 million (as it can be seen long-term debt is a small portion of the total). The financial sector totals liabilities of $ 8820 million; a structure of these sector facilities is provided in the following

Movement as a narrative device, screen Hope (1948) Essay

Movement as a narrative device, screen Hope (1948) - Essay Example Movement is used as a narrative by Hitchcock in Rope as he reveals conversations between the characters. The major aspects that Hitchcock utilizes his technique is during conversations "in which a pair of educated young men in Chicago in the 1920s committed a random murder for the thrill of it and to demonstrate their superiority to society." (Go Upstate.com) Brandon, the character we are concerned with, is one of the two killers and through his use, f movement during the film Hitchcock uses movement to show Brandon's smug and sinister side to the audience. Hitchcock's adherence to shoot the entire picture in eight 10-minute takes is significant especially in the scenes featuring Brandon. In the scene where Brandon unexpectedly quiets the sobbing Philip with a slap. "It is about the only time in the film's eighty minutes that action takes precedence over motion" (Up State.com) Up until this scene Brandon's movements worked more effectively on the audience then even the dialogue. In scenes featuring Brandon there are lengthy and nonstop movement. These movements by Brandon show him q going in and out of rooms without a cut.

Corporate Governance and Ethical Responsibility Research Paper - 1

Corporate Governance and Ethical Responsibility - Research Paper Example Shareholders Firstly, with response to the key shareholders of the given case study, these can most easily be related in terms of patients, staff, vendors, and management. With relation to the patients and staff, these two shareholders are the most obvious ones with which the hospital president will come in contact with on a daily basis. However, beyond these shareholders, there are also those of the vendors with which the hospital necessarily does a healthy and continual level of business with. These vendors will be discussed at length further in the analysis as they exemplify a peculiar and dynamic shareholder within the level of seeking to ensure the hospital behaves in an ethically and morally expeditious manner. Finally, as with any level of position and/or responsibility – no matter how high, the president of the hospital is ultimately responsible not only to the staff and patients of the hospital he presides over but also to the board of trustees, regional compliance ma nager, executive committees, and a litany of other shareholders that define the very upper reaches of oversight for the president’s position. ... thermore, this group is unique within the representation of the other groups that will be discussed as it is the only one that acts as that of the end consumer/customer. As such, this group is directly affected by any adjustment to the level, quality, or affordability that the health care exhibits. Secondarily, the next group of shareholders that have been mentioned are those of the staff that are employed by the hospital. These of course obviously include doctors and nurses as well as the full array of primary healthcare providers. However, this also includes the array of support staff, janitors, facility maintenance, HR departments, lab personnel, and pharmacists/technicians etc. Although it may be convenient for the reader/researcher to lump all of these individuals in with the â€Å"responsible† and/or â€Å"guilty† party with reference to the elevated level of patient deaths that have been occurring, the preceding analysis helps to point to the fact that this group itself is diverse and varied and thereby cannot be lumped together as a responsible entity for the patient losses that have been suffered. Moreover, the needs and wants of this particular group of shareholders are concentric upon retaining their position, whatever that might be, within the hospital, and ensuring that no disastrous revelations threaten the security that their livelihood provides. As such, the hospital staff have a strong vested interest in ensuring that no waves rock the boat so to speak. Although a vested interest does not necessarily correlate to an unethical action, it should nonetheless be noted by the reader that this vested interest is every bit as strong as any of those which will be or have been listed within this paper. Thirdly, the vendors themselves represent a powerful group of

Democracy and Commodification Essay Example | Topics and Well Written Essays - 1000 words

Democracy and Commodification - Essay Example In the context of commodification, services that would be normally under the control of the state came under the control of the private sector, a fact that leads to the increase of cost involved (Giddens and Griffiths 367). Thus, the access to these services becomes more difficult and even, impossible, for a high majority of the population. From this point of view, commodification leads to the limitation of democracy, a political system that is based on equality and fairness in terms of law (Giddens and Griffiths 367). The potential limitation of democracy through commodification can be made understood by referring primarily to the cases of welfare regimes that are based on commodification and those that are not commodified. These cases would show how modern political systems could be related to commodification. Then examples could be provided for showing the relationship between democracy and commodification in practice. Giddens and Griffiths (2006) explain how political systems can be related to commodification: a) the social democratic regime promotes the provision of welfare services for all citizens with no exception, at a universal level (Giddens and Griffiths 367). Scandinavian states, that have this type of regime, are examples of states supporting the non-commodified political system; b) in ‘conservative/ corporatist states, such as France and Germany’ (Giddens and Griffiths 367), welfare services are non-commodified but they are not fully independent from the capital. Indeed, in the above states, the potential of each citizen to access the welfare services is differentiated according to his social status (Giddens and Griffiths 367); c) there is also the case of the liberal states, like United States, where ‘welfare services are fully commodified’ (Giddens and Griffith 367). It should be noted that the use of specific practices, in regard to the management of an economy, does not, necessarily, indicate the commodification of t he local political system (Williams 157). In democracy also, a similar issue would exist. At this point the potential influence of commodification on democracy should be explained using relevant examples. In all states where democratic regimes exist media is commonly used for the promotion of specific political messages. Reference can be made, as an example, to the use of media for supporting a particular legislative text or for persuading the public that a specific political decision, for example the establishment of an area of entertainment, is fully justified in terms of public interest. In regard to this issue, emphasis should be given to the following fact: in most states, media is used for influencing public opinion

Migration Impact on the UK's Economy between 2005 and 2015 Dissertation

Migration Impact on the UK's Economy between 2005 and 2015 - Dissertation Example Interpretation of the findings will help the researcher to draw inference to the research questions or the main agenda of the research and accordingly arrive at the conclusion. Chapter 2: Literature Review World migration and economic growth is considered to be an ever-researched subject in the contemporary economics. S. P. Kerr and W. R. Kerr have defined net migration in an economy during a particular period of time as the difference between total number of immigrants and emigrants within the economy within that specified time period. In this context, immigrants are defined as the individuals who migrate or shift to another country whereas emigrants of an economy are those who shift from other economies to a particular economy within the specified time period. In this chapter, global migration and the tendency behind this, the effect of migration on a particular economy and finally, the consequences faced by the economy of United Kingdom will be analysed in the light of theoretical framework and economic models. 2.1. Economic Factors Influencing Migration According to the economists, economic migration occurs mostly due to the influence of two discrete factors. These are as follows: 2.1.1. Push Factors Many economists such as Boyle, Halfacree and Robinson have identified that lack of economic opportunities, scope for higher education, quality jobs in both technical and non-technical sectors act as push factors and drives individuals to migrate in other part of the world.

Netflix Essay Example | Topics and Well Written Essays - 250 words - 1

Netflix - Essay Example Many consumers’ purchase behavior takes the form of a flag that follows whatever pattern and direction of a gust of the blowing wind. As search, there are very many cultural factors that influence a consumer’s decision to buy or not buy a Netflix subscription. There are very many subcultures such as religion, ethnicity, and race that inform most of consumer behavior and choice. The subcultures, therefore, have a bearing on the kind of entertainment that such groups will embrace since there are those that may not condone explicit sexual scenes, and there are those that may not have any issue depending on their value systems. Social class is another cultural factor that influences a consumers’ willingness to pay for a Netflix subscription. Members of the middle class watch a lot more TV than members of the other classes hence they are more likely to but the subscription due to the considerable time they spend in front of their TV screens. The inner tension that the consumer feels is called cognitive dissonance (Lamb, Hair and McDaniel 97) that arises from the post-purchase psychological confusion. Cognitive dissonance is a post-purchase behavior that many consumers experience when they feel that they either made a wrong choice or the dealer gave them a raw deal. In this case, the consumer’s post-purchase behavior resonates with the definition of cognitive dissonance since she finds that she does not have an interest in the programs that Netflix offers in their subscription service.

Democracy and Commodification Essay Example | Topics and Well Written Essays - 1000 words

Democracy and Commodification - Essay Example In the context of commodification, services that would be normally under the control of the state came under the control of the private sector, a fact that leads to the increase of cost involved (Giddens and Griffiths 367). Thus, the access to these services becomes more difficult and even, impossible, for a high majority of the population. From this point of view, commodification leads to the limitation of democracy, a political system that is based on equality and fairness in terms of law (Giddens and Griffiths 367). The potential limitation of democracy through commodification can be made understood by referring primarily to the cases of welfare regimes that are based on commodification and those that are not commodified. These cases would show how modern political systems could be related to commodification. Then examples could be provided for showing the relationship between democracy and commodification in practice. Giddens and Griffiths (2006) explain how political systems can be related to commodification: a) the social democratic regime promotes the provision of welfare services for all citizens with no exception, at a universal level (Giddens and Griffiths 367). Scandinavian states, that have this type of regime, are examples of states supporting the non-commodified political system; b) in ‘conservative/ corporatist states, such as France and Germany’ (Giddens and Griffiths 367), welfare services are non-commodified but they are not fully independent from the capital. Indeed, in the above states, the potential of each citizen to access the welfare services is differentiated according to his social status (Giddens and Griffiths 367); c) there is also the case of the liberal states, like United States, where ‘welfare services are fully commodified’ (Giddens and Griffith 367). It should be noted that the use of specific practices, in regard to the management of an economy, does not, necessarily, indicate the commodification of t he local political system (Williams 157). In democracy also, a similar issue would exist. At this point the potential influence of commodification on democracy should be explained using relevant examples. In all states where democratic regimes exist media is commonly used for the promotion of specific political messages. Reference can be made, as an example, to the use of media for supporting a particular legislative text or for persuading the public that a specific political decision, for example the establishment of an area of entertainment, is fully justified in terms of public interest. In regard to this issue, emphasis should be given to the following fact: in most states, media is used for influencing public opinion

Netflix Essay Example | Topics and Well Written Essays - 250 words - 1

Netflix - Essay Example Many consumers’ purchase behavior takes the form of a flag that follows whatever pattern and direction of a gust of the blowing wind. As search, there are very many cultural factors that influence a consumer’s decision to buy or not buy a Netflix subscription. There are very many subcultures such as religion, ethnicity, and race that inform most of consumer behavior and choice. The subcultures, therefore, have a bearing on the kind of entertainment that such groups will embrace since there are those that may not condone explicit sexual scenes, and there are those that may not have any issue depending on their value systems. Social class is another cultural factor that influences a consumers’ willingness to pay for a Netflix subscription. Members of the middle class watch a lot more TV than members of the other classes hence they are more likely to but the subscription due to the considerable time they spend in front of their TV screens. The inner tension that the consumer feels is called cognitive dissonance (Lamb, Hair and McDaniel 97) that arises from the post-purchase psychological confusion. Cognitive dissonance is a post-purchase behavior that many consumers experience when they feel that they either made a wrong choice or the dealer gave them a raw deal. In this case, the consumer’s post-purchase behavior resonates with the definition of cognitive dissonance since she finds that she does not have an interest in the programs that Netflix offers in their subscription service.

Final Reflection &Portfolio of Final Versions Essay Example for Free

Final Reflection Portfolio of Final Versions Essay â€Å"My Journey as a Writer† I have accomplished a great deal in the past three months. As the semester ends I find myself reflecting not only on how I have survived the first semester but also what I have learned. Writing is hard work. There is so much more to it than just writing an interesting story. I also learned another important lesson; just because I worked hard on an essay before presenting it and reviewed the daylights out of it did not mean it was ready for submission. Every time I went back to read it I found new changes, typos and other mistakes I had missed before. Reviewing and revising an essay is an essential part of writing. Reviewing allows me to rewrite and make changes in the essay’s content, organization and sentence structures. It allows me to add, remove, move or substitute words to make sure it communicates effectively the purpose of the essay. The task of reviewing the essays I wrote for this course allowed me to learn and improve my writing skills; as a result my essays have evolved into more stylish and fluent pieces of writing. Out of all the essays I wrote in this course, â€Å"A Book with Nostalgic Flavor† is my favorite and the one I would like to improve even further. I would love to add more content to the body of the essay and expand it by discussing specific cooking recipes and the family stories tied to them. I think that by making these changes the essay will become richer and more pleasant for the reader. I have also learned how to avoid certain patterns of error often found in my writing. Limiting the use of complex words and use simple, straightforward vocabulary instead. Using sentences that are direct and simple instead of sentences that are long and confusing. Avoiding patterns of error ensures that my writing clearly communicates its purpose and it is easy to understand. I still need to improve the use of punctuation signs, the use of commas to be more specific. Having a better understanding of the proper use of punctuation signs helps to avoid comma splices and other mistakes that affect the natural flow a good essay needs to have. Comparing the first essay I wrote at the beginning of this course to the most recent essay I have written. I notice how my writing skills have improved, my ideas have become more developed and my essays flow better and are less awkward. Throughout this course, I have learned and grown in ways I never would have imagined. I know I still have a long way to go, but I am getting there. â€Å"A Book with Nostalgic Flavor† Many years have passed since I started thinking about writing a book . A book that combines my passion for cooking and the nostalgia I feel being away from my home, my family and the land I will forever hold dear, Guatemala. I remember I was just a child when my passion for cooking first awakened. It came as no surprise to me, since it was in my grandmother’s kitchen where some of the sweetest memories of my childhood happened. It has been almost 20 years since I left Guatemala; I was just a kid back then. I would have never imagined that after so many years the most trivial memories would make me feel nostalgic. This is why I would like to write a book a tribute to my precious homeland and an opportunity to share those experiences and the inedible imprint they left on me. Cooking is a big part of family and social life in Guatemala. Cooking recipes are passed down from generation to generation while socializing, sharing old family stories and traditions that have been in the family for centuries. Traditions that are the backbone of our family history and a big part of Guatemalan culture. It is now up to me to pass down those traditions. It is thanks to my family, especially my grandmother’s guidance and patience that I am able to keep the family recipes and traditions alive. I’m looking forward to writing this book a testament to the invaluable heritage and the unique flavor it gives to my identity. â€Å"Changing Our Lives† Earning a degree has a dramatic socioeconomic impact in a person’s life and it is the reason thousands of working adults decide to go back to school every year. For instance, a degree can help start or change a career, it can push forward professional development, and it can lead to a significant increase of income. Also, it provides each individual with a sense of accomplishment and as a result it increases self-esteem. There are countless ways in which earning a degree will impact our lives. Deciding to go back to school is the first step towards â€Å"Changing Our Lives†. That is precisely what I decided to do the fall of 2012, after almost 20 years I decided to go back to school and earn a degree. It was not an easy decision to make, the thought of juggling work, marriage and school scared me. I felt stuck, I needed to change my life and I knew that without a degree it would not be possible. I made a list of all the pros and cons, and it was clear the pros outweighe d the cons. That’s when I decided to enroll in school. I was not going to let anything keep me from reaping the benefits of having a degree. I will not continue to be afraid instead I will be brave and go back to school despite all the reasons and obstacles that had stopped me before. I am proud I took the first step towards changing my life forever, I am back in school. I know I am on my way to a better career and a better me. I’m looking forward to the sense of accomplishment getting a degree will bring to my life and after so many years of putting it off I can finally say; I am on my way! â€Å"Conquering my Fear of Writing† I have to admit that I’m not a good writer. Luckily, I can say that in my life I have not had the need to write a lot and have not faced many opportunities that required me to do so. Professionally, I was lucky enough to always have had someone help me with any projects that involved heavy use of writing skills. On a personal level, I have tried as much as possible to stay away from it because I know that I am not good at it. These are facts that I am not proud of and now I have decided to change. Registering at school is the first step I have taken towards conquering my fear of writing. My fear of writing has not helped me throughout the years. I am a firm believer that by staying away from writing and limiting my exposure to situations where I had to write I crippled myself even further. Instead of using every chance I got to write as practice and use it as a learning experience, my lack of practice only made me more afraid. I refuse to continue feeding the same cycle. I hav e decided to confront my fear and I hope that by taking this class and being back in school I will be able to learn the skills necessary to write without fear. One of the worst experiences I can remember and the one that probably is the biggest reason I am afraid of writing happened at work. I remember early in my career I was working on a report, I was aware that I was not the best writer, however, I did not think I was the worst. I decided to write the report despite my lack of writing skills only to embarrass myself beyond belief. When my supervisor reviewed it, she had nothing but horrible comments about it. I was so embarrassed I never again ventured to write anything on my own again. At this point in my life I am tired of being a bad writer, and I’m tired of being afraid of writing. I want nothing more than to be able to write a paper like the one I’m writing and not be afraid of turning it in. I hope that my efforts pay off and I’m finally able to conquer my fear of writing.