Physical and chemical changes Essay Example for Free

Physical and chemical changes Essay Challenge #1 — The Penny Problem: The first challenge to complete is the Penny Problem. The radio station is giving the winner of this challenge a prize pack that includes tickets to see his or her favorite band in concert. To start off the challenge, the radio station has placed pennies in a cylindrical glass jar. Each penny is 0.75 inches in diameter and 0.061 inches thick. If the cylindrical glass jar containing the pennies has a diameter of 6 inches and a height of 11.5 inches, how many pennies can fit inside the jar? You must show all work to receive credit. So first I want to fine what the volume of the jar is so I am going to use or Cubed inches Now we know how much space we have inside the jar. Now we have to find the volume of the pennies. Now you will divide 325 by .33 and we find that there is a total of 985 pennies in the jar. Challenge #2 — Tennis Trouble: Now its time to move on to the second challenge called Tennis Trouble. The second challenge is to figure out how many tennis balls fit in a specially designed container. The radio station will give away a prize pack and a pair of front row tickets to the winner of this challenge! Each tennis ball is 2.63 inches in diameter. A sketch of the specially designed container is below. How many tennis balls can fit inside the container? How many more tennis balls could fit into the container if the container’s dimensions are doubled? You must show all work to receive credit. In order to find the volume of this container we are going to have to use two formulas. The first formula will be so we can find the volume of the cylinder. Now we have to find the volume of the cone And after doing that I find that Now all we have to do is add the two together and we will know the volume of the container. Now we have to find the volume of the tennis balls. In order to find the volume of a tennis ball we have to find the area of it. After doing that I am going to divide 87.9 from 5.43 to find how many tennis balls will fit into the container. So a total of 16 tennis balls would fit into the container. If the containers dimensions were doubled then the number of tennis balls would have probably doubled. Challenge #3 — Giant Gum: The Pharaoh Chewing Gum Company has decided to sponsor an additional prize in the radio stations contest. They are giving away backstage passes for the concert! Pharaoh Chewing Gum manufactures a new product they are trying to promote. The new product is a pyramid-shaped gum with a square base. In the spirit of the other challenges, the company has decided to place their pyramid-shaped gum inside a clear glass giant bubble-gum shaped sphere. Each piece of gum has a base measurement of 1 inch and a height of 0.75 inches. The glass sphere container has a diameter of 17.25 inches. How many pieces of Pharaoh Chewing Gum can fit inside the glass sphere? You must show all work to receive credit. Now to find the volume of the sphere we are going to use So the volume of the sphere is 51.8 inches Finally we have to find the volume of the pyramid gum. Now we go ahead and divide them by each other and find that a total of 207 pieces of gum fit into the sphere. Answering the Questions. 1. For the Penny Problem, how much empty space should exist inside the jar after being filled to capacity with pennies? Why doesnt this amount of space actually exist in the jar? There should only be enough room for there to be about 3 or 4 more penny’s but you would not be able to put them into the jar because the pennies are going everywhere and they jar is not made to form around the pennies. 2. Where does the formula for the volume of a cylinder derive from? Give an example and provide evidence to support your  claim. It derives from the formula of area of a circle the only difference between them is for the cylinder you have to what the height is in order to use the formula. 3. In the Tennis Challenge, a cone was used for calculations, and in Giant Gum, the formula for the volume of a pyramid was needed. Pick either the formula for the volume of a cone or the volume of a pyramid and explain where the formula you chose derives from? Give an example and provide evidence to support your claim. This equation is almost like the formula for the area of a circle crossed with the area of a triangle. The differences between them are that for a circle you don’t have to find the height and you don’t have a fraction and for a triangle you don’t use pie and don’t use the radius and the fraction is not 1/3 it is  ½. 4. In Tennis Trouble, the container used for the challenge is labeled A in the image below. If the container’s shape was modified to look like container B, what effect would it have on the capacity (volume) of the container if the dimensions remained unchanged? What theory or principle helps to prove your point? Nothing because they amount of space has not changed just the way it looks has and the theory that supports this is cavallies principle. 5. In Giant Gum, the gum is shaped like a pyramid. What shape do you think would best fit into the container (choose a shape other than a pyramid). Explain why the shape you chose was better and back up your answer with proof such as calculations and writing. I would thing that balls would best fit into the container because it is shaped as a ball. Also if they were shaped as a ball there wouldn’t have been that much space left in the sphere.

Purpose And Significance Of The Study Education Essay

Purpose And Significance Of The Study Education Essay According to Alwright (1983), classroom-centred research is any study which investigates what occurs in the classroom; that occurrence could be related to the way a teacher interacts with his students; the way students interact with one another; the conditions which promote effective learning; or anything else related to learning in the classroom. Throughout the past five years, the majority of MA ALT research at Newcastle University has been predominantly classroom-centred Why?. Researchers have either examined and scrutinised the teaching practice, approaches and methodologies adopted in their own diverse, international teaching contexts (Aslanidou, 2005; Al-Nufaie, 2006; Abu Baha, 2007; Al-Zughaibi, 2008; Chen, 2009); or they have explored a variety of cognitive and linguistic difficulties that L2 students face when learning English, suggesting possible causes and solutions to these problems (Hu, 2005; Chou, 2006; Huang, 2007; Chen, 2008; Al-Rahbi, 2009). Although classroom-centre d research is a fundamental part of ALT and unquestionably serves its purpose; if and when research conducted external to the classroom produces new insights into effective language learning, it is equally significant; as the essential aim of all ALT research is to add to current world knowledge (Hedge, 2000). A minute number of MA ALT researchers at Newcastle University have investigated topics which are external to the classroom yet promote effective language learning indirectly (Walter, 2006; Lambton, 2006; Pelik, 2008; Michalska, 2009); surprisingly however, no researcher has ever inquired about the role EFL managers may or may not play in language learning. This is particularly surprising because global EFL institutes such as IH, Bell, and WSI all require clarify these acronyms prospective EFL managers to be MA ALT qualified. These institutes insist EFL managers possess this qualification based upon the assumption that it equips them with the knowledge necessary to be a successful EFL manager. Contrary to their belief, although an MA ALT course does present recent theories and debates regarding language learning, it fails to sufficiently address the specific needs of an EFL manager; this is most evident in the fact that there is no EFL Manager: Theory Practice type module available f or MA ALT students. Due to the lack of research about EFL management, the purpose of this study is to investigate the role of EFL managers in language learning. Although some ALT professors are intrigued by this research project and have clearly stated: this is an interesting topic (Windeatt, 2010:2); others have their doubts about its relevance and have said: I do not feel that this is remotely within my sphere of competence; the question really is whether it is within Applied Linguistics. No need for this in my opinion but u could ask him about it Essentially it deals with educational management; the fact that the product is language teaching is no more relevant than groceries are to the management of Sainsburys (Cook, 2010:3). Though everyone is entitled to his own opinion, this view towards ALT research and EFL management is arguably flawed for the following three reasons: Firstly, the Board Directors of TESOL Inc. (2005) advise ALT researchers to be diverse in their choice of research topics in order for theories about effective language learning and teaching to continuously advance. They urge researchers to explore the field of ALT from a wide variety of angles and viewpoints; and to be innovative in the type of research they conduct. To date, ALT research has demonstrated that language learning can be affected by learner styles; psychological factors; teaching methods; socio-cultural factors, and many other issues (Hedge, 2000). In spite of this, there is no published material on the influence that EFL managers may or may not have on language learning, which implies this particular project is innovative and has the potential to fill an obvious information gap. Secondly, the fact that this project is closely related to educational management, is not necessarily a negative point; on the contrary, this type of research may be part of the logical progression of ALT. Historically, ALT research has always followed a similar pattern to Education research (Grenfell, 1998). Both fields were initially predominantly teacher-centred, meaning the majority of research conducted in these fields focused heavily upon teachers, teaching theory and practice. Over time, their research became student-centred, meaning the general research focus shifted toward the student, his experience as a learner, and methods of promoting effective learning. Essentially, research in both fields has historically been classroom-centred. In recent years however, Education research has taken a step outside of the classroom by looking at how external factors such as school administration affects learning (Charles, 2010). As will become evident from the literature review, there has been a substantial amount of research conducted on school effectiveness, which indicate that second only to explicit teaching, school management has the greatest influence on classroom learning. Based upon Education research, coupled with the recent emergence of global ALT seminars on EFL Management and HE courses in EFL Management (ibid); it is reasonable to assume that future ALT research will explore the role of EFL managers in language learning more thoroughly. Thirdly, the mere fact that a world-renowned scholar of linguistics would imply there is no difference between managing a Sainsburys store and managing an EFL school is reason enough to conduct this research. If such a hypothesis is correct, then researching this topic could provide valuable information for EFL schools such as Bell and IH; perhaps they should be employing staff with general management experience and BAs in Business Studies rather than an MA in ALT? On the other hand, if such a hypothesis is in incorrect, then researching this topic could provide ALT researchers with new insights into the role management in language learning. Additionally, as pointed out by one of the participants of this study, research such as this is useful as it gives EFL managers the opportunity to reflect upon their own practice, and the way in which they contribute to a language students learning experience. Moreover, potential EFL managers, such as some of the students on this MA ALT programme , may find this research useful for the theories it presents regarding the role that they will eventually adopt. The acid test of theory in an applied discipline such as educational management [or ALT] is its relevance to practice (Bush, 2002:15). Scope Context of the Study The purpose of this study then, is to investigate the role of management in language learning; and it is arguably a significant piece of research, as it can have both academic and real-world implications for the reasons already mentioned. Initially, over a dozen private British Council accredited ESL schools throughout the U.K. were contacted and asked to participate in the study; unfortunately, all of these schools declined without providing reasons why. Based upon their unwillingness to participate, and the guidance of Windeatt Cook (2010), it was decided that the most feasible method of research would be to conduct an exploratory case-study on the ESOL department of a public tertiary institute in the North East of England. I donà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t know According to the participants who were interviewed in this study, the purpose of ESOL departments in British tertiary institutes is threefold: 1) To provide EFL courses for international students who want to study in the UK for a fixed period of time, then return to their home countries. These students generally tend to study EAP courses in preparation for IELTS exams or entrance to a British university; however, some of them study English for business purposes, whilst others simply want a general English course. Whatever the reason, these courses are similar to the types of courses provided by schools such as Bell and IH. 2) To provide ESOL courses for people residing in the UK who want to live here permanently. These students are generally asylum seekers who have fled their own countries due to severe personal circumstances. They tend to study ESOL courses either in preparation of UK citizenship tests; or to equip themselves with the language skills necessary to communicate by English in their day-to-day lives. 3) To provide teacher training courses for native speakers of English who want to become EFL teachers; or for current EFL teachers who want to gain further qualifications. These training courses can vary from Cambridge CELTA and DELTA courses to academic Diplomas and BAs in TEFL. The ESOL department which took part in this study was composed of several managers and approximately seventy teachers. Organisation of chapters Having justified the purpose of this study and providing background information about its research context, the organisation of this dissertation essay is now presented below: Chapter 1: Introduction this chapter highlights the importance of conducting research on the role of EFL managers in language learning, and introduces background information about the context of this research project. Chapter 2: Literature Review this chapter presents key theories about educational management and specifically looks at research into the claims Education researchers have made concerning the influence managers have on learning. Based upon these claims, the role of management in an ESOL context is discussed Chapter 3: Methodology this chapter states the research question and describes the research design and procedures used in this study, including information about the participants and data collection methods employed. Chapter 4: Data Analysis this chapter provides a critical analysis of the results in relation to the literature review. Chapter 5: Conclusions finally, conclusions from the entire investigation are presented here. ______________________________________________________

Child Education In India Education Essay

Child Education In India Education Essay Education has continued to evolve, diversify and extend its reach and coverage since the dawn of human history. Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the challenges of the times. There are moments in history when a new direction has to be given to an age-old process. That moment is today. The country has reached a stage in its economic and technical development when a major effort must be made to derive the maximum benefit from the assets already created and to ensure that the fruits of change reach all sections. Education is the highway to that goal. Issues Prevelance of Child labour: All non-school going children are child workers in one form or the other. Agricultural child labour constitutes the core of the problem. Child labour policies and education policies have to be formulated and operated in tandem. Parents do want to send their children to be educated and poverty as a limiting factor is highly over-rated. Motivation and availability of infrastructure rather than poverty are the key factors. The paper underlines the strengths of formal education in eradicating child labour and forcefully argues for a legislation to provide for compulsory education.   The main argument against child labour and compulsory education is that it is necessary for the wellbeing of the poor as the state is unable to provide relief. The second argument, is that education would make the poor unsuited for the kind of manual work that is required to be done. The third argument is that certain industries would be forced to close down if they did not have the facility of the low wage child labour. The last argument against banning child labour and enforcing compulsory education is that the State should not be allowed to interfere in the parents rights who know what is best for their children and families. Lack of Coverage: Despite the regular expansion of the ICDS, the coverage of children for ECCE is still as low as 20 percent. This is an issue of both inadequate access and inadequate quality of service delivery. With ICDS continuing to be the main vehicle for ECCE, the GOI is proposing to expand the service further and universalize it within the next few years. While this is a welcome proposal, the risk is of expanding too fast and compromising on quality. Girl Child Education: The Indian government has expressed a strong commitment towards education for all; however, India still has one of the lowest female literacy rates in Asia. In 1991, less than 40 percent of the 330 million women aged 7 and over were literate, which means today there are over 200 million illiterate women in India. Laws Relating to Child Education in India Constitutional position of education in India While considering the various aspects of education with regard to state obligation, judicial interpretations, given to this obligation by various jurists are the primary source of learning. In the good old times, education was essentially an act of charity or philanthropy. Then, it was thought of as an occupation. Judicial dicta went so far as to consider it as an industry. Whether or not to perceive education as a fundamental right or not has been debated for a long time. The establishment and the administration of an educational institution for the imparting of knowledge to students is an occupation, protected by Article 19(1) (g) and additionally by Article 26(a), if there is no element of profit generation. Imparting education has come to be a means of livelihood for some professionals. It is considered as a mission in life for some altruists. Education was a State Subject in view of the following Entry 11, placed in List II State List:- 11. Education including universities, subject to the provisions of entries 63, 64, 65 and 66 of List I and entry 25 of List III. By the Constitution (42nd Amendment) Act 1976, the above-said Entry was directed to be deleted and instead Entry 25 in List III Concurrent List, was directed to be suitably amended so as to read as under:- 25. Education, including technical education, medical education and universities, subject to the provisions of entries 63, 64, 65 and 66 of List I; vocational and technical training of labour The Constitution of India has laid a directive before the state to make a provision of free and compulsory education for children below the age of fourteen years. 45. Provision for free and compulsory education for children: The State shall endeavor to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. However, the government has not been successful in providing adequate facilities of education for the under privileged children, located in the rural areas. The Supreme Court in the case Unnikrishnan vs. State of Andhra Pradesh (1993) ruled that the right to education is a fundamental right that flows from the right to life in Article 21 of the Constitution. Following this ruling, the 86th Constitution Amendment Act, 2002 added Article 21A, stating, The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine. The 86th Amendment also modified Article 45, which now reads The State shall endeavor to provide early childhood care and education for all children until they complete the age of 6 years. The state recently enacted the Right to Education Act, seeking to effect the 86th Constitutional amendment Judiciary and Education In the judgment of Unnikrishnan, a Constitution Bench of this Court framed a scheme that governs admissions to professional colleges. The main objective was to ensure that merit prevails in the matter of admissions, both in respect of what were called free seats as well as in respect of payment seats. This judgment was rendered on February 4, 1993. The scheme was to be effective from the Academic Year 1993-94 onwards. Review Petitions were filed by several institutions against the said judgment. They were dismissed by the Constitution Bench. The judgment of P.A. Inamdar and others vs. State of Maharashtra was a landmark in the field of educational law. Law reports are replete with rulings related to the education in its several aspects. Until the T.M.A Pai Foundation case, there were four oft- quoted leading cases concerning the field of education, namely, (i) Unni Krishnan v. State of Andhra Pradesh (1993) 1 SCC 645 (ii) St. Stephens College v. University of Delhi (1992)1 SCC 558 (iii) Ahmedabad St. Xaviers College Society v. State of Gujarat (1974)1 SCC 717 and (iv) Re: Kerala Education Bill, 1957, (1958) SCR 995. Right to Education Act The Right to Education Act seeks to give effect to the 86th Amendment of the Constitution of India. Salient provisions: The State shall ensure a school in every neighbourhood Every school shall conform to certain minimum standards, defined in the Bill Government schools shall provide free education to all admitted children Private schools shall admit at least 25% of children from weaker sections; no fee shall be charged to these children Screening tests at the time of admission and capitation fees are prohibited for all children Government schools will be managed by School Management The National Commission for Elementary Education shall be constituted to monitor all aspects of elementary education including quality. The Right to Education Act prescribes the Rights of Every Child as follows: Every child between the age of 6 and 14 years has the right to full-time free and compulsory education in a neighbourhood school. Non-enrolled children, of age group 7-9 years, have the right to be admitted in an age-appropriate grade within one year of the commencement of the Act, and children, of age group 9-14 years, have the right to be provided special programmes that will enable them to attend such grade within three years. Children with severe or profound disability, who are unable to attend a neighbourhood school, have the right to be provided education in an appropriate environment. A child cannot be held back in any grade or expelled from a school till Class VIII. Any expulsion requires an order of the School Management Committee (SMC), which will be given only after all other corrective measures have been exhausted, and parents/guardians have been heard. The local authority will take steps to enroll such a child in another neighbourhood school. The Act also prescribes the responsibility of the State as follows: The State shall ensure availability of a neighbourhood school for every child within three years. In case of non-availability, free transport or free residential facilities shall be provided. The state/UT government shall determine every year the requirement of schools, facilities, and their locations; establish additional schools as required; deploy teachers and create facilities for their training. The State shall develop a mechanism to monitor enrolment, participation and attainment status of every child, and take corrective steps wherever required. Information in this regard will be made available in the public domain, including on an on-line basis. School Admissions No school can conduct any screening procedure of any child or parents at the time of admission. Children will be selected for admission in a random manner. Capitation fees are prohibited. Provisions concerning School Management: All non-government schools have to be recognized by a Competent Authority or they must shut down. The Act specifies certain norms (such as teacher-student ratio, physical infrastructure etc.) to be fulfilled by all schools as a pre-requisite for being recognized. All State and aided schools are required to form School Management Committees (SMCs) with at least 75% of the members being parents/guardians, and the other members representing teachers, the community and the local authority. SMCs will manage the school, including the sanction of leave Provisions regarding Content and Process Schools and academic authorities formulating curriculum shall conform to the values enshrined in the Constitution. Schools should operate in a child- friendly and child- centred manner. No child shall be required to appear at a public examination before completing Grade VIII. Policies and Schemes Prominent Policies in the Context of Provision of Early Childhood Care and Education (ECCE) in India National Nutrition Policy (1993) which recognized children below six years as high-risk groups to be given high priority. National Policy on Empowerment of Women (2001), supported provision of childcare facilities, including crà ¨ches at work places. India also ratified Convention on Rights of the Child in 1992 and reaffirmed its commitment to children, which resulted in formulation of policy framework to prepare a National Charter for Children. National Commission for Children has also been set up. The Commission as visualized would protect/safeguard the rights of children with a strong legal base. National Plan of Action for Children (2005) included universalisation of ECCE as one of the goals. It specified care, protection and development opportunities for children below 3 years and integrated care and development and pre-school learning opportunities for 3-6 year olds. National Curriculum Framework (2005f emphasized two years of pre-schooling and considered ECCE as significant for holistic development of the child, as a preparation for schooling and as a support service for women and girls. It advocated play-based developmentally appropriate curriculum Integrated Child Development Services (ICDS) India has the distinction of having conceptualized and floated perhaps the worlds largest program for children, modeled on the definition which says that working with children means a more holistic view one of its components is child education, as early as in 1975. Known as the Integrated Child Development Services (ICDS), this program targets children, pregnant and lactating mothers and adolescent girls from a lifecycle perspective Non-formal preschool education has been one of its core components. Other Policies and Schemes à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1968 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 (As modified in 1992) à ¢Ã¢â€š ¬Ã‚ ¢ National Common Minimum Programme of the UPA Government, announced in May, 2004 Extracts relating to Education à ¢Ã¢â€š ¬Ã‚ ¢ National Curriculum Framework, 2005 à ¢Ã¢â€š ¬Ã‚ ¢ National Commission for Protection of Child Rights à ¢Ã¢â€š ¬Ã‚ ¢ Jawahar Bala Arogya Raksha à ¢Ã¢â€š ¬Ã‚ ¢ Rashtriya Madhyamik Shiksha Abhiyan (RMSA) à ¢Ã¢â€š ¬Ã‚ ¢ Incentives to Girls for Secondary Education à ¢Ã¢â€š ¬Ã‚ ¢ Information and Communication Technology in Schools (ICT @ Schools) à ¢Ã¢â€š ¬Ã‚ ¢ Primary Education Sarva Shiksha Abhiyan Suggestions Decentralized and holistic planning for children: Given Indias diversity and scale the planning process and designing of interventions for children have to be contextualized. This can only be possible through a decentralized and participatory approach to planning and implementation. The Education sector already has experience of this approach to some extent and the programs /services for younger children would need to learn from this experience and reach out to children in a more targeted and local specific mode. Priority to and Ownership of ECCE: Very recently, the total responsibility of ECCE has been shifted from Department of Education within the Ministry of Human Resource Development to a newly created Ministry of Women and Child Development. Though, it is too early to comment upon the implications of this decision, however, it is likely to generate a lot of discussion and debate about the issue of ownership and its logistic location with the education sector. Prescription vs. Practice: While, a favourable policy framework and appropriate curricular guidance is available in the country for ECCE; the reality is that there is a large gap between what is prescribed or suggested and what is practiced. In a study conducted by the NCERT (1998) it was found that almost all the ICDS centers observed adhered to teaching of 3 Rs ( reading, writing and arithmetic) and there was a virtual absence of any play activities. Typically, the activities of preschool education under ICDS are conducted for a period ranging from 45 minutes to two hours duration daily, with minimal play and learning material support and that too, largely in the absence of sufficient outdoor and indoor spaces, basic infrastructure facilities and competent workers. Preschool education in private/ public nursery schools, again, is largely a downward extension of primary education curriculum, with teachers often having no ECCE training. Training Inputs and Institutional Support: Effective preparation of teachers/service providers for ECCE is another issue, which is expected to determine quality. Corresponding to the range of ECCE programs and initiatives in India there is a variety of training provisions in ECCE, as well. These range from the two year integrated Nursery Teachers training program (NTT) which aims at preparing teachers for preschool stage (3-6 years) and for the first two grades (6-8 years) of the primary stage, In addition, the curriculum of higher/ senior secondary stage of education (+2) in Central Board of Secondary Education, National Institute of Open Schooling and many State Education Boards have also included early childhood education as an area of vocational education. Public Spending on Children: For the very first time, in the year (2004-05), the Ministry of Women and Child Development (MWCD) in Government of India undertook a child budgeting exercise to look at provisions and expenditures for children more holistically. This portends well for a more comprehensive approach towards planning and budgeting for children in the future. The public funds allocated to children are classified under four heads in the child budgeting exercise: ICDS Nutrition, Education, Health and Child Protection and others. As per the Constitution of India, child related provisions are in the concurrent list of responsibilities with the States having a prominent role in service delivery. However, most of the states spending are on recurrent items of expenditures, it is the funds which are made available through the Centrally Sponsored Schemes that provide for reform and quality improvement. Overall, there has been an increase in expenditure on children as a percentage of GNP from 2.66 % in 1993-94 to 3.26% in 2001-02 (DWCD, Annual Report, 2004-05). As indicated in Figure 13 below, in terms of relative contributions, both the central and State contributions show steady increases over time, especially since 1997-98, with the states contribution being significantly more dominant. Still the overall public expenditure is far less than it should be.

Ernest Hemingways Life and Image :: History

Ernest Hemingway's Life and Image Ernest Hemingway was born on a July morning in 1899. Born at home in Oak Park, he was raised a conservative with strong values. While his father taught him to hunt and fish, his mother taught him music, her former profession. Though his mother’s music lessons helped him throughout his life, he didn’t particularly enjoy the lessons and spent as much time in the woods as he could manage. Nature became Hemingway’s world, the place where he could go and pull from it the essence of his writing. No matter what happened in his life he could always find refuge in a quiet meadow or a lulling forest. Inspired by nature, Hemingway used it to form a force that became both a backing and almost a character in his books, that would speak to a reader and tell them that a story wasn’t over, simply because it never truly ends. People look back at Hemingway’s life as if it was one of his novels. He is not seen as a writer but as a personage of writing. At a young age of 18, in 1917, Hemingway enlisted as an ambulance driver in World War I, after quitting his job at the Kansas City Star. Hemingway didn’t make it three weeks into his service. While in Schio, Italy, he was injured by an exploding mortar, perforating his legs with shrapnel. In spite of this, it is said that he carried a wounded Italian to a first aid station; this earned him an Italian Silver Medal. For the next year, Hemingway used his insurance from the war to avoid work. He would spend his time at the library or speaking about the war. Eventually he met Harriett Connable while speaking, who saw Hemingway’s confidence and control. Connable asked him to tutor her son. He accepted, as her husband introduced Hemingway to the editor of the Toronto Star Weekly, who he wrote for even when he moved to Paris. While in Paris he covered the Geneva Conference, and the Greco-Turkish War. Hemingway and his first wife Hadley moved back to Toronto though, when she became pregnant. In 1925, two years after his son John was born, Hemingway wrote In Our Time, and a year later The Sun Also Rises. These two novels were great successes, and led to his Farewell to Arms, which is considered by many a paramount to all World War I novels.

HOW EFFECTIVE A LEADER DO YOU CONSIDER AENEAS TO BE? :: Classics

HOW EFFECTIVE A LEADER DO YOU CONSIDER AENEAS TO BE? On meeting Aeneas for the first time, he appears to be in a very vulnerable situation as he is the middle of a storm. This is emphasized the phrase, â€Å"his limbs grew weak† as it puts forward the fact that Aeneas, despite his power and status is like every other normal human being. My first speculation on whether or not Aeneas is a good leader comes from the use of the word â€Å"I†. In his first speech he says, â€Å"Why could I not have fallen to your right hand and breathed out my life on the plains of Troy†. Here, although Aeneas is in suffering with all his men, he is selfishly regretting the option of dying a heroic death in the battle of Troy, as it would lead to him to be a figure of great history. This in my opinion does not qualify Aeneas as a good leader, as his actions can be perceived to be self- centred. Contrary to my first perception of Aeneas, is his sense of dedication. Through this, a positive sign of leadership is presented to us on his arrival â€Å"on the coast of Libya†. At this point, he takes it upon himself to search for his missing men. â€Å"Aeneas climbed a rock to see if there was any trace of the storm-tossed Antheus†. â€Å"Capys perhaps or the Caicus† armour.† Virgil emphasizes Aeneas’ desperation to find his men and his great compassion by the use of the word Perhaps. Similarly, Aeneas proves himself to be a very comforting and reassuring character to his men in times of loss. In his sufferings, he makes it his duty to fend for all his men by finding food for them. â€Å"He did see three stags wandering; he stopped in his tracks and snatched his bow† and then "he took down three leaders†. Aeneas quick thinking is made evident here by the use of the verb, snatched as it conveys his abilities to make quick logical decisions, a feature which makes him stand out amongst others. Virgil goes further on to tell us that Aeneas has killed â€Å"seven huge carcasses, one for each ship†. This gives an in-depth into Aeneas’ sense of organisation and well structured nature. Self- sacrifice is another quality that Virgil builds in Aeneas’ character, which qualifies him as a good leader.† â€Å"He showed them the face of home and kept his misery deep in his heart†. Here Aeneas is able to put his men’s emotions and feeling first in line at the expense of himself as he is aware of their needs at this moment; a

Health and Social Care Essay

We acknowledge with sincere thanks the many people who gave generously of their time to help us with this work. We particularly appreciate the expertise and advice o? ered by Arnon Bentovim, Richard Velleman, Lorna Templeton, Carolyn Davies and Sheena Prentice. The work has been funded by the Department for Education and we thank sta? in the department, particularly Jenny Gray who supported us throughout the work with her interest and valuable comments. The work was assisted by an advisory group whose membership was: Isabella Craig and Jenny Gray (Department for Education); Christine Humphrey (Department of Health) and Sian Rees (NICE); Arnon Bentovim (consultant child and adolescent psychiatrist at the Great Ormond Street Hospital for Children and the Tavistock Clinic); Marian Brandon (reader in social work, University of East Anglia); Carolyn Davies  (research advisor, Institute of Education, University of London); Jo Fox (social work consultant, Child-Centred Practice); David Jones (consultant child and family psychiatrist, Department of Psychiatry; University of Oxford); Sue McGaw (specialist in learning disabilities, Cornwall Partnership Trust); Sheena Prentice (specialist midwife in substance misuse, Nottingham City PCT); Wendy Rose (The Open University); Lorna Templeton (manager of the Alcohol, Drugs and the Family Research Programme, University of Bath); and Richard Velleman (University of Bath and director of development and research, Avon and Wiltshire Mental Health Partnership NHS Trust). Introduction This second edition of Children’s Needs – Parenting Capacity provides an update on the impact of parental problems, such as substance misuse, domestic violence, learning disability and mental illness, on children’s welfare. Research, and in particular the biennial overview reports of serious case reviews (Brandon et al 2008; 2009; 2010), have continued to emphasise the importance of understanding and acting on concerns about children’s safety and welfare when living in households where these types of parental problems are present. Almost three quarters of the children in both this and the 2003-05 study had been living with past or current domestic violence and or parental mental ill health and or substance misuse – often in combination. (Brandon et al 2010, p. 112) These concerns were very similar to those that prompted the ? rst edition of this book, which was commissioned following the emergence of these themes from the Department of Health’s programme of child protection research studies (Department of Health 1995a). These studies had demonstrated that a high level of parental mental illness, problem alcohol and drug abuse and domestic violence were present in families of children who become involved in the child protection system. Research context The 2010 Government statistics for England demonstrate that, as in the 1990s, only a very small proportion of children referred to children’s social care become the subject of a child protection plan (Department for Education 2010b). However, the types of parental problems outlined above are not con? ned to families where a child is the subject of a child protection plan (Brandon et al. 2008, 2009, 2010; Rose and Barnes 2008). In many families children’s health and development are being a? ected by the di? culties their parents are experiencing. The ? ndings from research, however, suggest that services are not always forthcoming. Practically a quarter of referrals to children’s social care resulted in no action being taken (Cleaver and Walker with Meadows 2004). Lord Laming’s progress report (2009) also expressed concerns that referrals to children’s services from other professionals did not always lead to an initial assessment and that ‘much more needs to be done to ensure that the services are as e? ective as possible at working together to achieve positive outcomes for children’ (Lord Laming 2009, p. 9, paragraph 1. 1). Practitioners’ fear of failing to identify a child in need of protection is also a factor driving up the numbers of referrals to children’s social care services which result in no provision of help. ‘This is creating a skewed system that is paying so much attention to identifying cases of abuse 2 Children’s Needs – Parenting Capacity and neglect that it is draining time and resource away from families’ (Munro 2010, p. 6). Munro’s Interim Report (2011) draws attention once again to the highly traumatic experience for children and families who are drawn into the Child Protection system where maltreatment is not found, which leaves them with a fear of asking for help in the future. A ? nding which was identi? ed by earlier research on child protection (Cleaver and Freeman 1995). Evidence from the 1995 child protection research (Department of Health 1995a) indicated that when parents have problems of their own, these may adversely a? ect their capacity to respond to the needs of their children. For example, Cleaver and Freeman (1995) found in their study of suspected child abuse that in more than half of the cases, families were experiencing a number of problems including mental illness or learning disability, problem drinking and drug use, or domestic violence. A similar picture of the di? culties facing families who have been referred to children’s social care services emerges from more recent research (Cleaver and Walker with Meadows 2004). It is estimated that there are 120,000 families experiencing multiple problems, including poor mental health, alcohol and drug misuse, and domestic violence. ‘Over a third of these families have children subject to child protection procedures’ (Munro 2011, p. 30, paragraph 2. 30). Children’s services have the task of identifying children who may need additional services in order to improve their well-being as relating to their: (a) physical and mental health and emotional well-being; (b) protection from harm and neglect; (c) education, training and recreation; (d) the contribution made by them to society; and (e) social and economic well-being. (Section 10(2) of the Children Act 2004) The Common Assessment Framework (Children’s Workforce Development Council 2010) and the Assessment Framework (Department of Health et al. 2000) enable frontline professionals working with children to gain an holistic picture of the child’s world and identify more easily the di? culties children and families may be experiencing. Although research suggests that social workers (Cleaver et al. 2007) and health professionals are equipped to recognise and respond to indications that a child is being, or is likely to be, abused or neglected, there is less evidence in relation to teachers and the police (Daniel et al. 2009). The identi? cation of children’s needs may have improved, but understanding how parental mental illness, learning disabilities, substance misuse and domestic violence a? ect children and families still requires more attention. For example, a small in-depth study found less than half (46%) of the managers in children’s social care, health and the police rated as ‘good’ their understanding of the impact on children of parental substance misuse, although this rose to 61% in relation to the impact of domestic violence (Cleaver et al. 2007). The need for more training on assessing the likelihood of harm to children of parental drug and alcohol misuse.

Resolving Ethical Business Challenges Essay

1. Identify the ethical and legal issues of which Albert needs to be aware. a. Barry putting Albert or Mary’s trade before the client order, this is called spinning and is considered unethical. And you have Barry demanding insider information on several companies b. Hostile Takeover, the union would do everything in its power to oust the old management, and welcome the new management. c. Albert’s uncle giving him inside information on a number of companies about to file bankruptcy. d. Buy stock for boss and boss’s friends, and they’ll give him a bonus. 2. Discuss the advantages and disadvantages of each decision that Albert could make and has made. a. If Albert gives Barry the information, he will get to keep his connections and will not get exposed for spinning. – The disadvantage if Albert doesn’t give Barry the information, he will lose connections, get exposed, and Albert would be known as an unethical/immoral person. b. Hostile takeover kept drawing bigger clientele, and a big payoff. – Disadvantage it was unethical to for him to make the deal with the union, and he would lose lots of money and upset his father-in-law. c. Albert made money from his uncle’s information. –Disadvantage Albert would lose money. d. If Albert buys the boss and the boss’s friends their stock, the advantage for Albert is the bonus he’ll receive. Disadvantages; unethical incentives and the investment risk. 3. Identify the pressures that have brought about these issues. a. Albert’s wife losing her job b. Albert’s parents are unhappy with him for marrying a non-Chinese woman, his parents want them to move to Taiwan, but Mary did not like the idea of leaving the United States and raising children in an unfamiliar culture. c. Mary and Albert made some unethical career appearance decisions with the car, clothing, and clubs. d. Mary’s father wanting to change the management in the health care company in an unethical manner.