I Have A Dream By Martin Luther King Jr. - 915 Words

One man waves unto a crowd of over 100,000 people in front of the Lincoln Memorial prepared to give a speech that he did not know would lead to a different world, where one day a man from his own community would be the leader of that ‘free’ world. But not just any man – an African American man, as he is photographed and recorded by his Caucasian counterparts. Martin Luther King Jr. represents himself, his family, and an enormous body of minorities in America as he prepares to address the country in regards to equality and respect for all. Coming from a time where only years prior black and brown people were owned as property and often regarded as animals, King changed race relations in America by standing as a liaison between his community of colored individuals and a governing body of mostly Caucasian individuals. I Have a Dream is an open discourse conveyed by American social liberties advocate King Jr. amid the March on Washington for Jobs and Freedom on August 28, 1963. He seeks the conclusion of prejudice in the United States and calls for common and monetary rights. Years later the speech is still viewed as a pivotal turning point of the American Civil Rights Movement. Starting with a reference to the Emancipation Proclamation, which liberated a large number of slaves in 1863, King states that: one hundred years after the fact, the Negro still is not free. At the end of the discourse, King left from his arranged content for an incompletely adlibbed talk on theShow MoreRelatedI Have A Dream By Martin Luther King Jr.983 Words   |  4 PagesPromised On August 28, 1963, Martin Luther King Jr. delivered a speech of the millennia which was considered a radical revolution towards freedom. Martin Luther King Jr, also referred to as King Jr., was a Baptist minister and activist who fought for the rights of African-American. During the late 1950s and early 1960s, America was on the brinks of collapsing towards a civil right war. Leaders were across the United States creating factions of people. However, King Jr. was not an ordinary leader.Read MoreI Have A Dream By Martin Luther King Jr.945 Words   |  4 Pagesâ€Å"I Have A Dream† Martin Luther King Jr. is one of the most famous civil rights activists in the history of the United States. He gave several important speeches and promoted non-violent protests. His most famous speech was â€Å"I Have A Dream†, around a quarter of a million patrons, black and white, attended this empowering speech at the March on Washington on August 28, 1963. The reason his speech was vastly successful in the movement against segregation and injustice was because of its repetitivenessRead More`` I Have A Dream `` By Martin Luther King Jr.1378 Words   |  6 Pagesreasoning are known as cognitive biases and they allow us to unknowiThirty years after the events of To Kill a Mockingbird, Martin Luther King Jr said in his defining â€Å"I Have a Dream† speech, â€Å"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.† Maycomb would have benefitted from this message as repeatedly characters are reduced to their skin color, logic falling to the wayside as thoughtlessnessRead MoreI Have A Dream By Martin Luther King Jr.909 Words   |  4 PagesWhen I think about what one person can do in the times of the Civil Rights Movement, I think of Martin Luther King Jr. because he was such a big icon back then. Martin Luther King Jr. was a Baptist minister and social activist. He led the Civil Rights Movement in the United States from the mid-1950s, until he was assassinated in 1968 and will always be remembered by his famous speech, â€Å"I Have a Dream†. To me, he has reminded me of other people I’ve watched through movie films, and in a story I’veRead MoreI Have A Dream By Dr. Martin Luther King Jr.1102 Words   |  5 PagesAmericans we have been unable to embrace this concept without severe punishment. From being sprayed with high powered water hoses to being brutally beaten by those that are supposed to protect and serve. In the speech, I Have A Dream by Dr. Martin Luther King Jr., he elaborates on the fight African Americans have endured and sets the path for freedom and equality while We Shall Overcome by L.B Johnson speaks on providing equality for all Americans. According to Dr. Martin Luther King Jr. speech, â€Å"I HaveRead MoreI Have A Dream By Dr. Martin Luther King Jr.749 Words   |  3 PagesIn the Speech I have a dream by Dr. Martin Luther King Jr. uses his speech to advocate for the right of people of color in the United States. In a hopeful tone, Dr. Martin Luther King uses natural imagery to encourage African Americans to be hopeful that their right will be enforce. In his speech Martin Luther King focus on the positive aspect of nature to enforce his message on not losing hope. By using positive and negative aspects of nature, Dr. King tell his audience that even when nature isRead MoreI Have A Dream Speech By Martin Luther King Jr. Essay1115 Words   |  5 PagesActivis t and leader in the Africa American Civil Rights Movement, Martin Luther King Jr, speaks at the Lincoln Memorial to more than 200,000 people where he gives his famous â€Å"I have a Dream† speech, where he calls for the need of equal rights between blacks and whites. King’s purpose is to convince the American people that segregation is wrong and should be changed for future generations, encourage all African Americans into fighting until the end, and that segregation is wrong. He effectivelyRead More`` I Have A Dream Speech `` By Martin Luther King Jr.2027 Words   |  9 Pagescitizens to have equality. In 1863, the United States of America joined other nations by emancipating those in bondage. Slavery had begun it’s way out in the modern world. However, due to years of indoctrination and social appropriation, there was a discord between those who were white and those who were colored. One hundred years after the emancipation proclamation was given, there was still social and systemic oppression and discrimination against colored people in American Society. Martin Luther KingRead MoreMartin Luther King Jr s I Have A Dream872 Words   |  4 PagesI have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are created equal.(Martin Luther King Jr, 1963). This statement came from Martin Luther King Jr’s famous speech ‘I have a dream’. As one of the most powerful weapons contributing to the civil rights movement led by King, it motivated more people to fight hard for human rights. However, what is the human right? Not everyone can give an explicit definitionRead MoreI Have a Dream: Martin Luther King Jr. Essay989 Words   |  4 PagesCan you imagine a world where you were judged based on the color of your skin? In the 1950’s one man was tired of this and dedicated his life to changing it. Martin Luther King Jr. made an enormous impact in the world that we live in today. He wanted freedom for all and fought an endless battle to get us to where we are. Martin was an American pastor, activist, humanitarian, and leader in the African-American Civil Rights Movement. By using, speeches, marches and his actions he accomplished his goal

A World Lit Only by Fire Outline Essay - 8153 Words

A World Lit Only by Fire by William Manchester Outline The Medieval Mind I. The Dark Ages A. The Years A.D. 400 to A.D. 1000 1. Referred to as the Dark Ages because knowledge and literacy vanished during this era. 2. Rulers during this age were illiterate and most found it trivial. a. Emperor Sigismund said, â€Å"Ego sum rex Romanus et super grammatica†Ã¢â‚¬â€as king of Rome, he was above grammar. B. Rome’s Fall in the Fifth Century 1. The Hsiung-nu (Huns) ravaged though Europe after defeat in China. a. Went from China to Russia, Russia to Ukraine, Ukraine to Romania, and from Romania continued east through Europe. i. Survivors crossed the Danube River. ii. Emperor Valens ordered that the refugees be†¦show more content†¦i. Ruined temples, stole property, and persecuted martyrs. 3. Christianity was influenced by paganism (which was, of course, denied). a. Of the seven cardinal virtues that were named by Pope Gregory I, only three had Christian roots. i. The three were faith, hope, and charity. b. The other four virtues were derived from Plato and Pythagoras, both of whom were pagans. i. These were wisdom, justice, courage, and temperance. 4. Pagan and Christian philosophers showed contradictions in knowledge. a. Pagan philosophers studied the Bible and found that it contrad- icted each other. b. They also found that Genesis implies multiple gods. i. Saint Bernard of Clairvaux said that gathering knowledge was pagan and unholy, unless it was â€Å"sanctified by a holy mission.† c. Christians were often blamed for the fall of Rome. C. Aurelius Augustinus (Saint Augustine)-Bishop of Hippo, Catholic prelate 1. Wrote De civitate Dei (The City of God) a. Wrote that Rome was being punished not for the new Christian religion, but for the old religion. i. Punished because of â€Å"lascivious acts† and â€Å"corruption among politicians†. 2. Believed that the original sins were temptation and lust. a. Rooted from Adam and Eve. b. Wrote that people became corrupted in conception. i. Sexual intercourse was a â€Å"mass of perdition (exitium).† c. The Virgin Mary could save some of those who were corrupt.Show MoreRelatedLife of Pi Essay1502 Words   |  7 PagesThe Aura of Orange Human, animal, plants, and all the Earth’s content is survivor. They are fighting for their rights in order to live in this beautiful world. The novel Life of Pi written by Yann Martel, has employed a lot of symbols that is related to the life. One of the most significant symbols is the color orange. The author uses orange as a symbol of maintenance of the spirit to survive in survival. This can be proved as most of the objects that are in the color orange in the novel generateRead MoreThe Battle Of The Allied Powers During World War II1528 Words   |  7 PagesAt a time when the Allied powers had very little success in World War II, the idea of an amphibious landing was explored thoroughly and determined to be the only way to get a foothold into Hitler’s empire. The invasion was a bloody 3 day encounter on 5 beaches that resulted in an enormous exchange between Hitler and the Allies. Because of this, it gave a rise to the power to the Allies in Europe when D-day was victorious. From 1941-1944 the Allies goal was to defeat Germany first. For many monthsRead MoreBeetlejuice Analytical Review1492 Words   |  6 PagesIn the movie Beetlejuice, the theme is that the afterlife is not really the end for us all; we live on a multiple level world between life and death, and need to respect the dead. The theme is idealistic and not applicable in real life to all people. 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Learning and Supporting Teaching in Schools Free Essays

string(177) " PE and today will be the first time that the children have taken part in PE in our main hall! Surprisingly the children are quite quick at getting changed into their gym kits\." Certificate Supporting Teaching and Learning in Schools (501/0418/4) Unit 1: Schools as Organisations (T/601/3325) 1. 1 Identify the main types of state and independent schools. The main types of state and independent schools are as follows: * Specialist schools * Academies * City technology colleges * Community and foundation special schools * Faith schools * Maintained boarding schools * Free schools 1. We will write a custom essay sample on Learning and Supporting Teaching in Schools or any similar topic only for you Order Now 2 Describe the different characteristics of the different types of schools in relation to educational stages and school governance The Key stages are as follows in comprehensive and free schools: * Foundation stage – Normally this is for pupils in reception year, nursery or play group * KS1 – Years 1 to 3 * KS2 – Years 4 to 6 * KS3 – Years 7 to 9 * KS4 – Years 10 to 11 (GCSE’s and/or other equivalent Qualifications are taken in this Key Stage) * KS5 – Year 12 to 13 (A Levels and/or other equivalent Qualifications are taken in this Key Stage) Although standards schools follow this key stage structure, Special schools will run these key stages adapted to the pupils needs i. . a school for learning and physical disabilities may need extra support and resources to ensure that their pupils are achieving the national curriculum standards set for students with learning and/or physical disabilities. The role of the Board of Governors is to run the school. This would include the following: * School Finances and Budgets * Staffing * The School’s Curriculum * Managing School Inspections * To uphold national standards in education Depending on the type of school, depends on the way in which the board of governors operate i. e. or learning and physical disability schools, the board of governors may invest in certain resources to maximise the pupil’s educational potential. Most state schools are funded by the government where as private and independent schools are funded by parents, local funding or charitable income. If the school is a managed school then the local authority employs the schools staff but for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment areas, the community or school open days. Private or specialised schools may get their students from the local community but may also have an open day or referrals from other educational establishments. Below I have chosen three different types of schools and I will also explain their admissions policy and the age of the children. Grammar Schools Admissions policies – Grammar school admissions policies are normally set by the local council. All applications initially must go through the local council. Also with grammar schools, there is often a test in which a child has to take and pass in order to be accepted into the school. This is due to the fact that grammar school children are highly educated. Age of pupils/students – pupils are normally enter into grammar school at the age of 10/11. They will be working on key stage 4 when entering the school. On the fourth year of school, pupils go on to key stage 5 working on GCSE’s and NVQ’s. In some cases, pupils in grammar schools may take their A Levels early or higher qualification. Pupils in grammar school now leave at the age of 17. Montessori schools Admissions Policy – in Montessori schools the children are interviewed by a teacher to make sure that they fit in with the ethos of the school. A payment is needed from parents in order for children to attend the school. An educational or psychological assessment is needed by the school in order for the child to be admitted. Montessori schools do not admit children midterm unless they are transferring from another Montessori school. Age of pupils/students – In Montessori schools, they admit children from 18 months up to 18 years old. Montessori schools have a holistic method of educating children so that they express freedom and self discipline. Steiner schools Admissions policy – The admissions policy is pretty much the same as a Montessori School. Age of pupils/students – In Steiner Schools, the age of children is from 3 years old to 16. Like a Montessori school, a Steiner schools tackle educating in a holistic manner in order to develop the whole child. Not just educational. 2. 1 Describe roles and responsibilities of staff related to the school Below are 4 Roles within a school and their responsibilities: * Teacher – To plan, deliver and evaluate lessons, to encourage pupils with their learning development, Make learning as fun as possible, create reports on pupils learning to parents and be a role model for pupils. Lunchtime Supervisor – Help set up dining areas, Supervise pupils with toileting and hand washing, resolve and report conflict and encourage independence at mealtimes. * Clerical Staff – To keep the school running smoothly by direction of the Head Teacher, maintain and report attendance records, Perform administrative duties which may include writing letters to parents by direction of teachers and head teacher. * School Librarian – Plan and oversee the management of the library, Ensure an equality of opportunity for all staff and pupils, Complete reports to/ and inform the governing body of stock and library resources. Also another role within a school is a Teacher’s Assistant. To reflect his or her role within the school I have written a day in the life of a Teacher’s Assistant. 8. 15am  My day starts as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day ahead and I help to set up the activities. 8. 55am  The day begins for the children. As they wait with their parents and carers in the playground, I approach the gate and greet the children as the bell rings. I briefly chat with a few parents as they pass on messages, help children take their coats off in the cloakroom and follow them into the classroom. As the teacher takes the register I check the ‘Home-school communication books’ for any other messages. 9. 05am  The first activity for today is PE and today will be the first time that the children have taken part in PE in our main hall! Surprisingly the children are quite quick at getting changed into their gym kits. You read "Learning and Supporting Teaching in Schools" in category "Learning" Today we practise moving in and out of spaces in different ways – jogging, marching, large strides and small footsteps. 10. 25am  It’s playtime and time to get coats on and join the rest of the infants in the playground. While the children are out at play I prepare their morning snack. 10. 40am  In from play and it’s time for hand washing, then fruit and milk. After this it’s activity time and the children choose from a range of activities both inside and outside. Today I’m inside making teddy bear puppets, encouraging the children to stick a corresponding number of buttons onto their bear. Midday  It’s lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff. Then it’s time to set up for the afternoon activities. 1pm  The children come in from lunch. Time for a quick register and this afternoon I support children building train tracks, investigating in the sand and experimenting with drawing and writing – a busy hive of activity, and lots of observational assessment! 2pm  Playtime again and this time I’m on duty supervising the children with another member of staff. 2. 20pm  Time for a few more bears and buttons with those who are keen and once these are done I join in with some children who are doing some jigsaw puzzles. Today, I have a breakthrough – a child who has been reluctant to talk and has been communicating through gestures, actually initiates a conversation with me! 3. 20pm  Home time for the children as we look out for the children’s parents and carers, and send them off happily! Once the children have all been collected it’s time for a final tidy up and discussion with the class teacher about the day’s events. 3. 45pm  Time for me to go off home, too! 2. 2 Describe the roles of external professionals who may work with the school For this section I have created two â€Å"A day in the life of†¦.. journals to describe what the role is of an external professional within the school The first role I have chosen to talk about is a Peripatetic Music Teacher. 09:30 am I arrive at the school and sign in at the school reception desk. I am then shown by the music head of department to the room in which I will be teaching. Whilst walking to my designated room, mys elf and the department head discuss what the needs and aims are of the pupils that I will be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are going to be teaching her over the next 45 minutes. Also we talk about if there are any issues or questions she may have with learning the flute. There are no issues so we continue on with the lesson. 10:15am I start to teach my pupil on how to play the flute and to work through some theory activities as my pupil is going for her grade 3 flute exams next week. 10:45am After a great lesson with my first pupil, she leaves to go back to her academic class. I write up an evaluation of what my pupil has learnt and things for improvement. This evaluation will be spoken about at the end of the day with the department head. 1am My second pupil arrives and we do exactly what we did for my first pupil between 10 am and 11 am. My second student is also going for his grade 3 exams in playing the flute as well. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I photocopy the two evaluations that I have written up this morning and left them on the department headà ¢â‚¬â„¢s desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils’ progress and needs. Today was very good as they are all making brilliant progress and are all ready for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and clear up. Off I go and I felt today was a really productive day. The next professional I will write about is a Road Crossing Patrol. 7. 45am I arrive at the crossing area where I am assigned. I walk down the road and turn on the school crossing warning lights. Whilst I am turning on the crossing patrol lights, I check to see if there are any dangers when helping to cross the road with children and parents. There are no dangers so I return to the crossing place. 8am I put on my uniform overcoat and hat and help parents and children cross the road with my stop sign remaining friendly at all times. 9. 30am All the school children are in school now so I turn off the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check for dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and values decided? Aims and values are decided through consultation to the stakeholders for the school. Stake holders can include the following: * Governors * Head teacher * Parents * School staff * Children * The local community How are aims and values communicated? Aims and values can be communicated to anyone involved in the school by using the following: * Letters to parents * Displays within the school On the schools website or the internet * Presented within meetings An aim is the context within which schools must develop their own education. A value is a common set of values underpinning the curriculum and the work of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School can do lots of things to show/demonstrate its values or aims: Some examples of which are shown below. Values * Value everyone as an individual – We listen to everyone and let them have their say through circle time activities, show and sell and through the schools council. Understanding of staying safe and being healthy – Get speakers from outside agencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * Provide a learning environment appropriate to the individual – Differentiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff used and brought in if required. To value every child’s contribution – Recognising pupils input on activities, rewarding pupils for their contributions, award evenings for pupils who have made significant contributions, * To develop a caring attitude towards others – Pupils and school staff alike to respect each other, teachers to identify pupils with SEN and to give them extra time to complete an activity where needed, school sta ff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning – eachers to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creativity within the classroom, promote educational independence to pupils. 4. 1 Identify the laws and codes of practice affecting work in schools Below are some of the laws and codes of practice that are affected by schools: * Disability Discrimination Act 1995 * The National Curriculum (a statutory document, published in 1999) * The Children Act 1989/2004/2006 * Every Child Matters * Special Educational Needs and Disability Act 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil wellbeing and achievement Data Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to know basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also protect the child from harm and/or abuse. Special Educational Needs and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the child’s abili ties. It is the schools responsibility to have specific resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no one should be discriminated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils’ wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of policies and procedures that can be placed within schools: * Safeguarding * Attendance * Uniform * Fire Safety * Admissions * Behaviour * Accidents * First aid/ Medical * Health and Safety * Anti-bul lying * Achievement * Child Protection * Homework * SEN * Teaching and Learning * Equalities * ICT * Subject Specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance Management Disciplinary * Marketing * Finance * Grievance Unit 2: Child and young person development 1. 1 Child and young person physical development from birth to 19 years old Age| Physical development| Birth to 1 month| A newborn child will gain 1 ounce a day after initial weight loss in the first week. Also a child will discover his or her reflexes like grasping, sucking and clenched fists. A child’s vision will be at 8 to 12 inches and can lift head slightly. | 1 to 2 months| A child will be able to lift head to a 45 degree angle. And be able to gurgle and vocalize. 2 to 3 months | A child will be aware of other people by staring. | 3 to 4 months| A child will not be able to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs | 4 to 5 months| A child will gain approximately 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to bare weight on his or her legs. He or she may be able to laugh and giggle. | 5 to 6 months| A child will be able to sit up without support. He or she may be able to feed themselves with a cracker or biscuit. | 6 to 7 months| A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one hand to another. | 7 to 9 months| A child will be able to shout for attention and also be able to say the odd word i. e. â€Å"mama† or â€Å"dada†. | 9 months to 1 year| May start to crawl or shuffle. Child may start to use the pincer grip to hold on to items or food. Also he/she may be able to pick up objects but will only be able to release by dropping or throwing. 1 year to 18 months| May be able to use a spoon and self feed. During this period a child will start to walk and pull themselves up in order to start walking. They may also use furniture or toys to aid them to walk. | 18 months to 2 years| Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. | 2 to 3 years| A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick shoes off. Also aid in undressing. | 3 to 4 years| A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. | 4 to 5 years| Will be able to dress and undress unaided. Use scissors accurately, start to write own name and starts to run quickly. | 5 to 7 years| Uses pens and pencils for detailed drawings. Also builds intricate models. | 8 to 12 years| A child will be able to improve on physical skills that they already have developed. For girls puberty starts within this phase of development. Gils will start to develop more as a woman. | 13 to 16 years| A boy’s puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop as a young man. This would include the appearance of facial hair and voice breaking. | 16 to 19 years| Most of the child’s physical development has now been completed. | Percentiles Percentiles are a method in which you can measure the progress of a child’s development. A measuring tool that is often used is a percentile chart. Percentile charts normally measure height and weight. Normally if a child’s weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not developing correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compared to the average child. Milestones Milestones are often stages in a child’s life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start crawling or shuffling at about 9 months. Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development a) Background Parental expectations – If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age. This works in the opposite way if a parent has low expectations. An example of this would be if a mother sits with a child and reads with him/her. The child is then able to build up his/her ability to read quicker and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a child’s mother has high expectations, then the child will develop academic skills faster. Conflict between parents – If there is conflict between a child’s parents then a child will pick up on this and will learn the actions from their parents. An example of this is when parents are constantly arguing in front of a child, the child then learns that is it ok to shout at other people. A child may develop low self esteem because there is constant conflict in the home. The child may not feel safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/emotional skills. b) Health Asthma – If a child has asthma, this may affect their physical and social development. An example of this is that a child may not be able to do certain activities that his/her peers take part in. Also certain asthma drugs can stunt growth there for a child will not grow as quickly or as high as their peers. General poor health – If a child has generic poor health they will not be able to develop socially, emotionally and physically. This is because a child may not be well enough to interact with his/her peers therefore restricting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause future health issues. When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment Housing (Living in crowded accommodation) – A child will not be able to develop emotionally or socially when living in confined or cramped living circumstances. The reason for this is because a child needs a place in a home to call their own so that they can discover themselves without constant influence from household members. Availability of jobs – If there is a high availability of jobs; a child’s family will then be able to work. This in turn develops a child socially and emotionally. Also a child will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development How to cite Learning and Supporting Teaching in Schools, Essays

Fabric Painting and Dying For the Theatre Essay Example For Students

Fabric Painting and Dying For the Theatre Essay Deborah Dryden, one of regional theatres most gifted artisans and a pioneer of its rich costume painting and dying tradition, has managed to sandwich her years of experience and considerable talents into one invaluable, well-organized book, Fabric Painting and Dying for the Theatre (part of a series by Heinemann that includes the already-classic The Costume Designers Handbook and The Costume Technicians Handbook). It includes chapters on traditional theatre painting and dying techniques (aging and distress ing, shading, ombreing, etc.) as well as some not-so-familiar techniques (like shibori, batik, marbling, photographic silk screening and photo-transfer printing). Cover to cover the book is jam-packed with useful information there are numerous step-by-step photos and illustrations but the great strength of Drydens undertaking is that it presents the designer and dyer with a wealth of possibility. Designers are consistently called on to make larger and larger purses out of smaller and smaller sows ears, and Drydens great gift offers a whole new set of tools with which to try and make these visual miracles happen. It is a long overdue, priceless resource for painters, designers and shop managers alike. Also inspirational, though perhaps with a slightly less general appeal, is Mongol Costumes, an updated and lavishly illustrated re-issue of a classic 1950s text from Denmark. More than just a beautiful and detailed catalogue of Mongolian garments, the book is an exhaustive, though somewhat dry, anthropology of a people from the outside in sort of a Mongolian companion to Alison Luries Language of Clothes. Like Luries text, one ultimately wishes the research were more sociological a bit more about the why of it all but as a visual and historic record of Mongolian, nomadic dress, there is surely no better resource. Finally, though its probably worth a look-see by your favorite milliner or millinery buff, Juliet Bawdens The Hat Book suffers from a lot of amateur enthusiasm and some pretty bad ideas. To be fair, there are lovely color photos and a bit of genuinely helpful information lurking about in here, but like many of the hats pictured throughout, theyre disguised under some pretty awful embellishment. Deborah Dryden, one of regional theatres most gifted artisans and a pioneer of its rich costume painting and dying tradition, has managed to sandwich her years of experience and considerable talents into one invaluable, well-organized book, Fabric Painting and Dying for the Theatre (part of a series by Heinemann that includes the already-classic The Costume Designers Handbook and The Costume Technicians Handbook). It includes chapters on traditional theatre painting and dying techniques (aging and distress ing, shading, ombreing, etc.) as well as some not-so-familiar techniques (like shibori, batik, marbling, photographic silk screening and photo-transfer printing). Cover to cover the book is jam-packed with useful information there are numerous step-by-step photos and illustrations but the great strength of Drydens undertaking is that it presents the designer and dyer with a wealth of possibility. Designers are consistently called on to make larger and larger purses out of smaller and smaller sows ears, and Drydens great gift offers a whole new set of tools with which to try and make these visual miracles happen. It is a long overdue, priceless resource for painters, designers and shop managers alike. Also inspirational, though perhaps with a slightly less general appeal, is Mongol Costumes, an updated and lavishly illustrated re-issue of a classic 1950s text from Denmark. More than just a beautiful and detailed catalogue of Mongolian garments, the book is an exhaustive, though somewhat dry, anthropology of a people from the outside in sort of a Mongolian companion to Alison Luries Language of Clothes. Like Luries text, one ultimately wishes the research were more sociological a bit more about the why of it all but as a visual and historic record of Mongolian, nomadic dress, there is surely no better resource. .u1ad58c86b927c3ce231cf75816c4697e , .u1ad58c86b927c3ce231cf75816c4697e .postImageUrl , .u1ad58c86b927c3ce231cf75816c4697e .centered-text-area { min-height: 80px; position: relative; } .u1ad58c86b927c3ce231cf75816c4697e , .u1ad58c86b927c3ce231cf75816c4697e:hover , .u1ad58c86b927c3ce231cf75816c4697e:visited , .u1ad58c86b927c3ce231cf75816c4697e:active { border:0!important; } .u1ad58c86b927c3ce231cf75816c4697e .clearfix:after { content: ""; display: table; clear: both; } .u1ad58c86b927c3ce231cf75816c4697e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1ad58c86b927c3ce231cf75816c4697e:active , .u1ad58c86b927c3ce231cf75816c4697e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1ad58c86b927c3ce231cf75816c4697e .centered-text-area { width: 100%; position: relative ; } .u1ad58c86b927c3ce231cf75816c4697e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1ad58c86b927c3ce231cf75816c4697e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1ad58c86b927c3ce231cf75816c4697e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1ad58c86b927c3ce231cf75816c4697e:hover .ctaButton { background-color: #34495E!important; } .u1ad58c86b927c3ce231cf75816c4697e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1ad58c86b927c3ce231cf75816c4697e .u1ad58c86b927c3ce231cf75816c4697e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1ad58c86b927c3ce231cf75816c4697e:after { content: ""; display: block; clear: both; } READ: Artists out front in anti-9 battle EssayFinally, though its probably worth a look-see by your favorite milliner or millinery buff, Juliet Bawdens The Hat Book suffers from a lot of amateur enthusiasm and some pretty bad ideas. To be fair, there are lovely color photos and a bit of genuinely helpful information lurking about in here, but like many of the hats pictured throughout, theyre disguised under some pretty awful embellishment.

The Beatles Influence on Rock-and-Roll free essay sample

Topping the charts in 63 with Love Me Do, and bringing in the highest rated viewing in history while reforming on the De Sullivan Show, the Beetles are definitely a band that broke the sound barrier of rock and roll. They used unique sounds in their music and werent afraid of experimenting in the studio, they even welcomed accidental occurrences and toyed around to get the sound they were looking for. Artificial double tracking was invented during the recording of their album Revolver and also a new technique on mining strings.They paved the way for other British Bands in America and even had full-blown imitators, like the Monkeys, that copied everything from their look, to the spelling error in heir name, and their campaign. They also helped create a whole new genre of music called folk rock. Their influence is still seen in todays musicians, such as the band Oasis, who compare their music constantly to the Beetles. We will write a custom essay sample on The Beatles Influence on Rock-and-Roll or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The impact of the Beetles not only on rock and roll but on Western culture ? is simply incalculable.As musicians, they proved that rock and roll could embrace a limitless variety of harmonies, structures and sounds; virtually every rock experiment has some precedent on Beetles records. Said by the Rolling Stone Encyclopedia of Rock and Roll, could not be any more wrong. The Beetles had a huge impact on not just rock and roll, but music as a whole, as well as influencing the technology used to record their music. They werent afraid of experimenting and instead of producing music they produced art. Their influence is seen all over the world, but no one has come close to the fame that was Battlement.The Beetles originated from Liverpool, England and consists Of Paul McCarty, John Lennox, George Harrison, and Ring Starr. They first started playing shows in Hamburg, Germany as a skiffs band in 1960. In 1962 they released their first single Love Me Do, which reached the number one spot n U. S. Charts in May of 63. Their first appearance on the De Sullivan Show in February of 64 brought in over 73 million viewers, the most in U. S. History. By April 1 964, they held the first five places in the Billboard Hot 100.The Beetles were one of the biggest influences on music during the ass and ass. Their music, to this day, remains more widely known than any other music of the rock era. They have brought new sounds and ideas in their music and revolutionized the idea of rock and roll. Their work was always invested with originality, using unique sounds in their music, which is most aromatically seen in SST. Peppers Lonely Hearts Club Band. They used many studio effects on this album, including reverberation, echoes, and reverse tape effects.They experimented with sounds that no other bands used, and had great success with it. They created their own material, breaking the Tin pan monopoly of song writing, setting in motion revolutionary changes in the music publishing industry. They wrote songs for fellow artists and even encouraged the Rolling Stones to write their own music. The Beetles Were the first group to use the recording studio as a writing LOL, building up complex song arrangements by multi-tracking and importing orchestral textures and avian-GA red effects under the guidance of producer George Martin (Salesman). In SST.Poems Lonely Hearts Club Band, instead of using traditional breaks in between songs, one tracked merged into the next, which were linked by studio talk, laughter, electronic noises, and animal sounds. They also used audio tricks involving steam organs, orchestras, sitars, and even a pack foxhounds in full cry at the end of Good Morning Good Morning. The use of animal sounds were actually first used in the Beach Boys album Pet Sounds that the Beetles admired. When asked the Beach Boys where they got their innovation for Pet Sounds, the Beetles Rubber Soul album was what inspired them. A Day In The Life, the last song on the album, featured what Lennox described as a sound building up from nothing to the end of the world (Lazarus) . The song Strawberry Fields Forever fused two different versions of the same song and used reverse-tape cellos for an eerie effect. After George Harrison used sitar on the song Norwegian Wood, other bands like the Birds, Yardarms, and the Rolling Stones, soon followed incorporating Eastern-influence sounds into their work. Paul McCarty once said, Me would say, Try it! Just try it for us. If it sounds crappy, K, v?al lose it.But it might just sound good. We were always pushing ahead: Louder, further, longer, more different (All About Jazz). The Beetles had complete access to Abbey Road studios free of charge, spending hours upon hours experimenting and writing music. They used the studio as an instrument in itself. They were the first band to push musical and technological boundaries. They took advantage of accidental occurrences in he recording process. You can see this in I Feel Fine where there is feedback and also in Long, Long, Long where there is a resonating glass bottle.They also deliberately toyed with situations and techniques that would further chance effects. An example of this is in I am the Walrus, where they used a live mixing of a UK radio broadcast into the fade of the song, and also the chaotic assemblage of Tomorrow Never Knows. Ken Townsend invented artificial double tracking (DAD) during the recording of Revolver because Lennox didnt like singing a song twice. DAD is still widely seed for instruments and voices; however, it is now mostly known as automatic double tracking.Other influences the Beetles had on technology were the use of close mining the strings by engineer Geoff Emeriti when recording. In 1966 that was a radically new way of mining strings, and now it is common practice. The Beetles were also the firsts to use direct injection to record Encasements bass on SST. Peppers Lonely Hearts Club Band. This is done by connecting the bass to the recording console via an impedance matching Del box. The Beetles paved the way for other British bands in America. The Beetles ere the first British group to break into America and since the Beetles were able to have fame in the US, they gave other British bands the possibility Of making it in America. Such bands were Gerry and the Pacemakers, Billy J. Kramer and the Dakota, and the Searchers, who were all also managed by Brian Epstein. Other British bands that followed the Beetles were the Rolling Stones, the Who, and the Yardarms. The Rolling Stones had a raunchier dirty bad boy look, different then the clean-cut look of the Beetles. As the sass began, you can see the Beetles influence in artists like Elton John and PinkFloyd. In America, the most blatant imitators of the Beetles were the Monkeys, who even calculatedly misspelled the Anne just like the Beetles. The Monkeys were four actors portraying longhair whimsical musicians; however, their music was actually performed by studio musicians. They copied the Beetles to a tee, including their campaign. Before the Beetles came to the US, their manager Brian Epstein had Capital Records spend $50,000 on a campaign, plastering posters all over the county stating, The Beetles Are Coming, and gave disc jockeys records of interviews with theBeetles to feel like they were actually making personalized interviews. For the Monkeys, The bands label spent $1 00,000 on an ad campaign that involved seventy-six advance men, who distributed thousands of posters proclaiming The Monkeys Are Coming and provided preview records to 6,000 disc jockeys (Statuary 125). After the assassination of President John Kennedy, the whole country was at a low point and the Beetles brought them back to happier times, especially the folk artists. A lot of folk artists felt like the protest was over after Kennedy was killed.Ke nnedy was making a change n the country, but after his death, they felt like there was no more fight left in them. Bob Dylan, one of the major folk musicians Of the era, just gave it all away and went towards the more electrified sounds of the Beetles. Gene Clark, who at the time was part of the folk group the New Christy Minstrels, was on tour when he first heard the Beetles song She Loves You. l must have played it 40 times in the two days the New Christy Minstrels were playing that town, he later enthused. l knew, I knew that this was the future? (Statuary 140).Gene Clark later quit the New Christy Minstrels and formed is own band with Roger Miscuing and a few other former folk musicians. They called themselves the Birds, misspelling it to emulate the spelling error in the Beetles. They combined Delaney folk, vocal harmonies and Beetles music to create folk rock. Other folk bands that switched to folk rock were the Turtles, Paul Simon and Art Gargantuan, and Scotland folk singer Donovan Letch, which Paul McCarty was featured singing with him on his song Mellow Yellow. One other band was Loving Spoonful who owed their debt to Dylan and none other than the Beetles.When new wave and punk music darted in the late 1 sass, their sound and style could still be heard in artists like the Squeeze, the Police, and Elvis Costello. Their music has spoken not only to its own time but to every generation since (Campbell, Broody 168). In the late sass a new style of music called baggy originated from Manchester. The musical devotees sported Ablate-queue haircuts and drew heavily on the sass. They fused Beetles psychedelic with electronic elements taken from the simultaneously developing acid house scene. You can see the Beetles influence in the guitar style and song arrangements of theStone Roses, guitarist John Squire cited them as one of his main influences. The mid ass saw a whole new host of Beetles influenced bands. The band Cast, which was formed by guitarist John Powers in 1994, has Lennox-queue vocals and memorable songs, which are still reaping the rewards. In 1 995 a Liverpool band called the Boo Raddled had both the Beetles pop and psychedelic styles. Songwriter/guitarist Martin Carr told Melody Maker in 1994 that, Theres never been a time when they havent been a part of my life (Salesman). The Gallagher brothers, who formed the group Oasis, lived ND breathed the Beetles.They even named dropped the Beetles whenever they could in interviews. They would write their own melodies and then arrange them in a Ablate-queue style, but with a rocky, attitude-dowsed edge. Its beyond an obsession. Its an ideal for living. Dont even know how to justify it to myself. With every song that I write, I compare it to The Beetles, Noel Gallagher told Q in 1 996 (Salesman). Of the eight years that were the Beetles, no band has received more attention from fans, musicians, and scholars. Their music tells us more about the sixties than any other band.

The Controversy of Head Start Essays

The Controversy of Head Start Essays The Controversy of Head Start Essay The Controversy of Head Start Essay Ever since the creation and implementation of the Head Start program in 1965, there has always been controversy over the programs effectiveness. Much of the controversy stems over the self-reporting of evidence that the National Head Start Association provides, both to the government and to the public, along with the actual impact Head Start has on the children that participate in this controversial program. One thing is certain about the Head Start program and that is that there will always be a clear division between its supporters and opponents. The main goal of the Head Start program is to provide poor underprivileged pre-school aged children essentially with a head start in education. Supporters of Head Start believe that by providing these services these poor underprivileged children would better adapt to the school system and later become successful as adults. Head Start is not just about providing educational services; the program also focuses on providing both mental and physical health check-ups and nutritious meals to the enrolled students. Head Start cannot be described merely as a pre-school program. Head Start actually plays the role of a comprehensive support group for poor underprivileged children and their families. This federally funded program feels the noose tightening because of plans to let individual states opt in with their own state-run head start-like programs. Supporters of Head Start believe that by allowing this a majority of funding that the federal government provides will be diverted from Head Start to build up new state-run programs. Proponents of Head Start view this as a threat to the health of Head Start programs around the nation. These individuals believe that by diverting funds from a proven program to unproven programs will leave, many if not all, eligible children in the lurch. The Head Start controversy is similar in many ways to the Social Security dilemma. Do we take what we have right now and provide it to everyone without worrying about the future or do we invest in a proven program for the betterment of the future? This is only one of many questions that lawmakers must carefully weigh before committing to a course of action that could shut the Head Start program down for good. Every program, either federal or state, has its opponents and the Head Start program is no exception. Opponents of Head Start believe that the information and data provided regarding Head Start is skewed and biased. The claim that Head Start programs benefit children right now and will later benefit as adults is unsubstantiated. Still others believe that Head Start is a bleeding ulcer with no chance of recovery and rather than blood is losing billions of dollars every year. Rather than leaving the running of Head Start in the hands of individual program administrators, state legislators want more control through the form of state-direct funding. This causes a problem for Head Start because previous data concerning grants for various other programs show that abandonment by the federal government of direct involvement of a program leads to the eventual erosion of funding. This can be caused by state legislators cutting or diverting funding to other programs or even the total closure of a program in order to balance state budgets. No matter what the outcome is over the controversy of Head Start, there will be one clear loser and that is the children that would have benefited from the wide range of services provided by Head Start. Conversely, state budgetary concerns should also be taken into consideration because of the potential impact tax increases and budget cutbacks would have on residents of individual states. All in all it would not be wise to quickly bring about the demise of a proven early childhood program by transforming it from head start to dead end.

Organisational Structure Essay Example | Topics and Well Written Essays - 3000 words

Organisational Structure - Essay Example le within the company as well as the company itself so that the end result is one on which everyone solemnly agree, that is to make the company thrive from a revenue-generating angle and image building aspect in the long run. The change in the organizations’ strategies as well as structures guarantee that the company is present and willing to do more than just provide products and services to the end consumers. It wants to make the people realize that the company is there and wants to do its very best by tailoring its strategies in such a manner that can only benefit them nonetheless. After all, a company or an organization without the target people is nothing more than an office set up with employees and employers working for no one, at the end of the day. Organization is a body of working people, having various types of persons with heterogeneous behaviors interlink with corporate goals and objectives. This cluster of people is grouped in different categories according to their working importance, caliber and productivity at various hierarchical levels. â€Å"The established pattern of relationships between the component parts of an organization, outlining both communication, control and authority patterns. Structure distinguishes the parts of an organization and delineates the relationship between them†. (Wilson and Rosenfeld, 1990) Functional OS divides the whole company people and departments into various functions they performed. This type of structure is focused on specialized divisions of workers and employees, hierarchical positions, impersonal rules of management and impersonal relations. Functional Have two types in practical form: Flat Functional Structure, also labeled as horizontal or broad structure, has many people at top level with various departments working under them. This type is typically bureaucratic style of business having complicated procedures and many people involved at various levels. When this structure flows down, one person

Conflict resolution Essay Example | Topics and Well Written Essays - 1250 words

Conflict resolution - Essay Example Informal conflict is a disagreement whereby, the parties involved in the disagreement decide to solve their differences peacefully among themselves or with a mediator rather than doing it the official way. This nature of a conflict is less costly in terms of money and less involving. The methods, which will be applied in this conflict resolution exercise, will include distancing; one of the parties in disagreement stays away from the other; negotiation; allow the parties in dispute to sit down and discuss amongst themselves on how to terminate their differences peacefully. The last technique will be the mediation process, which will involve the intervention of a third party to try to reconcile the disagreeing parties. The parties in disagreement will have to give a brief account of the incident, which led to the conflict, declare their stance as far as the incident is concerned, their feelings, concerns, and emotions as well as their views. A brief conversation has to take place betw een the parties where they will state their stance concerning the resolution, including their level of satisfaction emotionally, physically, and psychologically. This will give the mediator confidence and strong will to carry out other mediation processes in the future (Ramsbotham, Tom & Hugh, 2011, 15). Williams and Cheryl have been doing a job in the same manufacturing organization for several decades and have been great friends. When their present manager is about to leave the organization, he promotes Williams, something which Cheryl does not take positively. Williams goes on about his new job as usual until a time when he decides to launch a new rule to workers he supervises. Anxiety among the workers increases since they consider the rule to make little logic to them and is possible to raise their already intense workload. Cheryl having known Williams for long, and having been friends, she expects Williams to object the rule since it is pressurizing them so much especially the junior and new recruits in the organization. The conflict between the two emerged because Cheryl considered herself fit for the promotion instead of Williams her friend. She claims to have an advantage over Williams in that she has been in the organization long before Williams came in and thus she is more experienced thanhe is. Further, Cheryl argues that Williams is exercising strict control on the subordinates only to prove his position as their supervisor, which is not right. These two are great friends; thus, one wonders where the disagreement emanated from, what will be the most suitable techniques to apply to try to reconcile them, and how easily and conveniently can this be achieved. Their conflict seems to be understandable; therefore, the possibility of a resolution being arrived at the soonest possible and conveniently is high. This will restore their friendship and hence improve the productivity of the organization for better gains at the end of the financial year. Theme s/ Patterns This dispute resolution process will be carried out peacefully and in a quiet place where each party will feel comfortable and secure. The secrecy of the parties involved will be guaranteed. Each person will have time to express their concerns amicably, look for a common ground that both of them can agree on; create a future resolution other than concentrating on the history. Lastly, the parties involved will be united again and continue their job together as usual. The factors that led to the

Evaluation of the Company's Strategy Coursework - 2

Evaluation of the Company's Strategy - Coursework Example The well connected digital world has become the birth place of various trends of globalization, which has continued to emerge from various developed as well as emerging markets. Because of the process of globalization, demands for new products and services are being formed in the markets all over the world. The demands of new kinds of products and services in the global markets are resulting in the generation of multiple business opportunities. Companies around the world are increasingly moving to the new markets to tap the new business opportunities and thereby attend significant growth in their business. This particular assignment focuses on Tesco which is the major retailer in the UK market. The assignment discusses about the evaluation of the strategy of Tesco in the current times, from the angle of sustainability. Introduction The emergence and rapid development of technology has brought in a major change in the competition dynamics existing in any market around the world. The n ew technology has triggered the rise of new trends of globalization, which has automatically increased the flow of knowledge in the global markets. ... As a result of market entry by numerous international firms, the level of competitions in the global markets has gone up significantly. Also, the rise of competition in the markets all around the world has resulted in the process of increase of choice of alternatives for the consumers, thereby increasing the buyer’s power. In this case, the focus is on the UK based retailer Tesco. The UK based retailer Tesco has presence in around 12 markets and has team strength of more than 530,000 people (Tesco -1, 2013). The core purpose of Tesco is to make things better in an integrated manner. The values of the company can be linked to high dedication towards the customers, equal treatment along with the focus on achieving growth through creation of opportunities and values for the various stakeholders (Tesco-2, 2013). In this case, the company is looking forward to develop a sustainable strategy while significantly evaluating the currently existing strategy of the company. Analysis and critical evaluation of Tesco’s strategic position In focusing on the critical evaluation of the strategic position of Tesco, it can be stated that the company in the current times has presence in various continents like US, UK, Europe and Asia. The UK based retailer has presence in multiple countries around the world which includes UK, US, Lotus, Hungary, Czech Republic, Poland, Slovakia, Kipa, Ireland, Korea, Malaysia, China and India (Tesco -3, 2013). The portfolio of the company comprises of grocery, food, electronics, financial services, clothing, furniture, retailing of books, internet services, software, music downloads and DVD rental. The company’s growing market share and a strong presence in the

Assessment of UK Policy Approaches to Poverty Reduction

Assessment of UK Policy Approaches to Poverty Reduction Compare, contrast and critically assess two differing approaches to the relief of poverty. Introduction Poverty is a social problem and how best to deal with it has been the object of study and research since the nineteenth century. Townsend (1979) has defined poverty thus: Individuals, families and groups in the population can be said to be in poverty when they lack the resources to obtain the types of diets, participate in the activities and have the living conditions which are customary, or at least widely encouraged and approved, in the societies to which they belong. Townsend (1979:31). This paper will look at two approaches to the relief of poverty. The Beveridge approach of full employment and social ensurance, and the welfare to work approach of the New Right and New Labour. There will be a comparison of the differences between these two approaches in terms of their underlying ideologies. The strengths and weaknesses of both approaches will then be examined in the light of a feminist critique. Beveridge and the Welfare State In 1906 what is known as social protection, a range of state benefits aimed at relieving poverty in the general population, began with various Acts, the most important being the introduction of pensions. The Welfare State as we know of it today became fully established between 1946 and 1948 following the 1942 publication of the Beveridge report. This said that there were five giants which were the underlying causes of poverty, these were disease, ignorance, squalor, idleness and want. The report suggested a system which was aimed at relieving poverty through the introduction of a number of measures including National Assurance. This was a system of benefits that were based on everyone paying some money out of what they earned to the Government. This was National Insurance, those who did not pay this were entitled to the safety net of National Assistance. This was to be made available to all people at times of greatest need. It was never envisaged that people would be reliant on it fo r a good part of their adult life. National Assistance eventually became known as social security (Moore et al, 2002). At the same time the Government also introduced the National Health Service. In addition to this it extended the state education system in 1944 to include secondary education, raising the school leaving age to fifteen. The policies that resulted from the Beveridge Report tried to ensure that people would be looked after from the cradle to the grave. Post-War welfare reform was basically a war on poverty and was based on a vision of full employment and a social contract between the Government and the members of society each of whom had equal responsibility for their welfare.The system grew out of the thinking of the economist John Milton Keynes. It became known as universal welfare provision where the state was involved in people’s lives at all levels (Giddens, 2001). The post-war government also introduced a system of benefits for couples with children in the Family Allowances Act of 1945, this later (1975) became known as Child Benefit which replaced family allowance and tax benefits for families with children. It was payable to all families for each child. The National Health Service grew out of the publishing of a National Health Services Bill by Anuerin Bevan in 1946. Healthcare and hospitalisation were envisioned as being free at the point of access but by the 1950s the Government were forced to introduce some charges for dentistry, spectacles and prescriptions to ease the growing tax burden (Marsh et al, 2000).. The Post War welfare state was based on theories of full employment. It had not envisioned massive unemployment and the resultant reduction in tax revenue. Butler (1993).notes that there have been differing views on government’s role in welfare provision and it is only in recent years that there has been a consensus on this. It is not however, a consensus that benefits the vast majority of the population. The New Right and New Labour In 1979 the Conservative Government headed by Margaret Thatcher came to power. Government debastes centered around a free market economy versus the welfare state. The new government introduced measures that would roll back the welfare state and control spending. They did this by introducing marketing concepts and business strategies into policy making. They also began an intense process of privatization because it was thought that public ownership of companies, and the public sector in general undermined market forces. Introducing marketing principles into social care allow Governments to (hypothetically at least) improve services. It also enables a government to retain a greater degree of control. Giddens (2001) says that: †¦the momentum of Thatcherism in economic matters was maintained by the privatising of public companies†¦..(this)..is held to reintroduce healthy economic competition in place of unwieldy and ineffective public bureaucracies, reduce public expenditure and end political interference in managerial decisions (Giddens, 2001:434). The introduction of market forces into social care was considered the best way of allocating resources because free markets were considered to be self organising (Olssen 2000).It was anticipated that this would increase productivity and improve care while at the same time being cost efficient. Government discourses, both Conservative and New Labour have revolved around the notion that the introduction of market mechanisms would result in a more equitable system. Alcock (1994) has argued that the Conservative policies which rolled back the welfare state and introduced changes into social care and the benefits system resulted in greater unemployment, a rise in the number of homeless people, and a general growth in social inequality. In 1997 the Conservative Government was voted out and New Labour came into power, with its New Deal promising a hand up not a hand out. It was believed that the introduction of market forces would improve the economy. In reality it has had the effect of excluding some people from mainstream society and led to the setting up by the present Government of the Social Exclusion Unit in 1997. This Unit is an example of the contradictions engaged in by policy makers in a free market economy. On the one hand the general philosophical approach of both this Government and its predecessor has been on the responsibility of the individual. This is nowhere better expressed than in Labour’s New Deal Documentation. The present Government with its talk of a third way have continued to build on the policies introduced by the Conservatives and it is here that theorists maintain there is a new consensus. Means testing has not only continued but increased and this is nowhere more evident than in the Government’s policy on employment. Job seekers allowance is dependent on a person actively seeking work and Job Centres now have the powers to stop a person’s benefits if they are not seen to be pro-active in finding a job. Under New Labour many of the welfare reforms introduced by the Conservatives have been continued yet the Prime Minister maintains that his party differs from the old way of universal provision and from the New Right policies of the Conservatives. New Labour, he maintains, offers a third way. This draws on ideas from a number of areas and stresses the importance of business success in providing wealth for society and reducing unemployment. This view also promises freedom from discrimination based on gender, race, age and disability. Critics maintain that this view is little more than conservativism with some bolt ons. Universal Provision or the New Right? Welfare provision arises from society’s concerns for social justice and the redistribution of wealth (Sears, 2001)The post-war welfare state claimed to be based upon the idea of universal provision. That is to say that everyone in a certain category would receive a given benefit rather than having to prove their entitlement by means testing. In reality even in the early days of the welfare state few provisions were truly universal because most of them were means tested (Moore et al, 2002). Post-War welfare provision was largely a result of the activities of the social democrats. In this approach the Government in power should ensure that every citizen has the right to be free of poverty and healthcare should be provided on the basis of need rather than the ability to pay. Poverty stems from the idea that modern society produces people who are victims, the unemployed, the disabled, and those who suffer from long term illness. The duty of the state is to look after such people ( Giddens, 2001). Many commentators however are of the opinion that the welfare state failed to deliver its promises. Alcock (1994) has argued that while the post-war welfare state may not have been successful it had attempted to bring about equality in society. He maintains that the Conservative Government that was in power from 1979-1997 arguably actively pursued policies that created greater inequalities. Conservative and New Right thinking (and in this one should include New Labour) do not subscribe to the victims approach but believe that each individual is largely responsible for their own welfare. This approach is not really new, it dates back to the Elizabethan Poor Laws and most particularly to the reforms of that law in the 1830s. it argues that state services are not efficient and that welfare should be provided through the market, the family and charity, this encouraged self-reliance. New Right policies, it is argued, hit the poorest in society. Under the Conservatives the wages of those at the lower end of the labour market fell to an extent where some people were earning less than they would have receive on benefits. As a result of this the Government introduced benefits such as the Family Credit system to subsidise wages (Deakin, 1994). These kinds of policies harked back to the Poor Law where the poor were required to work for the poor relief that they received, such policies also make a distinction between the deserving and undeserving poor, whereas the welfare state in many ways appeared more equitable. However, some theorists maintain that this type of provision was only possible because it was based on the subordination of one set of people to another. Feminist Approaches Feminists argue that we live in a society that for centuries has worked for the benefit of men and that the cost has been borne by women. Thus social policy is based on an existing set of social inequalties (Abbott and Wallace, 1997). Oakley (1982) has long maintained that the welfare state and its legislation operates for the benefit of the wider economy and for the worker. As a result of the nineteenth century distinction between the public and private spheres, and women’s banishment from the workplace, those who benefit from this legislation are men. The whole system is based on traditional notions of the family where the man is the breadwinner and his wife and children are dependants. This concept if the family and the fact that both males and females are socialized into different gender roles means that women have been disadvantaged in the education system, in the workplace, and in the wider society. Feminists have lobbied for equal pay for equal work and against sexual h arassment and discrimination in the workplace. While feminists will allow that the welfare state has played some role in advancing women’s independence e.g. the provision of benefits to women who leave violent partners, and legislation on pay, it also tends to reinforce traditional gender roles. (Moore et al, 2002). Conclusion This assignment has looked at different types of welfare provision and then compared their ideological underpinnings. It has also given a feminist critique of welfare in general. It would seem that there is no easy answer for policy makers, and perhaps nothing short of a total redistribution of wealth in society would alleviate the increasing spread of poverty in the world. Bibliography Abbott, P and Wallace, C (1997) An Introduction to Sociology, Feminist Perspectives Routledge, London. Alcock, P. 1994 â€Å"Back to the Future: Victorian Values for the 21st Century† in Murray, C. 1994 Underclass: The Crisis Deepens London, IEA Beveridge, William (1944). Full Employment in a Free Society. London: Allen and Unwin Butler, A. 1993 â€Å"The end of post war consensus† Political Quarterly Vol 64 No. 4 pp 435-446 Deakin, N. 1994 The Politics of Welfare Hemel Hempstead, Harvester Wheatsheaf Giddens, A. 2001 4th ed. Sociology Cambridge, Polity Press Marsh, Keating and Eyre et al 2000 2nd ed. Sociology: Making Sense of Society Essex, Pearson Education Moore, S. Scourfield, P. Sinclair, S. Burch, S. and Wendon, B. 3rd ed. 2002 Social Welfare Alive Cheltenham, Nelson Thornes. Oakley, A (1982) Subject Woman, Fontana, London Olssen, M. 2000 â€Å"Ethical liberalism, education and the New Right† Journal of Educational Policy Vol 15No. 5 2000 pps 481-508 Sears, M 2001 â€Å"Welfare with or without the state: British Pluralists, American Progressives, and the Conditions of Social Justice† The European Legacy Vol 6 No. 2 pp. 201-213 2001 Townsend, P. 1979. Poverty in the United Kingdom. Harmondsworth, Penguin. http://www.victorianweb.org/history/poorlaw/elizpl.html

Beto Cuevas :: essays research papers

There are many rock bands in the world. One of them is the Spanish singing band of La Ley (The Law). Luis Alberto Cuevas Olmedo or "Beto" as everybody knows him, is the vocalist and the image of the band. Thanks to Beto’s hard work, dedication, and education, La Ley has exported their music all over Latin America and the United States. To begin, Alberto Cuevas was born in Santiago de Chile, the capital of Chile, September the 12th, 1967. When he was four years old, he moved to live in Venezuela. Then, he went to Canada, and France. When he was twenty years old. he went back to Chile. Once in Chile, he joined the rock band that his friend Andres Bobe was putting together. From that moment on, he started to work hard for the band. He made his debut in1989 when the band’s first CD came out. The CD was called "Desiertos"("Deserts") from which only 500 copies where made. Then, two years later, they recorded a new CD called "Doble Opuesto." In 1994, the band suffered a tragedy. the founder of the band Andres Bobe got killed in a car accident. In his memory, Beto wrote five songs about Bobe. In 1996, they signed a record deal with WEA Latina. They took advantage of this opportunity and recorded a new album, which was called "Invisible." La Ley used the five songs Beto wrote i n Bobe’s name. This album, with songs like "Dia Cero" "El Duelo," and Cielo Market" was a hit in Mexico, Latin America, Spain, and the United Sates. Thanks to Beto’s hard work, La Ley has got to the point where it is right now. Besides singing, Beto also designs the drawings and designs they use on their CDs. He does this because he studied graphic design in a university in France. That is where he learned to speak perfect French. He also speaks perfect English. He learned to speak English when he was in Canada. While he was living in Canada, before joining the band, he took music classes. He learned to sing, play both the acoustic and electric guitar.