Organising & Delegating in the Workplace Essay

1.1 The importance of making effective and efficient use of people’s knowledge skills while planning the team’s work to achieve objectives is explained Organising is the managerial function of arranging people and resources to work towards a goal. In order to achieve objectives in an effective and efficient manner it is important to have a good knowledge of the team’s skills. Issues such as lack of motivation in the team or lack of confidence could mean the objective is failed and at the same time enthusiastic, motivated and given responsibility for their work team, can reach the targets and aims and objectives. Overall meeting the objectives of the company could be at risk and cannot be met if the wrong person is chosen. Organising is about planning for a situation; it’s about working together to achieve one goal. To organise I need to ensure that the people I manage and lead are the making the best use of their skills to do that specific task. In Hull Libraries I have to plan for specific times of the year. I know for example that the school holidays are a busy time in Hull Libraries. It is important for the right me mber of staff to be matched with their own knowledge and skills to the task in hand. An example of a task that is needed specifically in the holidays may be a craft sessions. Now I know that certain members of staff do not excel in art and craft sessions. It would not be fair to put a member of staff that did not feel confident and have the correct skills on this task. It would affect their confidence and their motivation. I instead put a member of staff, for example Karen, as the lead for this task. Karen loves arts and crafts, enjoys working with children and is good at these sessions. This means that the children will enjoy it and the parents will feel that the received a good level of customer service. When holding sessions in the past we have had very positive feedback for these sessions. In Hull Libraries if a member of staff is allocated to the wrong area of work then this may have a direct impact on members of the public. Objectives may not be met on time and/or to the standard which they should be. This will not receive the level of customer service that they deserve or expect which can lead to complaints being raised and an unhappy member of the public. This reflects badly on Hull  Library service which we do not want. This may also effect a member of staffs level of motivation and dedication. When this time of year comes we also have a ‘relief’ list of staff. Should we need more members of staff on the counter to cover activities as mentioned above, we can call these staff in on a relief basis to help with the demand. Covering busy periods at the library is quite easy. As a supervisor am I not always on the rota to be on the counter, I am sometimes planned to be in my office. Should demand increase I can go onto the counter to serve customers as and when needed. 1.2 One technique is used to identify the appropriate activity for a person To identify the appropriate member of staff for the correct activity I have used a skills matrix spread sheet (appendix 1). A skills matrix is a table that displays people’s proficiency with certain skills and knowledge. You can link this to the task in hand. Recently in Hull Libraries we have started to hold appointments for Blue Badge assessments, as well as this we also have a summer programme of activities to hold for children and the day to day running of the library. To plan and allocate the correct work to the correct person I have looked at each member of staff and rated their skills needed for the task between 1 and 10. From the skills matric I can also see training gaps and also areas for mentoring. I can see that Karen would be good at mentoring Julie and Anne for children’s activities as they do not have as higher skills, knowledge and confidence as Karen. I can see that it would not be appropriate to put Jacki or Sue on Blue Badge appointments as they have not yet had the appropriate training. This would not be fair on either the member of staff or the member of the public. The service provided would not be to the higher quality that Hull Libraries wants it to be. For the task in appendix one I can see that it would be good to have Karen running the children’s craft sessions, Julie holding the Blue Badge Appointments, Sue helping members of the public with I.T and Jacki and Anne serving the customers on a regular basis. Anne is also trained with the delivery of Bus passes and Rail Cards so she can issue these should a member of the public attend the library for one. A skills matrix can also be used to identify  training needs. I can see that Jacki and Sue need training for Blue Badges. Should the skills matrix have been for a different subject then I would be again ale to identify training needs for other people. 1.3 How human resource planning can be used to assure output and quality is explained Human resource planning is how companies can determine and analyse the requirement of, and supply of if need be, a workforce in order to achieve the organisation’s goals and objectives. HR planning predicts what will affect the availability and requirement of employees in the future. If a company also has too many staff HR planning for the future is key when it may come to making redundancies in a company. Hr planning also takes into account staff that on annual leave, sickness and maternity. This may result in temporary staff being brought in to support core staff. Hull Libraries do have a list of ‘relief’ casual staff who are able to come in should this situation arise. Part of HR planning is the training of members of staff. Training ensures that the right amount of staff have the correct skills and knowledge to provide the customer with the level of service they expect. For workplaces like factories this is slightly easier to predict as they have output of raw materials. They can predict how many items a certain line can make in an hour and plan staffing around orders and the amount of materials needed. Many factories can use formulas to generate their anticipated work load and work force. Many companies for examples can predict that an order has been placed for 100 items. Each member of staff can produce 10 items a day but they only have two days to turn the order around. This means that they will need 5 members of staff minimum to meet the requirement. This is a small example of what companies can predict. Large companies can predict when orders for 1000’s of items are placed. For Hull Libraries it is slightly harder as we do not have key figures as output. The output for Hull Libraries is customer service to the customer.  What the customer expects and what the customers gets. If Hull Libraries were short staffed and still managed to serve customers they would not receive the same quality and time they expect. Conversely, if Hull Libraries were short staffed and ensured that the customer was taken care of and received the level of customer service they expect then not enough customers will be able to be served. Either way, complaints are likely so HR planning is really important. Recently though with the changes that have been happening we have been able to plan staffing with output figures in mind. We know that each library has approximately 30 Blue Badge appointments each week, each taking one hour. This means we have been able to plan staffing to cover the 30 hours of appointments each week. In a couple of cases this has resulted in staff being moved from other libraries and in the long term plan it is going to result in new staff being recruited. Delegating to achieve workplace objectives 2.1 One example of delegation and one example of empowerment in the workplace is given â€Å"Delegation involves giving a member of your team the responsibility for part of your job and the authority to carry it out, but you retain overall control and accountability.† (Williams, 2006) Delegation is an important management skill. Good delegation saves you time, develops your staff and motivates. Poor delegation will cause frustration, demotivation and failure to achieve the task. Effective delegation is crucial for management and leadership succession. Delegation is giving responsibility ensuring that the member of staff knows what is required of them and the standard that is expected. The overall control is retained by me as a manager. This means that the task will still be supported and also the task will not fall behind time constraints. Some tasks are ideal for delegation but some should never be delegated. Tasks that should never be delegated include confidential matters, disciplinary action, appraisals and  counselling staff. Jobs that can be delegated include jobs which are routine, jobs where an individual member of staff be able to do the task to a better standard than myself and jobs of which are low to medium priority. As a manager I have delegated tas ks to members of staff on many occasions. Each month I have a full team meeting and devise a rota of jobs that can be delegated to staff. These are jobs that are a core part of library duties but are not vital jobs for me as a line manager to complete. Some of the jobs may take time when I can be working on higher priority jobs. One of the jobs which I have delegated in the library is the display work. I have delegated this job to Karen. This includes the general posters in the library and then creating the display work in the library including the children’s library. The reason I have delegated this task is for a number of reasons. The job is not a high priority task so I may have another task which need doing first, Karen is really good at producing display work and Karen has a passion for art and really enjoys producing displays. I am not as skilled and do not have knowledge of art and crafts to produce the displays to the calibre of what Karen can. By delegating this task to Karen she has excelled at the job in hand and it has motivated her in her work. Empowerment is a management practice of sharing informa tion, rewards, and power with employees so that they can take initiative and make decisions to solve problems and improve service and performance. Empowerment is based on the idea that giving employees skills, resources, authority, motivation, as well holding them responsible and accountable for outcomes of their actions, will contribute to their motivation. Each month during a team meeting I ask the staff if they had any ideas that they would like to put forward to improve their skills or to improve the customer’s experience of the library. If the ideas seemed a positive one and one we would be able to go ahead with I would speak to my line manager to have the idea authorised ready for implementation. If the idea was authorised I would then speak to the member of staff who had the idea and let them lead on this. One of the ideas that came from one of these meeting was from Sue, one of my members of staff. She had noticed a rise in people coming to the library to use the computers to search for jobs, create CV’s and general help with setting up e-mails and using computers. An idea she put forward was to start a â €˜work club’ at Greenwood Library. The session would be held on a weekly basis where members  of the public could drop in and have advise on the topics mentioned earlier. The management agreed this was a great idea. I then let Sue take the lead on this project as it was her idea. She really enjoyed taking the lead on it and her motivation increased. 2.2 One barrier to delegation and one mechanism to support delegation is identified Delegation is a very important management technique; it brings benefits to team members and team leaders. At times there can be barriers to delegation from team members and from team leaders. Some of the barriers from a team leader/supervisors point of view may be; I can do it better myself, my members of staff are just not capable enough, it takes too much time to explain what I want to be done, if it goes wrong I’ll still be accountable, delegation reduces my own authority, I’ll be shown up if they do too good a job, my staff prefer that I make the decisions and team members want to avoid responsibility. Some of the barriers that staff may feel is I do not understand what I am needing to do, I do not feel skilled enough to do the task asked of me and it’s not in my job description. The most important mechanism is to support your staff throughout the delegation process. Explaining the task in detail and with time to the member of staff is key. Explaining how important the task is and why the task is necessary. Always reiterating to your member of staff that you are there for them should they need any help is important as they will feel supported. Once the task has been completed give the member of staff praise and recognition for the task in which they have completed. It is them vital to pass credit to the member of staff. The will encourage them for future tasks and will improve motivation. 2.3 One technique that could be used to monitor the outcomes of delegation in the workplace is explained Monitoring tasks when delegation has taken place is vital. By monitoring it means the manager stays in overall control and be able to spot potential problems at an early stage. If this occurs the member of staff can then be guided and makes any changes necessary to get back on track. It is important when work is delegated that from the start objectives, time scales and key points are arranged. This is important so that whilst monitoring the delegation you can benchmark them against agreed targets. There are many ways you can monitor the progress and outcome of delegation. This can be by way of meetings with staff, statistical reports, observing the member of staff and gather information from others to name but a few. One I personally prefer is to have regular 1:1 meetings with the member of staff involved in the task. These can be regular informal discussions with the member of staff where I can ask the member of staff how they feel the task is going and if they need any further advice/support. If they need any further resources to complete the task this can be discussed. We can also look at the objectives and see if they are being met. It also gives me a chance to congratulate and praise the member of staff for completing/working towards completing the task. This gives the member of staff a sense of achievement and will increase motivation. Once the task is completed I will have a final meeting with the member of staff to discuss how the task went and what things we can do different in the future. Should it result in a task that may be ongoing I will carry on the meetings to make sure we are making best use of resources. 2.4 The effectiveness of feedback, recognition and reward techniques in the workplace is reviewed. Feedback and recognition is an imperative part of the delegation process. Its gives the manager a chance to speak to the member of staff involved in the task and helps the member of staff to learn from the experience. This may be for a positive part of the task or possibly a negative part. Feedback encourages staff to develop their skills and knowledge for the future. Giving feedback is also a key part of being a manager. Feedback and  recognition can help a member of staff to feel motivated and part of the team. The will feel more confident in future tasks and can be willing to help other members of the team. Some companies have reward schemes to encourage members of staff. This may be variable pay, bonuses, profit sharing and stock options. A business can choose to reward individual or group contributions or a combination of the two. Group-based reward systems are based on a measurement of team performance, with individual rewards received on the basis of this performance. These systems can encourage individual efforts; they also tend to reward underperforming employees along with average and above-average employees. A reward program which recognises individual achievements in addition to team performance can provide extra incentive for employees. It can increase motivation and improve staffs work rate on a regular basis. All of the techniques above help staff to be more motivated in the workplace and encourages them for future tasks. It is a vital cog in the wheel for a business or company. Without the final part staff may feel demotivated and will not be as willing to tasks further tasks on in the future. References Williams, K (2006). Introducing Management. 3rd ed. Oxford: Butterworth-Heinemann Appendices

Irish Dancing: A Celtic Family Passion Essay

Every family has some wonderful tradition that they share with each other and the rest of their kindred spirits. Our family holds Irish dancing as our most beloved musical tradition, and we share it amongst ourselves along with those in the world around us. Individuals who have viewed Michael Flatley’s, Riverdance or The Lord of the Dance, have heard the beautifully entrancing music and the almost hypnotic percussion nimbly played by the tapping of dancer’s feet. The swift and graceful movements, colorful costumes and mystic aura that this Irish dancing traditions hold can only be told best by those who have partaken in the event, danced the dance and been allured by the magic of the sounds. The following writing will explore some of the experiences of our family’s Irish step dancing tradition, as well as how we share it with the public world. Irish dancing means a great deal to us because it serves as an expression of our ethnicity and of who we are as a family. The females of our kin begin their dance training early, at about the age of three to four years. Almost as soon as they can fit into the shimmering brocaded dresses and tiny tapping shoes, the young ladies eagerly take to their lessons. Each dance that they master acts almost like a rite of passage and many of the girls soon find themselves performing at pubic fairs, parades and even dancing competitions. We pride ourselves in our little dancer’s endeavors since as stated by Wulff, â€Å"When it comes to Irish competitive dancing, the attempt to build character goes back to childhood and circles around the idea of national identity†(Wulff 2003, 186). Through this media we can express our particular ethnic heritage in the ever diverse United States. Younger and older generations practice together at family gatherings and put on a show for everyone. Males of our family also receive encouragement to pursue the activity, but the accomplishment of the women usually outshines them. In relation, the accomplishments of our Irish dancing heritage come with time, difficulty and dedication, in which our family takes pride. Irish dancing consists of rules of movement that do not make for an easy learning experience. To watch Irish dancers in competitions is to see how they must move in â€Å"jumps† with their backs straight, their arms tight to their sides and make it only appear that their legs do the work. Now imagine trying to do all of that and make a distinct rhythm with nimbly tapping feet. One of the proposed theories for why such strict rules of movement in Irish dancing exist states, â€Å"Irish bodies have long been subjected to particularly stringent forms of control by church and state, and within this context dancing has been deemed especially problematic†(Dyck and Archetti 2003,5). Others believe that the Irish values of, â€Å"proper manners† plays a vital role in the dancing posture (Wulff 2003, 182). Either way, the skill comes with hours of practice and dedication. Winning a public award for Irish dancing plays an important role in our family affairs. Those who have competed often travel around the nation at various times of the year, and many of us will travel with them to encourage and support their efforts. Award winners also usually have a lead part in producing the dances for our family gatherings, as well as act as teachers to our younger dancers. Consequently, the type of dancing that has been spoken of thus far constitutes a type of Irish dancing called â€Å"step dancing†. There are also jigs, polkas and other genres of Irish dancing that we partake in. These less formal types of dance usually occur solely at family gatherings. None of our family members have pursued a professional learning experience or participated in competition in any of these other genres that we know of to date. However, just because we do not pursue them as vigorously as step dancing does not mean that they are not enjoyable. Family events and competitions do not make up the entirety of our Irish dancer’s experiences. As mentioned previously, parades and community events also don the list. Sometimes our family dancers put on shows for charitable causes, church functions and Irish festivals. All of the opportunities that avail themselves help us express ourselves and our unique cultural heritage to our community. Also, as with the charitable causes, we have the opportunities us to use our talents help those in need. Performing for these community gatherings helps to inspire us as, and encourages our dancers to continue on with their grueling practice. Concerning Irish step dancing, it has probably by far the most dynamic of the music structures of Irish dance genres. This is due to the fact that the tapping of the dancers feet give more intricate percussion to the established musical rhythm. For example, â€Å"Riverdance is usually associated with the crescendos of the signature section and the long Chorus Line of Irish dancers pounding out their unison steps†(Wulff 2003, 187). The aim of such percussion centers on eliciting a powerful emotional reaction from audiences, aside from just impressing them with complicated dance steps. Irish dancers want their audiences to feel every note, every tap and every emotion that the music and dance combined can convey. As dancers, the goal revolves around letting others experience the heart and soul they put into their activity with every pounding beat on the stage. Joining with several dancers on stage not only urges those feelings deeper into the hearts of the audience members; it also gives them the sense of how the power of several individuals acting in unison can create a breathtaking experience. Acting together to create such a response in the audience helps dancers to recognize and appreciate the bonds of their ethnic heritage as well as their achievement in performance skills. Correspondingly, immense evolution of Irish step dancing has taken place since Michael Flatley entered the spotlight. In his performances Irish step dancing takes on more fluid movements, rather than the rigid, hands-at-sides traditional postures. This addition of the greater emotional expression using body movement caught on and made Irish step dancing quite popular. The outcome: The response was extraordinary; after the performance calls poured in from all over Europe for the video. A CD was recorded; it sold out and the show was transformed into a full-length evening of dance and music, which swept London, New York City, and the world. Today in towns and cities around U. S. boys and girls are taking up step-dancing in record numbers (Finnegan, and McCarron 2000, 394). Flatley’s work has brought Irish step dancing to the forefront, romanticized it and possibly changed its course in history as the popularity continues to grow. By and large as it can be seen, the magic and honor of our experiences in Irish dancing comes through to our family from many sources. We gain a sense of nationality and cultural heritage from dancing with our fellow family members and other Irish step dancers. We take pride in our ethnic heritage as we perform for both charitable causes and competition, which inspires our public audiences. Not to mention that our family’s field of musical tradition in turn has taken inspiring turns as Michael Flatley’s performances have drawn immense amounts of attention and popularity. Overall, the intricate steps and emotional combination of music and movement in Irish step dancing has created for us a unique way for our family to continually appreciate our ethnic background and take pride in our heritage. Works Cited Carmichael, Jennifer. â€Å"Re: Interview questions. † Email to Irish dancer. 9 July 2006. Dyck, Noel, and Eduardo P. Archetti, eds. Sport, Dance, and Embodied Identities /. New York: Berg, 2003. Questia. 10 July 2006 . Finnegan, Richard B. , and Edward T. McCarron. Ireland: Historical Echoes, Contemporary Politics. Boulder, CO: Westview Press, 2000. Questia. 10 July 2006

Bartleby and civil disobedience

Bartleby and civil disobedience Essay The extremely simplified definition of civil disobedience given by Websters Dictionary is nonviolent opposition to a law through refusal to comply with it, on grounds of conscience. Thoreau in Civil Disobedience and Martin Luther King in Letter from Birmingham Jail both argue that laws thought of as unjust in ones mind should not be adhered to. In Herman Melvilles Bartleby, a man named Bartleby is thought of by many to be practicing civil disobedience. His actions are nonviolent, and he refuses to comply with anything his boss says. But his behavior has nothing to do with morals. Bartleby is merely a lonely guy who does not wish to work and has nothing to do with civil disobedience. Thoreau says that if injustice is of such a nature that it requires you to be the agent of injustice to another, then I say break the law (Jacobus 134). He is personally giving permission for an individual to ignore anything he or she finds morally unacceptable. However, in Bartleby, Bartlebys boss places no unjust laws and assigns no unjust work. He simply asks Bartleby to do easy tasks such as, when those papers are all copied, I will compare them with you, or, just step around the Post Office, wont you? And see if there is anything for me (Melville 116). The boss, who is also the narrator, never requests Bartleby to perform any difficult chores. Martin Luther King, Jr.s interpretation of an unjust law is, a code that a numerical or power majority group compels a minority group to obey but does not make binding on itself (Jacobus 159). The injustice described here by King also does not match the characterization of Bartlebys boss. Bartleby needs no civil disobedience since nothing could be considered unjust in the bosss management. Even if an unjust act were placed against Bartleby, he would not have had any cares about the injustice. He was a man who needed a place to live and chose to be a law-copyist. He has no desire to do any work and no desire to interact with other humans. Anytime an order was given, the same response would reply from Bartlebys mouth: I would prefer not to (Melville). Bartleby did not weigh the issues of morality and immorality in his assignments. He just does not want to deal with others. When asked to look over some work with Turkey and Nipping, he refuses. His boss offers him a home, and he refuses this as well. The ending footnote to Bartleby states that Bartlebys previous profession was a subordinate clerk in the Dead Letters Office in Washington. The dead letters he handled had no association to any living person. Bartleby was accustomed to working at a place where dealing with man is unnecessary. As Thoreau says, Dead letters! Does it not sound like dead men? (Melville 140). Bartleby has no connection with civil disobedience. King and Thoreaus ideas of what civil disobedience is do not match up with the actions of Bartleby. Bartleby was not trying to make a statement against unjust laws by not abiding by them. He was just a loner. All his refusals to do what was ordered stemmed from his need to be separated from humanity. Bartleby only wanted to live by himself with nothing but his own thoughts to deal with. .

Culture Analysis and Its Application in Business in Mexico Essay

Culture Analysis and Its Application in Business in Mexico - Essay Example There are varied elements of culture which differentiates it from one another. Thus, culture envelopes each individual and tends to deal with every aspect of an individual life (Storey, 2006). This is basically due to the fact that culture is an organized approach rather than a random happening. Thus, it can be inferred that the individual recognitions, identifications, assumptions, assessments and considerations are anticipated from cultural beliefs and norms. Hence, it can be affirmed from the above discussion that culture is ‘adaptive’ but it comprises of certain facts which might be ‘maladaptive’. Thus, the way of interaction of individuals differs from one another along with the style and emotional terminologies (Kuper, 2000). According to Hofstede (n.d.), culture is defined as the phenomenon consisting of certain core values which facilitate in shaping the personality traits of an individual. Thus, culture is one of the integral parts of a human being which helps to shape the values and behaviors of an individual in a specific group. Therefore, it can be stated that it is the culture, which differentiates one individual from another. Besides, the culture of an individual constantly changes with the alteration of places and situations (Hofstede, n.d.). In addition, there are varied elements which influence individual culture namely languages, norms, values, religions, beliefs, cultural assimilations and social collectiveness among others. Language is also one of the significant elements of culture. Language is a set of signs or symbols which is used regarding communication with one another. It helps to recognize or label varied equipments or things in the world,...Mexico is an ancient county situated in North America sharing its border with United States of America. With regards to its culture, Mexico has altered in a rapid pace during the 20th centuries. One of the major reasons for this alteration can be regarded as the migratio n trends linking Mexico with US that in turn influence the cultural patterns of both the nations. Thus, the culture of Mexico is highly affected by the trends of its neighboring nations. The number of foreign-born populace of Mexico amplified from 0.8 million in the year 1970 to 2.2 million in the year 1980 and about 4.3 million in 1990. Finally, it amounted to about 7.0 million in the year 1997. Hence, it can be said that the culture of Mexico is highly influenced by the culture of US. The existing life style of this country became widely alike to that of the countries from which it witnesses highest rate of migration such as US and England. However, most Mexican villagers are yet observed to pursue the older way of living in order to maintain the preliminary culture. Besides, the culture which prevails in the cities of Mexico is rather different as it strongly influenced by the neighborhood ethnicities which in itself is a versatile phenomenon. This is due to the fact that large number of inhabitants entered the city of Mexico from other neighboring countries. As a result, currently there exist varied subdivisions within the nation of Mexico. The cultural environment in Mexico also includes differences in terms of fooding habits, social issues, languages, arts, social lifestyles, educational outlooks, cultural histories, clothing behaviors, religions and customs among others (Center for International Rehabilitation Research Information and Exchange).

Pagan Arabia and Islamic Monotheism Essay Example | Topics and Well Written Essays - 250 words

Pagan Arabia and Islamic Monotheism - Essay Example The physical world is all that existed, and there was no hereafter and no accompanying punishment or reward. Their concept of man's role in the universe was one of hedonistic indifference toward the weak, economic and emotional greed, as well as abusive powers and control of the marginal members of society. It was a world gone mad. Fortunately, Muhammad was charged with shifting this wicked paradigm. Allah instructed Muhammad to spread the message the Divine Essence was One sovereign Lord over all creation. After this life a Hereafter awaits what ones hand puts before them in this life will be their reward eternally. This life is temporary. Our ultimate existence lies in the hereafter. As such, human beings should act in a way that is fair toward his fellow, protective toward the disenfranchised, and obedient to the One True God. The cosmological characteristics of pre-Islamic Arabia differ starkly from the transcendental features of Muhammad's message. They differ in the basic concept of the divine, the existence and nature of the hereafter, and role of humankind in the universe. Further study would demonstrate how Muhammad's contemporaries diverged from the traditional tribal ethics codified in the Qur'an and Sunnah.

A critical analysis of Roald Dahl Essay Example | Topics and Well Written Essays - 3500 words

A critical analysis of Roald Dahl - Essay Example However, a sense of the failures of family and the retribution that could be unleashed should magic be real can be found within the pages of his amazing work Charlie and the Chocolate Factory has inspired two films based on the book. These films are somewhat different in their treatment of the story, but the result has touched several generations of film buffs as well as given Dahl a wider audience for his delightful tales. Matilda, James and the Giant Peach, as well as The Fantastic Mr. Fox have all found their way onto film. The stories by Dahl are highly unique and original in such a way as to have a noticeable exceptionality in the way in which they are accepted. Peter Hollindale (2008), relates a story of a British comedy that begins with a man reading a story to two children The story becomes increasingly disturbing until he turns it over and checks the cover. With a sigh of relief, as if understanding, he says â€Å"Oh, it’s by Roald Dahl† (271). This was the power of his extraordinary point of view. Much is forgiven in the way of the dark tales because the writing is such that it makes sense by the end. This is not to say that there isn’t a great deal of criticism over his work. According to Steinberg and Kinchella (2004), the story of Matilda has an aspect of disrespect toward parents within the content that has been an area of concern for some parents in reading it to their children (185). Another aspect of Dahl’s work that creates criticism is in the way that there is a defined separation between children and their parents and that there is a defined right and wrong type of family that suggests that all families should be alike (Alston 2008: 64). This sense of separation is further exacerbated by a sense that adults tend to be less intelligent sometimes than their children, encouraging a point of view that children should trust themselves over the influence of a parental decision. Still, the

The strategy of Cathay Pacific (Customer Loyalty) BA (Hons) in Essay

The strategy of Cathay Pacific (Customer Loyalty) BA (Hons) in Business Administration - Essay Example In order to sustain in the competitive global market, the airline services significantly needed to acquire great proportion of loyalty and satisfaction from the customer. However, this high competition has proved to be an advantage for the travelers as they get chance to travel for low cost. With every airline service offering better product quality, lower price and promotional offers, the competition became even tougher. Since there is numerous number of airlines in the international routes, it gets harder to reap on profits .It is a saddening fact that the event of September 11 attack has impacted the airline industry in a very destructive way. It not only decreased the passenger traffic but also hiked up the airfares to make things worse. Eventually, the global recession made the airline industry struggle to subsist in the market and maintain their profit ratio. Subsequently, the only way to boost the sales was to gain customer confidence and loyalty. In order to gain customer’s satisfaction and loyalty, the airline industry initiated to make use of the marketing mix and its 7Ps.Since only a right marketing strategy can increase the customer’s loyalty and satisfaction; the airline services rested their trust on the 7 ps of marketing mix model. The 7 elements of marketing mix like product, process, price, place, physical evidence, people and promotion was sure the best concept for them. For this reason, the airline companies started to come up with promotions, advertising campaigns, frequent flyer programs and many online services to melt the mind and hearts of customers. They assured the customer that they would not regret for choosing their service as they are the best in the market in respect of price and comfort. Many airline services experienced that the customers definitely responded well to their marketing strategies and this enabled them to at least cover up their operating

HUMAN BEHAVIOR IN PERSPECTIVE Class Research Paper

HUMAN BEHAVIOR IN PERSPECTIVE Class - Research Paper Example They generally determine the human overall composition which includes the positives and the negatives that accompany the traits. Miguel (n.d) gives an overview of the genetic composting and defines the application of the genetic concept to the world’s scientific innovation and application. The genetic composition and the similarities that from the matter and antimatter concept is what generates the assumption of the human behavior Black and white photography is a definition of the human nature focus on limited aspect of life. It single out the grey aspect of the color spectrum. It gives the untold reality of life as the color version of the photography describes the positives that lives provide. The concept of black and white photography depends majorly on the shape and from rather than the general outlook. The description of the form eventually determines the similarity that the colored photograph and the black and white photography define. It relates to Sheldon’s model on human as it describes the nature of classification to be based on ‘somatotype’ which describe the physical appearances and the personal traits an individual posses (Scandalon, n.d). Our focus on the creation myth will lead us to the Mesopotamian myth of creation (Enuma Elish). It describes the cosmic and order and describes the origin of the two. It states the nature in which the god of fresh water (Apsu) marries to the goddess of the sea (Tiamat). They bear children that are ill behaved that their father contemplates on killing them (Bratcher, 2013). The grandson (Ea) kills the god of fresh water and the generation change that accompanied the kills was the source of the chaos and order that the world today experiences. The creational story describes how the human culture is composed of the two characteristic. The opposite paring is evident between the two is what crates the LÃ ©vi-Strauss argument. In the same creational story there

Case study Example | Topics and Well Written Essays - 500 words - 22

Case Study Example In 2008, the Manager of SGSB was anticipating to organize meetings to find organizations to collaborate with to resolve issues the graduate school has been facing. The meetings were very vital and the results would determine whether the school came to closure of continued operating. SGSB is vital as it offers management courses all over Bosnia and six other republics in the region. SGSB is located in a region previously affected by warfare causing hostility between residents and even splitting of the former Yugoslavia into regions, one of them being Bosnia. With the end of Civil war, Bosnia was in a dire condition as most assets were looted or ruined. Sarajevo, another resultant region was a great rival of Bosnia. After NATO intervention, the war concluded leaving vast economic and cultural effects. The economy of post war Bosnia was in severe need for intervention, which resulted in international aid. This crippled the economy further since the locals focused less on being productiv e (Laux & Stocker, 2010). Sponsors of SGEB realized the great need for educational business and intervened. The move to establish SGSB, a multiethnic institution was delightful, as it would enhance unity among Bosnians through collaboration during studies and in doing business. Since UD was not legalized to offer degrees in Bosnia, it collaborated with University of Sarajevo Faculty of Economics and Business, also to improve on availability of the teaching potential, as well as administration. Stocker, the manager of SGSB was prominent and competent, as he had worked with organizations such as FLAG, which had now collaborated with USAID and UD in the project. FLAG was responsible of providing managerial support. From 2004-2007, SGSB was able to train 100 graduates with faculty support from UD and local institutions (Laux & Stocker, Web). However, by 2007 the program faced challenges since UD focused much on

Your Change Story Assignment Example | Topics and Well Written Essays - 250 words

Your Change Story - Assignment Example As a competitor, IBM marketed its products through the slogan â€Å"Think†. To position themselves above IBM, Steve Jobs created the slogan â€Å"Think Different† and removed the word â€Å"computer† from the company name. His vision in doing this was that it would remove the notion that Apple’s only specialty was computers, which brought in innovative products in other fields such as iPods, iPhones and iPads. The reason behind the success of such diversity was the creation of a new platform for mobile applications through the App store as well as music through iTunes. In particular, the iPad successfully captured the tablet market. This was a bold move away from traditions, where it would be expected that a company would identify a market segment and strive to meet that segment’s needs. Instead, Apple sought to serve a wide range of consumers in an approach that can be perceived as â€Å"something for everyone†. They have high-end computers for serious business people, fancy mobile phones for the youth, iPods for portable music for teenagers and iPads for travelling business

Digital recording equipment Essay Example for Free

Digital recording equipment Essay The use of information and communications technology has permeated almost every fabric of society. The education sector and the teaching of mathematics in particular are no exception. Increasingly, information and communication technologies are being used to administer teaching materials to students. Students also benefit from these tools in their knowledge acquisition (Goodison,2002; Hall and Higgins, 2005; Oldknow, 2002; Wall, Higgins and Smith, 2005) . This development is taking place in the developed as well as the developing world. The usage of information of communications technology has become so endemic that schools and teachers for that matter that fail to participate in this development risk increasing marginalization (Spanos, Prastacos and Poulymenakou, 2002). Information and communication technologies being used in the education sector include computers, the internet, telephone, emails, among others. Other specific tools offered by information and communication technology for teaching and learning have been catalogued by Osborne and Hennessy (2007) as follows: (a) tools for data capture, processing and interpretation such as data logging systems, databases and spreadsheets, graphing tools and modeling environments (b) multimedia software for simulation of processes and carrying out â€Å"virtual experiments†. (c) Publishing and presentation tools (d) Digital recording equipment (e) Computer projection technology These research workers added that these forms of information and communication technology can enhance both the practical and theoretical aspects of teaching. Other advantages of information and communication technology include enhancing the learning experience by offering a more personalized environment to students (Williams, 2005), boundaryless to which teaching materials can be administered and learning received (Osborne and Hennessy, 2007) and its limitless capacity to reach countless pupils and students with the same teaching materials (Van Brakel and Chisenga, 2003. , Johnston-Wilder and Pimm, 2004). It is known that many school pupils and students alike shy away from mathematics, claiming it is a difficult subject. It maybe a worthwhile undertaking to find out how information and communication technology help students overcome the problem of learning the subject and also teachers in effectively teaching it. Also, despite the widespread use of information and communication technology in the teaching of mathematics, few studies have been conducted to assess its effectiveness as a teaching tool and its impact on learning. Consequently, there is paucity of information in this area of education. This study therefore was instituted to help fill the information gap. Specifically, it shall seek to answer the question of whether the use of information and communication technology enhance teaching and learning of mathematics or otherwise. 2. 0 LITERATURE REVIEW 2. 1 Information and Communication Technologies for teaching mathematics Oldknow (2004) has given a vivid description of the information and communication technology hardwares, softwares and gadgets available for teaching and learning of mathematics. According to this author, information and communication technology hardware used to support interactive whole class teaching are conventionally based on a computer (desktop or laptop) or a projector or both. These gadgets can be permanently mounted or are movable. This author also pointed out that the objects projected can be displayed on an interactive white board (IWB) or an ordinary whiteboard or a clear patch of wall or screen. The IWB also come with its own pack of software tools. Two commonly used softwares for teaching mathematics are the Dynamic Geometry Software (DGS) and the Cabri Geometry Software. The former can be used at all levels of education. Other tools in use are the graphical calculators and data-loggers as well as integrated mathematical softwares such as the TI Inter-active. In their book titled â€Å"Teaching secondary mathematics with ICT (Learning and teaching with Information and communication technology), Johnston-Wilder and Pimm (2004) offered useful tools used in teaching and learning of mathematics. For example, they showed how the internet and video conferencing can be used to enhance teaching. They also revealed how interactive boards can be used in the classroom. Softwares that support the teaching and learning of mathematics in primary schools have been categorized by the DfES (2007). These include (a) software for numbering and number patterns (b) spreadsheet software and calculators (c) pixie and roamer programmable toys for stage one pupils (d) shape programs using computer-aided design (CAD), (e) Abacus 1, 2, and 3 teaching software and (f) 123-CD for numeric skill development. 2. 2 The use of information and communication technology in schools In the last decade or two, information and communication technology (ICT) has considerably altered the way and manner teaching of students and pupils, learning and school administration is carried out. According to Gurr (2001) school systems worldwide face increasing pressure to use technology to enhance teaching, learning and administration. This research worker further pointed out that in the school system of Victoria, Australia, school principals had been able to manage the decade of explosive change through an increasing reliance on information communication and technology. Some of the principals he interviewed in this study revealed that they would not have been able to do their work, if they had not been familiar with information and communication technology. A lot of changes have taken place since 2001 in the information and communication technology sector itself and its usage in teaching, learning and administration of schools that lack of knowledge in information and communication technology would have made the work of operatives in this sector virtually possible. Loveless (2003) studied the interaction between primary school teachers’ perceptions of information and communication technology and their pedagogy at Carberry Junior School in England. He found that Information and communication technology was perceived as by the teachers as a social and cultural phenomenon and an ambiguous area constructed as a discrete subject and a ‘new’ field in primary schools. Yuen, Law and Wong (2003), on the other hand, studied the models of change in eighteen schools striving to integrate the use of information and communications technology in teaching and learning across school curriculum in the Hong Kong Special Administrative Region. They found that the strategy adopted by a school instituting such change and the resulting variation of pedagogical practices using information and communication technology was strongly dependent on the school leader’s vision and understanding of the role and impact of information and communication technology in the curriculum, culture and background of the school and its general vision and mission. Hennessy, Ruthven and Brindley (2005) also examined how secondary school teachers of core subjects such as English, Mathematics and Science integrate information and communication technology into mainstream classroom practice in English schools. They found that teachers used Information and communication technology to enhance and extend their existing classroom practice. Teachers also developed and tried new strategies specifically for mediating Information and communication technology supported learning. These research workers also found that teachers were able to overcome potentially obstructive role of some forms of information and communication technology by focusing pupils’ attention to underlying learning objectives. In another study involving a survey of teachers, Ruthven and Hennessy (2003) reported that ICT enabled teachers to facilitate more of their routine components of classroom activity, increasing the productivity of pupils and improving the quality of work they produced. These researchers also added that ICT allowed the teachers’ activities to be carried out more quickly and reliably, with greater ease and higher quality (Ruthven and Hennessy, 2002) Sutherland and co-workers (2004) also studied how teams of teachers and researchers embed information and communication technology into everyday classroom practices to enhance learning. The study focused on the teaching and learning across a range of subjects such as English, History, Geography, Mathematics, Foreign languages, Music and Science. They found that young people out of school uses of information and communication technology influenced their in-school learning. Higgins (2007), on the other hand, has pointed out that there is evidence from research that information and communication technology could help pupils to learn and teachers to teach more effectively. This researcher however, added that there was not a simple message in such evidence that ICT would make a difference simply by being used. In other words, concrete plans and objectives must be set in place and stringently implemented before observable results can be seen. Higgins (2007) further added that findings suggest that although information and communication technology can improve learning, there were a number of issues that must be addressed if technology was to make a difference. These issues are (a) the modest effect of information and communication technology compared with other research interventions and (b) the almost negligible effect of the provision and use of information and communication technology at a general level. Lawson and Comber (1999) have examined the non-technical factors which lead to successful integration of information and communication technology into school curriculum. The factors identified included (a) teachers’ attitudes prior to the innovation (b) the role of the information and communication technology coordinator (c) the attitude of senior management and (d) the existence of adequate support and training. These research workers concluded that the interplay between these four factors provided the necessary conditions for a successful deployment of superhighways technology in the curriculum. According to McCarney (2004) previous studies into teacher attitude and motivation in Scotland, identified staff development as one of the contributing factors to the effective usage of information and communication technology in the classroom. This study further revealed that there was the need to place greater emphasis on the pedagogy of information and communication technology. The study concluded that these findings should be of interest to all involved in teacher education and the continuing professional development of teachers. 2. 3 Problems associated with information and communication technology usage in schools The use of information and communication technology in the educational sector has not been without its peculiar problems. Littlejohn (2002) has pointed out that common shortcomings in educational design in higher education had not been fully addressed in some schools during the rapid shift towards online, resource-based learning. He noted that a contributing factor to this problem has been the adherence of academic staffs towards passive and didactic forms of online teaching and learning. Continuous professional development has been offered as the most valid way of rectifying this problem (Davies and Preston, 2002; Littlejohn, 2002). There are more primary and secondary schools than schools catering for higher educations, so it can be expected that the problem can be more pronounced in the lower end of the educational ladder. Some educators have suggested that information and communication technology use should start at the schools where teachers are trained. Galanouli and McNair (2001) have shown from a study that students’ use of information and communication technology on teaching practice was necessary for effective future use of information and communication technology in the classroom. They therefore recommended that schools should be supported and resourced properly to enable teachers gain effective information and communication technology training for their future careers. Some researchers have highlighted the negative effects information and communication technology can have on pupils or students. Tolmie (2001) has pointed out that whilst information and communication technology has tremendous benefits, it can have unexpected diverse effects on students according to the setting in which they are used. He counseled that if the object was to exercise control over the outcome, then conditions of use need to be planned for within the design and implementation of the technology. In order to do this, Tolmie (2001) recommended that data should be gathered on how outcomes are affected by the interplay between technology and the context within which they are used. Watson (2004) has bemoaned technology’s role in education. According to this research worker despite the ubiquity of technology in the business world, no clear role has emerged for it in education. He further pointed out that this was happening after many years of national policies and investment in information technologies in the UK and elsewhere. He added that technology is still considered by many people as having been imposed and novel â€Å"outsider† in the pedagogy of schools. Kennewell (2001) has conceded that evaluating the nature and extent of the influence of information and communication technology on the quality of learning is highly problematic, owning to the number and complexity of interacting variables involved in the settings of teaching and learning. These difficulties notwithstanding, Kennewell (2001) pointed out that there was the need to identify, characterize, measure and model more precisely the features and processes through which technology impacts upon teaching and learning. According to this research worker, such information is very much needed by those responsible for allocating large sums of money for the development of information and communication technology in education. METHODOLOGY A qualitative study involving in-depth personal interviews with mathematics teachers shall be conducted. Three teachers shall be engaged for this interview. The questionnaire to be used is given in the Appendix. This study shall endeavour to assess the knowledge and understanding of the three chosen mathematics teachers about information and communication technology as well as problems they encountered in using them. REFERENCES 1. Davies, R. and Preston, M. (2002). An evaluation of the impact of continuing professional development on personal and professional lives, Journal of Computer Assisted Learning, 28(2):231-254.

Ground Water in Dhaka City Essay Example for Free

Ground Water in Dhaka City Essay Dhaka is the capital city of Bangladesh which has a population of about 12. 5 millions and its population rate is over 5%. Projected population is about 22 million by 2025. Dhaka is now the 7th largest populated city in the world and it is anticipated that Dhaka will be the 2nd largest city in the world by 2020. This city is full of problem and one of the major problems is water crisis. Although Bangladesh is rich in water resource, but there remains lack of safe water. The cities in Bangladesh are the centre of employment, communications and development. So, people are rapidly migrating in these cities from rural areas place putting additional pressure on the infrastructure and water resources. For this huge population in Dhaka city, water demand is also huge. And maximum portion of this greater demand is fulfilled by ground water. The daily requirement of water in Dhaka city is about 200 crore liters while WASA supplies 180 crore liters, leaving a shortage of 20 crore liters. Out of this 180 crore liters of water, 154. 50 crore liters of water are supplied from ground water. All most 85%-87% of water is supplied from under the ground and of them are from surface water. To supply this massive amount of water we need to extract a lot from the ground. Everyday demand for water is increasing and we are adding new pumps. In 1998, there were only 243 water pumps to lift water in 2004 it was 440 but now it is 560. Each of the pumps lifts 3,000 liters of water in a minute. And this is also making some problems. For this heavy extraction water level is going down rapidly. In some statistics I have found that the level of underground water has dropped down to 61. 18 meters. The average rate of decline of water level varied from 1 m to 2. 50 as the report of DWDB. Ground water depletion situation is severe in the central part of the city compare to the areas close to river bank, says DWDB. If this continue to happen then in future it will be hard to lift up underground water. Moreover, the increasing number of pumps and subsequent depletion of groundwater table increases the risk of disasters like landslide, subsidence and earthquake.

The Language And Power English Language Essay

The Language And Power English Language Essay Language is a very significant thing in our life. Therefore, it can be either empowering or disempowering relying on how its used and who is using it? The reason of my paper is to discover the diverse dimensions of the relations of power and language. First, I shall talk about two different types of power of the language. Then, I shall quote, discuss, and illustrate a piece of an interview that concentrates upon how unequal power practiced by unequal encounters has a correlation with the use of the language. Moreover, I shall distinguish between three types of constraints that appeared through discourse. Then, I shall analyze and exemplify a small text from the media to show how the uses of vocabulary, grammar, and the textual structures have a significant role as a hidden power in discourse. Additionally, I shall analyze a short extract to show how social struggle in discourse occurs. Finally, I shall give my conclusion. According to Norman Fairclough the power of the language can either appear overtly or covertly and categorized into two types: power in discourse and power behind discourse. Power in discourse is found where relations of power are applied and performed in face-to-face spoken discourse, power in cross-cultural discourse in which contributors belong to various ethnic groups, and the hidden power which is located in the discourse of the mass media. Power behind discourse works with how arrangements of discourse as dimensions of the social orders of social institutions or societies are themselves formed and composed by relations of power. (Fairclough, Ch. 3, p. 36) Let us start our discussion with a type of power in discourse in terms of face to face discourse where the encounters have unequal power. Text 1 is an extract from an interview transcript of Larry King with Chris Brown, Browns attorney (Mark Geragos), and Browns mother (Joyce Hawkins). Some indicative keys to help the reader in reading the script such as, a dot (.) means a short cease, three dots (à ¢Ã¢â€š ¬Ã‚ ¦) mean longer cease, and the two square brackets are overlapping and interruption. We need to know that powerful participants have several devices, which can be used in order to practice a control over less powerful participants such as, interruption, enforcing explicitness, controlling topic, formulation, and turn taking. (Fairclough, Ch. 5, pp. 112-113, Text 1 in appendix) In text 1 we can see how King practices control and power over Brown, his attorney, and his mother. He controls the topic, and he is in a position that allows him to practice his power through posing intricate and critical questions. King interrupts Brown five times- in (11), (29), (35), (58), and (69) and one time he interrupts Hawkins in (45). King here is not doing all these interruptions just because he wants to. However, he is enforcing explicitness to make Browns meaning clear by asking things like in (3), (4), (5), and (6). Also, he overlaps and interrupts Brown in order to control his statement and to make sure that his answer is truthful and unambiguous because King knows that Brown has amnesia, for example, in (28) and (29). (Fairclough, Ch. 3, p. 38 Text 1 in appendix) Furthermore, King exercises his power even over Browns attorney; in (11) (what did you pleadà ¢Ã¢â€š ¬Ã‚ ¦ explain, quickly, Mark, what he pled guilty to.) It is clear that he has full control over the situation and over everybody involved in the discourse which we notice it in the way the turn taken is managed. King has the authority to select the next speaker. In conversation between unequal participants, turn-taken rights are unequal too. (Fairclough, Ch. 5, p. 112 Text 1 in appendix) Moreover, we can see the way in which King is overtly repeating Browns answers in (4), and (5) (possibly) and in (25) and (27) (its fair) as if he is asking him are you sure? Also, it seems to be that King is evaluating the time that Brown and his mother (Hawkins) went through such as in (3) and (19) (this had to be the worst period of your life), (especially with all this pain youve had in your life). Another point is that Brown and Hawkins are put in the spot in the series of questions of turns (43), (45), (47), (49), (53), (55), (57), (68), (70), (72), and (74). The questions compose a tactically ordered series which makes Brown and his mother hesitate in their answers, which associated with many longer pauses in (44), (46), (48), (56), (58), (71), (73), and (75). (Fairclough, Ch. 3, p. 38 Text 1 in appendix) In addition, we notice that King is using an excessive amount of interrogative sentences. Some of the questions were formed grammatically negative such as in (33) (The sentencing judge, as I understand it, has not lifted a protective order the court imposed on you in connection with Rihanna. That means you cant be with her?), (39) (But you cannot go together?) and (73) (No, well, lets say could you conceive of that down the road?) this type of questions makes Brown look guilty, looser and deserve what had happed to him. (Fairclough, Ch. 3, p. 38 Text 1 in appendix) Now, let us consider some constrains that donate specific linguistic forms. According to Fairclough, text 1 shows three types of constrains in: contents, relations, and subjects. In terms of contents (topic), Brown is accused of beating his fiancà © Rihanna, and he is trying to clear himself in front of King and the rest the world, also his mother insists that Brown has never been an aggressive individual and his attorney trying to explain to King the status of Brown at this moment. We can see how the formality of the situation applies a specific kind of attitudes and particular types of vocabulary. Also, in terms of relation, we can see the social relation between the encounters is very formal; King represents a professional relation to his guest, Nevertheless, Brown is the son of Mrs. Hawkins, so their relation ship is intimate (mother and son). Furthermore, in terms of subject position, King occupies a reporter position who is exercising his authority over Brown, Hawkins, and Geragos, Brown is accuser, and Geragos is an attorney. Notice how King has the right to ask questions, whereas, his guests have only obligation to comply and answer. As well, we can see that these constraints received from the conventions of the discourse type which is being derived from. Consequently, we come to say that power in discourse is to do with powerful participants controlling and constraining the contribution of non-powerful participants, and can indirectly constrain them by selecting the discourse type. (Fairclough, Ch. 3, p. 39 Text 1 in appendix) Now, I shall consider another type of power in discourse. It is the hidden power in mass media. This kind of discourse engages members who are separated in place and time. Actually, mass-media discourse has a very neat nature. Its power relation is usually covert and engages hidden relations of power. The main different thing between face-to-face discourse and media discourse is the one-sidedness. In media discourse, there is a strong separation between producers and interpreters- maybe because media product has the nature of a commodity, between producers and consumers. Medias text is designed for mass audiences, which mean for everybody because it is hard for the writer to specify his audience. Therefore, media discourse has created into it a subject position for an ideal subject. (Fairclough, Ch. 3, p. 41) The journalist in text 2 exercises power over readers in that he has full rights and can therefore, decide what is contained and omitted, how events are appeared, and even the subject positions of their spectators. Look at the interrogative question in (A) (Does Chris Brown have amnesia?); the writer is engaging and positioning his readers in a certain way to answer the question (yes or no). Furthermore, the title is in bold to pull all readers attention to the more important sentence. The use of clear agent in the first sentence (A) makes us focus on Brown himself and his incident. In the second part of the text (B), the writer omitted purposely the name of Browns ex-fiancà © (Rihanna) to avoid dragging the audience attention. Moreover, the use of the negative grammatical form in (B) (No, I dont. Its like, its crazy to me) and in (C) (Im in shock, thats not who I am as a person. And thats not who I pride myself on being), shows the readers that Brown is not guilty, and he is not ha ppy about what he did due to his sickness. We can see how the writer is manipulating his audiences, he is exercising his hidden power by not telling directly that Brown is innocent, but he is covertly trying to convey his message by controlling his audience to make them come to a specific conclusion (Brown is innocent). (Fairclough, Ch. 5, pp. 103-5 Text 2 in appendix) Furthermore, we notice that the representation of Brown is another form of constraint on contents such, representations cumulatively stereotype famous RB singer and more generally the singer of favored public figures, and so constrain the meanings people attach to them. Once we read the article, we dont find that Brown obviously said to be innocent, and needs our sympathy. The process relies totally on an ideal readers ability to deduce that from the list of his answer. Brown expresses his shock of what happed, he cant remember what actually happen, he is concerned for his career, he is trying to rescue his reputation, he is trying to stimulate the readers sympathy and forgiveness, he wants his audience to feel pity for him. Nevertheless, this indicates that what are being constrained are not only contents but also subjects: the process presumes an ideal reader who will certainly make the right deduction from the list, in another meaning to have the right idea about who Brown is. (Fa irclough, Ch. 3, pp. 44-5 Text 2 in appendix) We have to know that not all photographs have the same effect. Journalists usually are clever. They make an ideal choice of a photograph that gives one image of a scene or a person from many likely images. The selection is very significant because different images convey different meanings. In the example (D), we can see our attention is drawn particularly by Browns eyes and facial expression; he is looking in the right side with a broken hart and sad face. Notice the clear function of the caption. It leads us to feel sorry, pity, and sympathy with him. (Fairclough, Ch. 3, p. 45 Text 2 in appendix) Medias texts have a particular way of positioning and directing the reader towards the side that they like. The hidden power of the media text can be the journalist, the editor, or other people whom we dont know, and it is always manipulative and covert. (Fairclough, Ch. 3, pp. 46) Our last text 3 is concerned with social struggle in the discourse. Power in discourse or behind discourse is not enduring and undisputed characteristic of any individual or social grouping. Quite the opposite, those who practice power at a specific instant, have to continually reemphasize their power and authority, and those who dont have power are constantly likely to seek for power. This is a fact, whether at the level of the specific situation, or in terms of a social institution, or in terms of a whole society. According to Fairclough power at all these levels is won, exercised, sustained, and lost during social struggle. (Fairclough, Ch. 2 3, pp. 28, 57) Let us illustrate text (3) which is a good example where a struggle is overt and clear. It is an investigation situation where the interrogator is questioning the pensioner about his involvement in a crime. There are numerous ways in which (P) practices more supremacy over the discourse than anyone might imagine, goes beyond his discoursal rights and does not complete his obligations. Firstly, he challenges (I)s questions three times (turn 2, 4, and 6) rather than answering them immediately. Secondly, in (2 and 6) (P) asks questions that are not related at all to the situation and go beyond it, conversely, (I) is not answering (P), but he is asking him another question in order to keep him in the track. Lastly, it seems that (P) shows no sign of cooperation. He appears to treat the investigator as a peer, and act as if the interrogation is a normal conversation (2, 4, and 6), nevertheless, (I) success in maintaining a lot of control over the situation. While the struggle at the situa tional level is over power in discourse, struggle at the other levels may also be over power behind discourse. (Fairclough, Ch. 3, pp. 57-9 Text 3 in appendix) To sum up, I think this discussion was really useful and productive. At my work, I usually practice my power through the use of language because it can be used as a perfect instrument for practicing a power over others. For example, my pose exercises his power over me and I exercise my power over other employers who are under my authority. Accordingly, as I said at the opening of this essay language can either be empowering or disempowering depending on various reasons. It is wonderful what language can do. Appendix Text 1 Chris Brown appeared on Larry King with his attorney and his mother, Joyce Hawkins, who insists that Brown has never been a violent person. KING: Its Chris Brown exclusive, right now next, on LARRY KING LIVE. Good evening. With us tonight on LARRY KING LIVE are Chris Brown; his mother, Joyce Hawkins; and his attorney, Mark Geragos. Chris entered a guilty plea on June 22nd a deal that allowed him to avoid jail time. He pled guilty to felony assault after a widely publicized incident with his girlfriend, Rihanna. A second felony charge, making criminal threats, was dropped. And Chris was sentenced to five years probation and six months of community labor. We thank you all for coming. How are you doing? BROWN: Im good. Thank you. KING: This had to be the worst period of your life. BROWN: à ¢Ã¢â€š ¬Ã‚ ¦.Possibly, yes. KING: Possibly BROWN: à ¢Ã¢â€š ¬Ã‚ ¦Yes. KING: Are things calm for you now? Are you into it? BROWN: I think its more a relief now that everything is kind of all said and done as far as like what I have to do and emà ¢Ã¢â€š ¬Ã‚ ¦whats going on. I think its no more .. no more media frenzy for them to kind of blow out of proportion anymore. KING: So youre glad its over? BROWN: Yes. KING: What did you plead explain, quickly, Mark, what he pled guilty to. MARK GERAGOS, DEFENSE ATTORNEY: Assault, basically, was what it is à ¢Ã¢â€š ¬Ã‚ ¦ a felony assault charge; sentenced to five years of probation; as you said, 180 days of what Judge Schnegg calls community labor. And he has to undergo a domestic violence program for one year. KING: And five years means youve got to be like perfect GERAGOS: It means he walks the straight and narrow for five years. And as Judge Schnegg said in court yesterday, shesà ¢Ã¢â€š ¬Ã‚ ¦. shes a tough task master, but shes fair. KING: Were taping this a week before it airs, so its airing on this night, but that was yesterday, meaning last Tuesday. GERAGOS: That was. KING: And before we get into the meat of everything, Chris, how have you handled all this, Joyce? JOYCE HAWKINS, CHRIS BROWNS MOTHER: Its probably the most painful time of my entire life. Its been hard, really hard, seeing him going through the pain and everything that hes gone through, dealing with the media and dealing with the situation. Its been really hard. KING: Especially with all the pain youve had in your life. HAWKINS: Yes, along with that. KING: Which well get to later. But the labor-oriented service, what à ¢Ã¢â€š ¬Ã‚ ¦. what does it mean you have to do, Chris? This is back in Virginia, right? BROWN: Yes, back in Virginia. KING: What do you have to do? BROWN: I think they want me to do anythingà ¢Ã¢â€š ¬Ã‚ ¦. anything from picking up trash on the side of the street, washing cars, graffiti removal, I mean anyà ¢Ã¢â€š ¬Ã‚ ¦.anything. But its the law, so Im willing to do whatever they want me to do. KING: Is it fair? BROWN: To me, possibly everything comes à ¢Ã¢â€š ¬Ã‚ ¦. everything comes with consequences. So I feel like definitely it is. And I have no misjudgment on what the judge has has has given me. So Im willing to do anything they ask. KING: So you feel its à ¢Ã¢â€š ¬Ã‚ ¦ its fair? BROWN: Yes. KING: Yes. The judge was very specific. She wanted labor involved in the punishment. BROWN: Yes. KING: What did that mean to you when she said that, hard work? BROWN: Hard work, yes, definitely. And Im a very hard worker, so that à ¢Ã¢â€š ¬Ã‚ ¦ thats kind of .. I wouldnt say second nature, but its definitely something that Im willing to to do. As far as the actual what I have to do, I felt personally that, as far as not saying as as a celebrity, because I dont exclude myself and try to become like, oh, Im a celebrity so I shouldnt be punished. But I feel like with with what Im capable of doing as far as influencing people, influencing kids, the youth, I can do a lot more to help the community other than picking up trash. But I dont Im not saying picking up trash is something wrong. Im willing to do it. But Im just saying, I know I can do a lot more, which I intend to do, aside from our community service. KING: The sentencing judge, as I understand it, has not lifted a protective order the court imposed on you in connection with Rihanna. That means you cant be with her? BROWN: No, I cant. I cant communicate. Nothing. KING: Do you think thats fair? BROWN: Its kind of hard, definitely, because being her being my friend for so long and us being being that close of a friend, its kind of like, wow, like, not being able to see or talk to that person is kind of kind of difficult. And but its its also hard because were both in the same industry. We do we go to the same events. We KING: That you can do, right? BROWN: Yes, I can go to the same event. We havent (INAUDIBLE) KING: But you cannot go together? BROWN: Not not at all. We have to be like 10 yards away from each other, but I just feel like its harder, because were always in the same vicinity, and it leaves more because we have the protection order, it leaves more room for error. It leaves more room for people to start rumors and start start more stuff, like, oh, theyre together. Theyre not supposed to be together. And and it just kind of leaves more room for for problems. KING: You have to be real careful, right, Mark? GERAGOS: Yes, more than careful. I mean there was an incident a supposed incident in New York where the two of them unbeknownst to each other because they dont talk to each other are rumored to be at the same hotel. So before before we even verify it, I just tell him, move. So, you know, its almost Ive kiddingly joked, we almost have to put GPS chips into the two of them to figure out where the other one is at all times. KING: How well do you know Rihanna, Joyce? HAWKINS: Ive known Rihanna for four or five years. And KING: Do you like her? HAWKINS: erà ¢Ã¢â€š ¬Ã‚ ¦I like her, yes. KING: When the incident happened, how did it hit you? HAWKINS: Like I said, emà ¢Ã¢â€š ¬Ã‚ ¦I was devastated. I was really upset about the situation and really felt reallyà ¢Ã¢â€š ¬Ã‚ ¦erà ¢Ã¢â€š ¬Ã‚ ¦em.. bad about this whole situation really KING: Were you shocked? HAWKINS: Very shocked. Very shocked. KING: Well get into all of it. During the sentencing, the judge said she was not immune from the chatter on the airwaves about meetings between you and Rihanna. BROWN: Yes. KING: Now, obviously, it upset her, right? BROWN: Yes. KING: Do you understand that part? BROWN: Yes, I understand that totally. Of course, like, the media, like Im not saying this media but the media, as far as like the the the immature media, you know KING: Immature media? BROWN: The immature media. I feel like its high school sometimes, how people just pride theirself on personal business. But like I feel like they they spun a lot of the stuff out of control, as far as with with the judge, with a lot of things, because everybody reads the newspapers. Everybody reads the blogs. Everybody reads stuff like thatà ¢Ã¢â€š ¬Ã‚ ¦.erà ¢Ã¢â€š ¬Ã‚ ¦emà ¢Ã¢â€š ¬Ã‚ ¦So its easily influenced when theres something thats already stated like it happened. KING: But what happened happened. BROWN: Yes. KING: And you were involved in what happened BROWN: Yes. KING: So you have to accept the consequences. BROWN: Definitely. GERAGOS: You know, the difference in this case and Ive been through a number of cases where there was media attention the difference in this case is the aftermath of the incident, where there was repeatedly just false stuff that would be printed. And major newspapers would put out things theyre they spent the weekend together here or they spent the weekend together there, which was just false. They werent even at one point, they said the two of them had spent the night together in one location. She wasnt even in the country. KING: Simply put, when was the last time you had contact with her? BROWN: Its been a couple months, because I think thats when the actual stay away order was in effect. à ¢Ã¢â€š ¬Ã‚ ¦ erà ¢Ã¢â€š ¬Ã‚ ¦So from there, we havent had contact at all. KING: Do you love her? BROWN: Definitely. KING: In love with her? BROWN: erà ¢Ã¢â€š ¬Ã‚ ¦em..Definitely. KING: Would you spend a lifetime with her? BROWN: Would I spend a lifetime well, erà ¢Ã¢â€š ¬Ã‚ ¦ I mean, emà ¢Ã¢â€š ¬Ã‚ ¦Im 20, so KING: No, well, lets say could you conceive of that down the road? BROWN: em.. I yes. KING: Well be right back with Chris Brown, Joyce Hawkins and Mark Geragos. Dont go away. Text 2 Media Text Does Chris Brown have amnesia? That sure looks like it when the RB singer spoke for the first time in public about the incident that rocked the entertainment world a few months ago When asked whether he remembers beating up his ex-girlfriend, Brown replies: No, I dont. Its like, its crazy to me. Im like, wow. Brown adds, When I look at the police reports or I hear about the police reports, I dont know what to think. I just dont know what to think. Its just like, wow. I just look at it like, wow, Im in shock, cause first of all, thats not who I am as a person. And thats not who I pride myself on being. (D) Text (3) Transcript from the series Criminal Minds was shown on Friday 1st January 2010, at 21:30, on MBC Action. It was an investigation between a prisoner and investigator: The investigator is showing some pictures for several dead girls. (I): Investigator: Why did you kill these girls? (P): Prisoner: Would you like to see a trick? (I): Investigator: How many girls did you kill? (P): Prisoner: pick a card. (I): Investigator: Where did you bury them? (P): Prisoner: Do you ever smile? It is hard to trust a person who does not smile.

Home Schooling Essay -- essays research papers

Some 20 years ago only a mere 50,000 children were home schooled, and that was mainly by hippie parents who wanted to protect their children from what they called â€Å"the system.† Now it is estimated that nearly 1.5 to 2 million children are now schooled at home each year, dissatisfaction with the American public school system being the number one reason (Crary). Since most home schooling families can’t afford it, they choose not to send their kids to a good private school. In the next few paragraphs, I will speak of the pros and cons of home schooling children and the fundamentals of home schooling. Here’s a fact, the 2000 champion of the Scripps Howard National Spelling Bee is a home-schooled student and 27 of the 248 spelling bee contestants were also home schooled (Zitterkopf). Lisa Kander believes that home schoolings flexibility with learning and not being on a set time table like public schools is what attributed to the success of her children being able to read, write, and do mathematics far above their grade levels. Sabrina Matteson say’s that she can get work accomplished in 3 hours what it would take in a public school 6 hours because there are no recesses, standing in lines, or slow children. I found that most children who are home schooled have accomplished playing at least 1 musical instrument because of the time saved in the day. On standardized national tests and achievement, it was found that home schooled children scored better than 70-80% of public schooled ...

Whos Afraid of Virginia Woolf :: Whos Afraid Virginia Woolf Essays

Who's Afraid of Virginia Woolf For this book talk, I read an Edward Albee's play, "Who's Afraid of Virginia Woolf." I saw the movie version of this book, which I found excellent, so it inspired me to read the book. The book begins when George, who is an associate professor of a New England college, and Martha, who is the daughter of the college professor comes home after a faculty party. Although it is well after midnight and they are heavily drunk, Martha invites another couple, Nick who is a new and young professor in the college, and his wife Honey. The two couples continue drinking at the living room of George and Martha's house, and Martha starts complaining about George. She reveals George's failure to advance in the college even if he has an advantage as the son-in-law of the president. George tries to revenge by telling Martha's weaknesses to the guests, and the fight becomes impossible to stop making the new couple who tries to stay detached also become caught up in it. As the fight goes on and they become more drunk, Martha comes to mention about George and she's imaginary son, who has been a secret between them and a forbidden topic to tell others. Nick also tells their painful secret that he married Honey because she thought she was pregnant but that it turned out to be false. When everyone is tired and humiliated as a result, George, who was very angry about Martha's mentioning his son to the guests, he decides to tell something that will change their lives forever as a final revenge, and then the party comes to an end. The main theme of the book is the sadness and difficulties of the adult life. In the story, George and Martha cannot have a child because either of them is impotent, so they had to make up an imaginary son. Here's a quotation about their son form Martha. QUOTATION(p219) Martha's this description about him shows how much they cared for him and wanted the real one. Furthermore, they constantly fight with each other for trivial subjects even though they really want to communicate more seriously and understand deeper. The difference between their view of life also worsens their marriage because Martha always expects George to be more ambitious while George does not

Comparing Malcolm X and Martin Luther King Essay -- essays research pa

Comparing Malcolm X and Martin Luther King During the twentieth century Black people faced a huge amount of discrimination from the whites and found it very difficult to achieve civil rights. They were at one stage deprived of voting, being entitled the same things as blacks and going to a white school. In order for blacks to achieve civil rights they really needed someone to follow, they needed a leader. Many black leaders did emerge for the fight for civil rights, such as, Malcolm X, James Baldwin, Martin Luther King, Marcus Garvey, some had some ways of thinking some had others. Two of the most powerful and influential leaders of the twentieth century were Malcolm X and Martin Luther King. These two leaders had different approaches, and different views towards white people, perhaps their different approaches of violence and non-violence stem from their original opinions of how capable the whites are of being "good", but fought for the same thing. Freedom. These great leaders came from vastly different backgrounds which is shown in their thinking on life, especially early on. Martin was a Christian from the rural south, whilst Malcolm had become a Muslim from the urban north. King called for love of your neighbor, integration and nonviolence, which was part of his American Dream. Malcolm X called for self-love, separation, and "by any means necessary", which was part of his Black Nationalism. Throughout their lives their views were constantly changing, largely affected by each other, but also by the many events in their lives. Malcolm X forced King to become more radical and to look into the problems of the urban north. King made X become more politically active and work much more with the Civil Rights Movement. Although many have often said that they were "like oil and water", these two men, however different they may have seemed to be, had the same goal. They wanted to end exploitation, discrimination and racism. Also, for both, reli gion was primary in defining their lives and ideals. There are two distinct phases in their political lives. For King, the change in his outlook came when he looked at the social problems of the urban slums, and the extent of racism of his previous allies. This turning point came with the riots in Watts, Los Angeles. For Malcolm X, the major change came when he broke from the Nation of Islam and went on his trip to Mec... ...ithin the white communities. This is important because it shows that it is possible for whites and blacks to work together for a single cause. It leaves hope that maybe one day, all traces of racism can disappear and leave behind a united society in which everyone can work together for the good of the country. So overall Martin Luther King was much more educated then Malcolm X. He had seen life the easy way compared to Malcolm. Martin Luther King hadn’t been through what Malcolm had been through, while Malcolm x was busy being a criminal, Martin Luther King was busy doing his Ph.D. Malcolm X spent about ten years of his life in jail, which in that time he learned to hate the white man, his belief towards whites was they were ‘blue-eyed devils’. I think towards the end King became more radical because he became more critical of the government, mainly because King had seen laws being passed and civil rights being achieved politically but still socially he felt that black people hadn’t achieved civil rights. The case for Malcolm X is not however the same, while his journey to Mecca Malcolm finds out there are white Muslims, therefor discover that not all white people are devils.

Little Miss Sunshine Film Review Essay

Little Miss Sunshine is a film about how families are always there for each other no matter how dysfunctional their family may be. Released in July of 2006, the film is directed by a husband and wife team, Jonathan Dayton and Vanessa Faris. The directors do a terrific job of keeping their audience engaged and amused throughout the film. The main character of the movie is a young seven year old girl named Olive Hoover, played by Abigail Breslin. Olive has always had a dream of being in a beauty pageant. One day her dream came true, when she was accepted into a beauty pageant in California. Due to certain situations in the family, all family members are forced to indulge on this journey to California with Olive. Having completely different personalities, each family member creates comical conflicts between characters. From this story of family bonds, viewers will realize as long as you strive for something you truly love, your family will be behind you whether you win or lose. The fami ly of Olive has many different quirks, from drug attics to suicidal members, nothing seemed right in Olive’s mind. Richard and Sheryl are the parents of Olive. Putting together s nine step plan to success, Richard thinks he is a brilliant. His family members and others around him consider him a complete loser. Frank, Sheryl’s brother is going through depression and suicidal thoughts due to a recent break up with his former boyfriend. Being forced to live with a family member who can watch over him, Frank has to stay in Paul’s room, Olive’s brother. Paul decided that being a jet pilot for the Nietzsche is the only thing he wants in life, everything else is absolutely stupid. For over a year he hasn’t spoken one word, using pen and paper to communicate with the outside world. This dysfunctional family would begin embarking on a cross country adventure that will change their lives forever. In Little Miss Sunshine, the film helps render the themes of family bonding in a dysfunctional way. Techniques in any movie are very important for a director to produce. One technique in this film is instead of using multiple themes in the film, the dominate theme is family. In many other films, viewers are introduced not only to the main characters, but also introduced to numerous side characters. Dayton and Faris do a very good job on only giving the main characters screen time, and no other side characters. This makes the viewer truly understand how the Hoovers work and bond together since there are no outside character. The whole dynamic of the film with the color, light, language and so forth gives the film a special painting in the viewer’s head. The lighting in the film is more granny than clear, giving off a sort of odd sense while watching the movie. Who would have thought pageants could be created into such a big deal for young girls. For Olive it was. All she could think about was standing on stage receiving that beautiful crown in front of a crowd of people. From the very beginning of the movie, the first scene is of Olive watching Miss America win in the U.S. pageant and being in awe of how she reacts. Her Grandpa, Edwin is the one person in her remote family she really looks up to and knows she can always ask him anything. He has been teaching her a solo performance for the pageant in California. Unlike most mature and wise grandparents, Edwin is a very perverted druggy, causing a bit of concern to Olive’s mother and father, since he, rather than a sensible adult, was the one coming up with a solo performance for Olive. Symbols in a movie are always very important because they are the effects that catch the viewer’s eyes. One example of a symbol in Little Miss Sunshine is the forty year old yellow volks wagon the family uses on their journey to California. However, the van definitely is a perfect match for the Hoover family. It matches how the family stands out because of their strangeness. The van also brings the family together. For instance, when one family member tries to start the van he has trouble, but once the whole family works together to start the van they have no trouble. The restaurant menu is also another symbol. On the road the family stops at a restaurant to grab a quick bite. Creating a big controversy when Olive states she wants to order ice cream with her pancakes, the family says how she should not have all that food since she is going into a pageant. The menu symbolizes America’s obsession with diets and weight. The final scene of the movie shows how families are willing to do anything while standing behind a family member. Olive’s performance turned into a very provocative dance. Instead of her dad going on stage to remove Olive from the pageant, he begins to dance with her. Then the rest of the family joins them on stage. Even though Olive lost the competition and was never allowed to come back to any pageant in the state of California, she didn’t care. She had a blast performing in her first pageant and she knew her family was proud of her. In the end, Olive was the one who brought her family together. She taught them that it doesn’t matter if you win or lose, the way you look or act, family is all you need. Little Miss Sunshine depicts numerous conclusions. Stand behind your family no matter how ridiculous they may seem. Who cares about what others think about you. Maybe you don’t have the skills someone else has or the looks but as long as you try you know you are a winner in your own heart no matter the outcome. Sometimes there really is sunshine on a cloudy day. Works Cited ~ â€Å"Little Miss Sunshine.† www.commonsensemedia.org/movie-reviews/little-miss-sunshine. Rich Barton, 18 Dec. 2006. Web. 2 Oct. 2012. ~ â€Å"Little Miss Sunshine.† http://www.imdb.com/title/tt0449059/. IMDB, 2006. Web. ~ â€Å"Random House Webst’s College Dictionary†; Random House New York; 1999

Nature or Nurture Controversy

Developmental psychologists tell us that outgrowth is caused by two actu in tout ensembley extensive intermingling detailors heredity or spirit, and environs or nurture. Often determining the p atomic number 18ntage word of mouth between these two factors, which nowadays or indirectly yields our biological and mental constitution, is not an easy task.Nature speaks of the contagious disease of traits from p atomic number 18nts to offspring through with(predicate) the genes which is universally cognise as heredity. This biological transmission of traits from single generation to another plays an important section in the determination of traits that argon con rampred valet and non world being. The biological structures, people acquire, at the akin time, make peoples mien possible. It is also these biological structures that limit human appearance (Hurlock, 1964).On the other hand, environs embraces all the influences that affect or formulate man. The other proces s of development that occurs through the medium of the surround is called cultivation.There ar more social or behavior scientists today who stand on the grade that they adhere strictly neither to the spirit nor to the nurture side. They atomic number 18 persuaded or hunt to lean on an integrated or multi-dimensional approach. However, there hold up been specific beas in the study of human behavior that argon being challenged on a never-ending basis, and this includes subjects that aid to either the heredity or environment positions (Morris & Maisto, 1999). This short study attempts to ply severalizes to the scientific inquiry that nurture influences archeozoic human development. It seeks to look into explicit observations already made, i.e., studies done that investigated the issue of nature and nurture. countersignIn general, it can be argued that all behavior reflects the influence of both nature and nurture. All organisms acquire or inherit a range of structures that set the put for certain behaviors. Yet environmental influence such as provisions and learning also help decide whether or not genetically possible behaviors leave be displayed. The genius of such inventive writers as C.S. Lewis or Stephen King may never appear should they have been reared in less fortunate circumstances without the favor or opportunity of even musical composition and reading. encourage especially during the primal stages in the life span influences some of the arenas of human existence. The best illustration to this is in the eyeshot of light. M both studies have been conducted to emphasize the component part of environment and this is illustrated in the areas of research where scientists correct to manipulate the initial milieu near which numerous young pincerren are in jeopardy of developing poor understanding go. These researches actually put stress or accentuate the preventive aspect or else of addressing the interventions that may be applied subsequent on.A lot of families from below the exiguity line reasonably, are not able to afford their nestlingren a cognitively motive atmosphere. For this reason, majority of these children are even judge to arrange below their capacity. It is arguably to the side of nurture in instances that intellectual functioning is compromised when the environment component is not maximized. indeed the reason that some of the g overnments popular programs to address the problem are in place.They include such run as Head Start, which are corroborate effective strategies in developing the childs intellectual capability (Ramey, 1989 in Halonen and Santrock, 1996, p. 280). Despite some of the controversies that surround the qualification of the No Child Left loafer Act spearheaded by President George W. Bush, the principle following this public policy is the fact that children coming from inner cities and minority groups bequeath be provided ample opportunities for cognitive developme nt via government funding.Schools that do not perform at par with productive ones entrust be evaluated and funding consequently is affected. This raises up the standard of the schools especially their teachers. Whether this is fail-safe or not, is not the question here. However, this is a authorise illustration that without any environmental intervention, children go away to themselves may not develop competency or achieve their potential.Another evidence that point to the effect of environment on human development especially during the proterozoic years is based on observations or studies on parental abuse of children. agree to research, the growth and development of a child is modified incessantly by the influences in the environment. The fact that maltreatment by parents over their children account for the vast differences of performance of school age children and many of the resulting disorders or maladjustment problems that are frequent problems encountered by educators, substantiates the claims of nurture or environmental influence (www.ipce.info/library_3/files/glaser/glaser_2.htm).Early puerility environment impacts the childs cognitive ability is also shown in a study on the set up of nutrition in infancy and later cognition. Nutrients as provided by formula or any other supplement affect straits development epoch-makingly. The study supports the system that optimal nutrition in infancy has significant consequences for cognitive development (Lucas, 1998).ConclusionNurture is perhaps the strongest alibi any soul attributes to whenever things turn out not as good as they want them to be. We often make justifications why we tend to be mediocre because my parents did not try their rattling best to train me and provide for all that I need, is our typical rejoinder. To what extent is this received, and where does the line end when it comes to personal responsibility, genetic predispositions, or the responsibility and accountability of people who utilize immense influence on us?The argument postulated in this paper is not so frequently as draught the line in as much as it has evidently proven the immense impact of nurture on character and/or human development in general. This paper pointed out exactly, that many of individualistic decisions and government policies are responses to the effects of environment to early human development, thus proving the hypothesis correct.Parental abuse and neglect have been issues in learning because these are factors that are vital to the childs boilersuit performance and normal functioning as they operate as kids and later as adults in the real world. This is also true with nutritional status of children in their ontogenesis years. Several studies have proven the effects of these factors that they are consciously observed among the educate parents as much as possible, many actively pursue in avoiding the drastic effects of either deficiency. Indeed, the environmental changes that are constantly influencing children in their early stages are established in the scientific disciplines this scorn the many arguments to the contrary.Reference1. Environmental influences on brain development. Accessed August 11, 2007.2. Hilgard, ER, RR Atkinson, and RC Atkinson, 1983. Introduction to Psychology. seventh ed., hot York Harcourt Brace Jovanich, Inc.3. Hurlock, E.B, 1964. Child development. New York McGraw-Hill Book Company, Inc.4. Lucas, A., 1998. Randomised trial of early diet in preterm babies and later intelligence quotient. British health check Journal, British Medical group. Accessed August 12, 20075. Morris, Charles G. & Albert Maisto, 1999. Understanding Psychology. 4th ed. scholar Hall, Inc. P. 73.6. Ramey as cited from Halonen, Jane S., and John Santrock. Psychology Contexts of behavior. 1996. browned & Benchmark, USA, p. 280.