Wednesday, January 29, 2020
Foreign Policy Toward Iraqi Refugees Essay Example for Free
Foreign Policy Toward Iraqi Refugees Essay In 2003, the US war in Iraq finally toppled Saddam Hussein’s dictatorial regime and freed the Iraqi people from the bondage of tyranny. However, the re-establishment of democratic processes and the road to achieving peace have led to perdition, as Islamist fundamentalism prevailed during the cultural-religious bestowal even at the time prior to Saddam’s reign of power. The victory of democracy in the installation of a new Iraqi government instilled the shadow of political unrest and extreme economic recession, in which the fall of Baghdad may have been buried in a deep grave. At present, the violence in Iraq is showing no sign of slowing down and majority of the Iraqi people continue to suffer tremendously as documented on this account : the UN estimates that 2. 6 million Iraqis have fled since 2003 ranging from 40,000 to 50,000 Iraqis leaves their homes every month; two million flees to nearby countries and about 1. 8 million of the civilian populace seek refuge in safer areas within Iraq, in which Syria and Jordan are among the countries directly helping the refugees for the past three years, and some have fled to Egypt, Lebanon, Yemen, Iran and Turkey. Meanwhile, almost daily the media reports on the desolation of Iraqi. The Refugee International has accounted for series and continuing street crimes, the prevalence of business closures, human trafficking, and kidnap-for-ransom cases. In addition, the media said that the documentation of casualties and victims of similar crimes has to be reconciled with at large proportion due inability to locate substantial witnesses and the family of the victims. Goal Positioning The goal of this paper generally seeks to discuss and examine the continuing struggle for survival in Iraq. The product of examination shall be presented through a course of study pertaining to foreign policy toward Iraqi refugees. In particular, a holistic approach will be undertaken, to: (1) identify the extent and magnitude of mass evacuation of refugees, and (2) examine the availability of foreign policies that concern Iraqi refugees. In addition, the objective of the study is to address the long debatable issue on host country refugee adoption and to answer the question â€Å"why and how Iraqi refugees could be hosted by countries like the United States of America but neither by other European countries or in Asia? †This question plainly posits the feasible means of a foreign policy that could be adopted [if there once that exists,] in which this compendium could ventilate the avenues of legislation and to the meanest effort of influencing the public interest for policy initiatives. Background of Study The background of the study focuses on the sub-human conditions of the Iraqi people and their desire to flee from their homeland in exile as refugees. The background [based on the plight of the Iraqi refugees] will also discuss derivatives of study on foreign policies that evolve the goals of this paper. The additional consideration on the need for enabling a foreign policy for Iraqi refugees could indicate and can be comparatively analyzed with the proportion of violence that links the overall unaccounted number of Iraqi casualties. Thus, the initial indicator is based on the documented report that follows: (1) US military killed in Iraq is estimated at 3,973; (2) number of US troops wounded in combat since the war began is 29,203; (3) Iraqi Security Force deaths is 7,924; (4) Iraqi civilians killed is estimated at a range from 81,632 to 1,120,000; (5) internally displaced refugees in Iraq is estimated at 3. 4 million. On the other hand, as part of the documented report , the cost of war has accounted to; $526 billion to date, with a cost per day of $275 million and being estimated at a long- term bill of $3 trillion. In addition, Iraqi unemployment has grown from 25 to 40 percent. Literature Review A brief review of similar literatures will be discussed in this section in order to: (1) present the collection of initiatives and collaboration of international entities and governments for refugees, and (2) link the relevance to the process of this paper. Canada was tasked to assume the role of â€Å"gavel-holder†of the newly established Refugee Working Group (RWG) in January of 1992 as part of the design of the general Middle East peace process (MEPP) that created the Expert and Advisory Services Fund (EASF) as a Canadian involvement to the Middle East Multilateral Peace Process . The EASF is administered by Canadian International Development Research Centre (IDRC) with funding from the Canadian International Development Agency (CIDA) in partnership with the Department of Foreign Affairs and International Trade (DFAIT). The implementation of EASF for the period of March 2002-2008 works within key policy issues on refugees, in which EASF (Phase 3 IDRC) programs embark on the â€Å"compensation to Palestinian refugees as part of a comprehensive solution, challenges of repatriation and absorption, and gauging and engaging public opinion†. In a related finding, the Georgetown University’s School of Foreign Service through its Center for International and Regional Studies (CIRS) located in Qatar and the Institute for the Study of International Migration (ISIM) in Washington jointly conducted a study in 2007 regarding this for . The study showed that Iraqis in Jordan and Syria are beneficiaries of two opposing foreign policies, one is the tradition of Arab brotherhood which comprises a political and moral responsibility in providing refuge while the other is an option of Jordan and Syria not to integrate the Iraqis’ permanency . However, the United Nations High Commissioner for Refugees (UNHCR) considers the Iraqis as â€Å"prima facie refugees†(being registered refugees) who were issued with â€Å"asylum seeker cards†in Jordan and refugee cards in Syria. The UN agencies and NGOs have provided immediate support to lessen the misery. Furthermore, the study team stated that â€Å"the war in Iraq is not limited to Iraq since it has intensely affected the Middle East region . However, according to a statement of a UK-based NGO, many refugees are denied asylum status, being degraded and are even called as â€Å"welfare scroungers†or â€Å"fake refugees†when they come to the UK . It is obvious that the US and UK’s War on Terror is marginalizing refugees still further as numerous legitimate political movements are labeled terrorist . In addition, based on the statement, the UK has curved entire migrant communities as terrorist suspects [in which the anti-terrorism laws have widened the classification of terrorism] encompassed with political activities even on those who are against oppressive regimes overseas . Moreover, the US government has recently released a press statement disclosing that about 12,000 Iraqi refugees will be admitted to US before the end of 2008. According to State Department’s Senior Adviser James Foley, the Deputy Assistant Secretary of State for Consular Affairs’ Tony Edison and the Department of Homeland Security (DHS) Senior Adviser on Iraqi Refugee Issues’ Lori Scialabba, Iraqis were identified as potential candidates for emigration to the United States. After a year of redoubled efforts, all of the organizations involved in the process are working together to build a more effective refugee screening program . The three US officials further stated that the US has poured in $171 million in humanitarian assistance to displaced Iraqis both in and outside the country in 2007. However, the UN has appealed for $123 million in 2007 to $261 million for 2008 . Scope and Limitation The scope of work will be composed of a 2-prong method which are: (1) on-field and out- field research; within the scope of finding available and adequate materials as derivatives in the conduct of evaluation and the actual field validation of data and (2) study review in areas of fitting in the study parameters in view of legislative policy agenda for refugees in order to re-examine the gaps and further conduct of study. Considerably, the aspect of out-filed research may be limited only to accessing the available data sources, such as on-site interviews to various individuals or personalities and gathering of other data materials that are readily available. Perspectives It has been a glaring and presently debatable issue that Iraqi refugees pose a challenge to global governments and communities of progressive people. The parameters of the study believe that Iraq has not yet overcome the war. While it is true that Iraq was once a captive of political and religious dogmas, the country must still be retained to its sovereign people. The Iraqi refugees is a shame to the least part of developed and even underdeveloped world from Africa to Asian continents because in that part of Middle East lies a bleeding country characterized by the plagues of war. It is in this regard, the study envisions a perspective that would create and supplant the bondage and stigma of war from the life of the Iraqi people. The study also aims to map out the road to recovery, and through that, a foreign policy for Iraqi refugees may guide the ascendancy of moral values and responsibility in order to achieve peace in Middle East and the rest of the world. Conclusion It is clear the Iraqi people continue to walk on the road to perdition due to their long struggle of tyranny. It could be described that the misery after the fall of Baghdad has a continuum in despicable plight. The global partnership in restoring and retaining the democratic processes in Iraq may be a long process and difficult due to the intensely adverse cultural-religious entanglement. Nevertheless, it is necessary to first restore the people’s lives, specifically women, and children. Once this is achieved, it will be no longer hard to once again see the flourishing city of Baghdad where people co-exist in abundant life amidst the barren lands. Bibliography America. Gov, â€Å"United States to Welcome 12,000 More Iraqi Refugees in 2008†(February 06, 2008) [http://www. america. gov/st/peacesec- english/2008/February/20080206160027idybeekcm0. 824032. html] Erik Leaver and Jenny Shin, â€Å"The Iraq Quagmire†, Foreign Policy in Focus, Institute of Foreign Policy, Washington DC 20036. (March 4, 2008). [http://www. fpif. org/fpiftxt/5036] International Development Research Centre (IDRC), â€Å"Middle East Expert and Advisory Services Fund†, Department of Foreign Affairs and International Trade Canada (2008). [ http://www. idrc. ca/uploads/user-S/12060300201Microsoft_Word_- _EASF_Program_Profile__3__final. pdf] Kristele Younes, â€Å"The Iraqi Refugee Crisis†, Foreign Policy in Focus, Institute of Foreign Policy, Washington DC 20036 (March 14, 07). [http://www. fpif. org/fpiftxt/4059] Patricia Weiss Fagen, Iraqi Refugees: â€Å"Seeking Stability in Syria and Jordan†, Georgetown University Institute for the Study of International Migration (2007). [http://www12. georgetown. edu/sfs/isim/Publications/PatPubs/Iraqi%20Refugees. pdf] The Refugee Project, 44 Ainger Road, London, NW3 3AT (2008). [http://www. therefugeeproject. org/]
Tuesday, January 21, 2020
New beetle Essay -- essays research papers
Case9 : New Beetle EXTERNAL ANALYSIS 1.     Market definition New beetle is competing in the small size car industry in the US market. 2.     Market size In US market, the total of small car sales in 2,217,813 units, which is equivalent to 32 million dollar. Market size in dollar term = 2,217,813 * ($11,035 to $18,000) = $ 32 million In 1998, New beetle sales is 137,885 units, which is 6 percent of the market. Market share in 1998 = 137,885 = 6 percent.                2,217,813 3.     Market growth The industry is considered to be in the position between the growth and maturity stage. Considering the innovation and continuous car developments are still taking place, there are still good signs for the growing factors. Moreover, the industry is less attractive to enter at the moment because of the already established industry. The car manufacturer is approaching the maturity stage of the industrial life cycle. However, based on the small car sales in 1996 (2,322,021 units) and 1997 (2,217,812 units), the market is declining by 4 percent. Market growth = 2,217,812 - 2,322,021 = - 4 percent                2,322,021 4.     Key Trends †¢Ã‚     Socio-cultural: American consumers have ever-changing demands attitude and there is a trend of aging population. The baby boomers customer has a change preferences as they are changing preferences to larger cars-sedans, SUVs and pick-ups. †¢Ã‚     Economic: During the 1970s, the appreciation of the Deutsche Mark against the dollar threatened to price VW’s cars – most of which were low or mid range models – out of the market. The 1982 recession, drop in oil prices, and the declining popularity of hatchbacks contributed to the declining sales. †¢Ã‚     Technology: In this industry, it is important to always keep up with technology in order to satisfy customer’s demands. Volkswagen offered the benefits of German engineered cars, which are perceived as high quality cars. For instance, with the New Beetle, VW is keeping themselves up to date with today’s car industry standards. †¢Ã‚     Po... ...ncrease Revenue     5     4     3 Maintain the affordability concept     2     5     2 Increase number of customers     4     4     5 TOTAL     15     14     12 The strategy selected for New Beetle is to focus on the Baby Boomers market. 8.     SELECTED STRATEGY AND JUSTIFICATION New Beetle is a differentiated product that should target a focus segment that is the Baby Boomers. In terms of promotion, the advertisements would be mainly using the print media with high level of frequency to achieve the ads effectiveness. Since the main target market is Baby Boomers, Volkswagen can charge premium pricing in order to increase the revenue. The other competitors in the small car market may try to seduce the potential to buy their products instead, due to the lower price offered, dealers’ special deals and possibility of design duplication by the competitors.
Monday, January 13, 2020
Contribute To Children And Young People Essay
1.1 Outline the health and safety policies and procedures of the work setting 1.2 Identify the lines of responsibility and reporting for health and safety in the work setting SUPERVISION OF PUPILS – The safety of pupils in the classrooms is the responsibility of the Class Teacher. Class Teachers are expected to exercise effective supervision of the pupils and to know the emergency procedures in respect of fire, bomb scare and first aid, and to carry them out; to give clear instructions and warning as often as is necessary. Children should never be left unsupervised. Suitable supervision will also be carried out when Children are leaving the school premises at the end of the day, during break times and Mid-day break. ELECTRICAL EQUIPMENT All electrical equipment will receive a regular inspection by a suitably trained member of staff. STORAGE OF CLEANING MATERIALS Authorised chemicals and other cleaning materials must be kept under lock at all times FURNITURE Furniture that is not in good condition should be reported to the Headteacher and removed from use if considered unsafe. LIFTING AND MANUAL HANDLING Injuries can be caused by incorrect lifting and handling of objects, (which need not be large or heavy). Therefore any operation where lifting or handling is involved should be avoided where possible. WORKING AT HEIGHT All staff are asked not to carry out work at height unless it is agreed by their line manager that it is necessary. The site manager will keep a checklist of regular inspections of any steps, ladders and stepladders. No displays are to be higher than 3.5 m in the school hall. CONTRACTORS The Site Manager will liaise with and manage all contractors coming onto the site. All contractors RISK ASSESSMENT An annual risk assessment will be carried out by the Finance and Staffing Committee who will inform the Headteacher of their findings. All potential hazards should be reported to the Headteacher immediately. STRESS Stress is acknowledged by the school as a potential cause of staff illness and all efforts are made to reduce it. NEW AND EXPECTANT MOTHERS The school recognise the fact that new and expectant mothers (NEMs) are at an increased risk of a) injury to themselves and their unborn child b) injury to others who may be affected by their actions. To ensure the safety of the NEM a risk assessment will be carried out by a competent person and the implementation of controls to eliminate or reduce risk will be put in place. C.O.S.H.H. The Caretaker will maintain a C.O.S.H.H. record for the school. All hazardous substances are under lock in the caretaker’s cupboard. ASBESTOS The School’s asbestos survey is kept in the Admin Office and is available for inspection by contractors working on the site who are also required to sign a book confirming that they have seen the survey. ACCIDENTS TO STAFF AND PUPILS All accidents will be recorded in the appropriate accident book (see Reporting Procedures). Parents/Carers should be contacted by phone for any child who has suffered a bump to the head they will then either be sent home or will remain in school under close supervision. Should parents/carers be unavailable the child will be given an advice slip to take home with him/her at the end of the day. FIRST AID * First Aid will be administered but only as far as knowledge and skill permit. * All teaching and support staff have either undergone the required basic First Aid training or have agreed to participate in future training offered by the school. ILLNESS If a child is taken ill in school, the parent/carer will be informed as soon as possible and the child will be cared for in school until such time as the parent can arrange to take the child home. FIRE DRILL During any Fire Drill or evacuation due to the sounding of the Fire Alarms all staff must ensure that visually or hearing impaired children or adults are located immediately and led to safety. 1. The Headteacher, Assistant Head, School Secretary or Caretaker will set off the alarm, (in the case of a real fire person finding the fire would set off the nearest alarm). 2. Each class will evacuate the building as quickly and quietly as possible and children will assemble on playground. If during registration time teachers should take their class register with them, if it is outside registration time the School Secretary will bring the registers and signing-in book to the playground, pupils will then be checked off. 3. The Headteacher or Assistant Head will check with Class Teachers that all are accounted for. FIRE EXTINGUISHERS are located at the following points: – Sterile entrance area by Secretary’s Office door; water extinguisher (red) and Carbon Dioxide (red) – Staff room by Fire Exit; powder extinguisher (red) and fire Bomb Scare The person made aware of the scare will raise the alarm by setting off the nearest fire alarm and evacuation would occur in the same way as it would for a fire. Gas Leak In the event of a Gas Leak there must be a Verbal Evacuation starting with the nearest class in session. DO NOT TURN ON OR OFF ANY SWITCHES AND DO NOT OPERATE FIRE ALARM. Proceed as for a Bomb Scare. AREAS OF RESPONSIBILITY Headteacher: The Headteacher is responsible and accountable to the Governors for implementing this school policy and for all matters relating to health, safety and welfare within the establishment. In particular this will include: – being the focal point for day-to-day references on safety and giving advice or indicating sources of advice; – Co-ordinating the implementation of safety procedures; – ensuring that regular health and safety inspections of the school are undertaken and that working practices are checked; – ensuring that adequate assessment of significant risks from hazards in educational activities is made and appropriate measures are in place for such safe practice; – reporting to the Chairman of Governors so that arrangements can be made to deal with premises management issues, e.g. repair and maintenance of buildings, selection and control of contractors and the development and implementation of emergency procedures; – maintaining contact with outside agencies able to offer expert advice; – ensuring that accidents and hazards are recorded, reported as appropriate and that remedial action is taken, when necessary; – reviewing, at least annually, the procedures and systems of work in place; – identifying and fulfilling training needs. In the event of the Headteacher and Assistant Head being off-site or unable to fulfil their responsibilities due to injury, the next most senior member of staff will assume these responsibilities. VISITS Visits out of school are organised by staff who are fully informed of any physical ailments of the children in their care. Pabulum Supply the catering facilities to the school and operate their own codes of Health and Safety, monitored by their client managers. SAFER RECRUITMENT / SAFEGUARDING CHILDREN The procedures for safer recruitment and safeguarding pupils will follow council guidelines. VISITORS TO THE SCHOOL All visitors to the school must report to the Office and sign the Visitors Log. When they leave they should sign out. ALCOHOL, DRUGS AND SMOKING The abuse of alcohol or drugs is a safety hazard and if there is any suspicion that a member of staff or visitor is under the influence of either, then this must be reported to the Head Teacher who will take the appropriate disciplinary action. Smoking within the school site is prohibited and signs are posted at entrances. VIOLENCE Violence and harassment in both physical and verbal forms will not be tolerated within the school, either between employees or between employees and non employees. EDUCATIONAL VISITS The school recognises that educational visits, away from the safety of the school site, expose school employees, pupils and non employee volunteers to potentially unknown risk. 1.3 Explain what a risk assessment is and how this is managed in the work setting A risk assessment is a document employees must create to evaluate the risks regarding health and safety and use it to help improve the protection in the workplace. Employers must identify hazards and assess the associated risk. When a risk assessment is required in my work setting. The person(s) in charge of the activity will create the document and then have it approved by the heard teacher and health and safety officer. The document Is then uploaded to the school network for other member of staff to modify if they require a similar risk assessment. However all risk assessments must be authorised but the head teacher and must also be re-assessed yearly. 2.1 Explain why a safe but challenging environment is important for children and young people It is important for children and young people to have a safe but challenging environment so they are able to develop their skills and not become afraid of trying new things. However safety is an essential so they are comfortable and have a positive experience. 2.2 Identify the difference between a risk and a hazard A hazard is an existing condition/situation that is likely to cause harm. For example, ice on the school site. A risk is a potential condition/situation that may occur and could become a hazard. For example if the cold temperatures continue there could be ice on the school site. 3.1 Identify non-medical incidents and emergencies that may occur in the work settings. Non-medical incidents and emergencies that may occur in my school are things such as flooding in classrooms or playgrounds, or electrical faults in the school, for example, internet not working, lighting down or heating not working. These are issues that require sorting quickly but do not require medical assistance. 3.2 Outline the actions to take in response to the following situations Fires During any Fire Drill or evacuation when the Fire Alarms sound, all staff must ensure that visually or hearing impaired children or adults are located immediately and led to safety. The person finding the fire would set off the nearest alarm. Each class will evacuate the building quickly and quietly. Children will Line up on the playground. The school Secretary will bring the registers and signing-in book to the playground, pupils will then be checked off. The Headteacher or Assistant Head will check with Class Teachers that all are accounted for. All class teachers should take evacuation key if needed and shut all internal doors after doing a final check. If in the hall all children and staff must evacuate by front entrance and continue to the playground the using path around the back of pre-school. Any staff members of pupils are in the staff room or PPA room they must evacuate via the fire exit and continue to playground. Staff members and pupils in the office and head teachers office must evacuate using the main fire door and head to the playground. Receptionist must take the key for the gate and leave by the front entrance and proceed to the playground. Pupils and staff in working in the ICT Room and Den must Take the evacuation key and leave by Fire exit continue across car park and follow the path around the back of pre-school The Secretary must Telephone Fire Brigade (unless in instant danger) and collect evacuation key, registers and signing-in book and proceed through main entrance to playground. Kitchen staff must leave via the fire exit and proceed to the playground. Security incidents All visitors to the school must register at the Office and sign the Visitors Log. When they leave they should sign out. They will be presented with a visitors badge to wear and must keep it on until they leave the site. All visitors must be accompanied by a member of staff during their time on the school site. If I notice a person has come onto the site that is not authorised I should notify a senior member of staff and they will question why they are on the site. My school is very close to a wooded area is it very easy for people to accidently enter the site. The unauthorised person must always exit the way they entered. Emergency incidents If a child becomes unwell whilst at school and they require immediate medical care an ambulance would be called, followed by a call to the parent or guardian. If the child could move easily, for example an injured arm we would take them to a calm area. If the child cannot move the area will be cleared until the person has been moved by a medical team all members of staff involved in the situation must monitor the child, especially for shock. 4.1 Identify the signs and symptoms which may indicate that a child or young person is injured or unwell Children will normally tell you if they are feeling unwell, you can check for signs by feeling is they are hot or cold, they may be shivering or sweating. They may look pale, or if are complaining of a sore throat you may be able to see the tonsils or glands are enlarged. The obvious signs of injury are blood if a child has cut themselves, if a child has fallen but there is no blood there will often be a bruise or slight swelling, if a child is complaining of severe pain, there could be a chance of a sprain or breakage, the limb could be in an unusual position, and swelling. 4.2 Identify circumstances when children or young people may need urgent medical attention A child will need urgent medical attention is they are unconscious, have had a nock to the head and are suffering from concussion, if a child has been electrocuted, if they are having an allergic reaction. They will also require urgent medical attention if they have a breakage or severe fracture. In my setting I must also look for symptoms for meningitis in children as they will require urgent medical attention. 4.3 Outline one role and responsibilities in the event of a child or young person requiring urgent medical attention If a child requires urgent medical attention I am able to take control of the situation as I am paediatric first aid trained.I would need assistance is an ambulance is required. I must carry out whatever actions required and after fill out an incident form. 5.1Describe the reporting procedures for accident, incidents, emergencies and illnesses All accidents, incidents and emergencies must be logged in the accident book unless treatment from a medical team is needed. In this case the incident would have to be recorded on a full accident form. 6.1 Outline procedures for infection control in own work setting The schools infection control is as follows – Children with rashes should be considered infectious and assessed by their doctor. A child diagnosed with chicken pox, measles, and shingles should be kept away until all vesicles have crusted over. Children diagnosed with Impetigo should be kept away from school until lesions are crusted and healed, or 48 hours after starting antibiotic treatment. Children suffering from Diarrhoea and/or vomiting should be kept out of school for 48 hours from last occurrence. 6.2 Describe personal protective clothing that is used to prevent spread of infection When performing any type of first aid, gloves and an apron must be worn to prevent spread of infection. If the child or young person requires CPR the first aider can use a mouth shield when giving the rescue breaths. 7.1 Identify the procedures of the work setting governing the receipt, storage and administration of medicines If a child requires a medicine whilst on the school premises they will be given a form to complete which allows members of staff at the school to administer the medicine. The information required is: Name of illness and medication required What time medicine should be administered and how often Dosage and method Side effects Self-administration or help required The form is then checked over by the secretary and information is passed on to the member of staff that will be administering the medicine. The form also states the medicine must be in the original container as dispensed by the pharmacy. 7.2 explain how the procedures of the work setting protect both children and young people and practitioners It is important to have policies and procedure set in place for administering medicines to ensure the medication they are taking is and the school have been given permission to administer it. If a child is given the wrong dosage they can become extremely ill or possibly have an anaphylactic shock. Have in a policy in place will ensure the person administering has the correct knowledge so that the child will be safe when taking the medication.
Sunday, January 5, 2020
A Critique - Reggio Emilia Approach a Educational Philosophy
REGGIO EMILIA APPROACH A EDUCATIONAL PHILOSOPHY I fully support the Reggio Emilia Approach model which was found by Loris Malaguzzi. This model became associated with mainstream educational practices in 1945 when the first parent-run preschool of the common people opened in Reggio Emilia, Italy. The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. I enjoy the fact that this is a child –centered educational program that features working with art. In the Reggio Emilia School, children are viewed as powerful and capable. Children are validated as unique individuals†¦show more content†¦Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilias approach does challenge some conceptions of teacher competence and developmentally appropriate practice. Teachers in Reggio Em ilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the childs ability to negotiate in the peer group. I think that one of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding childrens needs, interests, and abilities, and the mutual faith in parents, teachers, and children to contribute in meaningful ways to the determination of schoolShow MoreRelatedThe Bank Street Curriculum Teaching Method2882 Words  | 12 Pagespoignant kind†(p. 33). She broke this loneliness by pouring over her father’s extensive home library and recording her thoughts into a journal. At a young age she was exposed to the educational ideas of Dewey and Addams, colleagues of her father’s (2000). As a researcher and educator she embodied the ideas that educational constructivists like John Dewey and Jane Addams stood for. While volunteering in Lillian Wald’s Henry Street Settlement in San Francisco, Mitchell implemented theories made by JaneRead MoreArticle: The Aspect of Delinquency3972 Words  | 16 Pagesjuvenile delinquency, but there seems to be no clear cut answer. Delinquency prevention offers a plethora of programs which range anywhere from substance abuse education and treatment, family counseling, youth mentoring, parenting education, educational support, to youth sheltering. Many of these, if not all are helpful. The problem is: the situation of juvenile delinquency persists. Moreover, some interventions, in fact, may leave at-risk children even worse off than had there been no intervention
Saturday, December 28, 2019
Diversity Is A Strategic Advantage - 1365 Words
Why do you agree or disagree that diversity is a strategic advantage? Diversity in an important aspect in the work place since the world is changing and organizations are forced to evolve with changing times. Diversity in the workplace entails bringing together different people from various backgrounds, education levels, point of views, and ways of thinking. This kind of diversity promotes innovation and is a major contributor to the cultural identity of successful organizations. Global demographic trends coupled with social cultural shifts have brought about increased pressure on organizations to embrace diversity, especially in U.S. As stated by McInnes (1999), â€Å"more and more organizations are embracing policies and practices to value diversity in their work forces as a way to increase competitiveness, build talent, expand organizational capabilities, and enhance access to diverse customers.†Diversity becomes an important strategy in an organization only when it is intentionally promoted and encouraged. When we allow diversity to be come a vital factor in decision-making and planning, it becomes a powerful business strategy because it allows room for discussion and expression of ideas from various demographics and backgrounds. If truly embraced and cultivated, diversity can be a strategic advantage that moves an organization to higher levels. When employees feel respected, and their dissimilarities are accommodated and not frowned upon, they are at peace and areShow MoreRelatedDiversity Is A Strategic Advantage?2062 Words  | 9 Pagesor disagree that diversity is a strategic advantage? In your response, consider: †¢ What is diversity? †¢ What are the benefits of promoting diversity? †¢ What are the downsides of a diverse organization? In the overall picture we would all like to assume that we are a diverse country therefore we should be able to easily adapt to diversification in the work place. But the truth behind that, is that it is simply to complex to have that happen overnight. When talking about diversity there is many thingsRead MoreThe Impact Of Contemporary Uk On New Zealand Essay1728 Words  | 7 Pagesdiscrimination issues that occur through diverse people existing in close proximity. 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Let me begin by addressing the importance of the HR strategy intersects with and complements the company’s business strategy: Propose how you would ensure the HR strategy is in alignment with the business strategyRead MorePersonal Goals And Abilities Of A Social Enterprise1361 Words  | 6 Pagesenterprises want to grow, as they are more focused on providing a comfortable living rather than expanding or growing (Schaper, Volery, Weber Gibson, 2014). Entrepreneurial growth as a whole come under three dimensions these are financial growth, strategic growth and organizational growth. As for financial growth for technological enterprises, they are more concerned with areas such as sales, profits and return on investment, which result in private gain, but this does result in job availability andRead MoreIntroduction. When Seeking Employment, One Searches For1145 Words  | 5 Pagesstructure, training and most importantly diversity in the workplace. Diversity has been improving for over 50 years but was brought to the forefront when minorities were fighting for equality during the Civil Rights movement of 1964. Title VII of 1964 prohibits employment discrimination based on race, color, religion, sex and national origin (EEOC). The US workforce is becoming increasingly competitive by developing a diverse organization. The idea of diversity is accepting and understanding the creativeRead MoreThe Analysis Focuses On The Teabella`S In ternal Organization995 Words  | 4 Pagesdemonstrating the strategic management process, competitive advantage that continues to create value present a uniqueness of core competencies to increase the chances of opportunities externally The role of firm resources, capabilities, and core competencies to provide a foundation for creating strategic interventions to empower and diversify the lives of individual, groups, and organization. The relationship amongst these concepts in developing sustainable competitive advantage are recognized andRead MoreThe Impact of Workforce Diversity Essay663 Words  | 3 PagesDiversity refers to the ways people differ from each other. These ways are significant and plentiful. Culturally, people vary in gender, age, ethnicity, race sexual orientation, educational background, religion, lifestyle, as well as veteran and/or immigrant status. Functionally, people vary in the ways we think, learn, process information, respond to authority, show respect and reach agreements (Pollar Gonzalez, 2011.) Obviously, people differ in numerous ways, so what does that mean forRead MoreCase Study : Ford Motor Company915 Words  | 4 Pageswith its business strategies, employees become more efficient, and the company can achieve its goals. The first step in aligning HR strategies with a business is recognizing HRM as a strategic role and department. The business should move away from looking at HR as an administrative role and consider it as a strategic role. Human resource department should be included in every step of management. This is because HR is well placed to identify the right employees to work in the other departments ofRead MorePlanning Is Designing An Systematic Approach For Getting Goals Done1333 Words  | 6 Pagesobjectives as a whole. Top level managers focus on strategic goals. Strategic goals are goals that define the course of the organization. This is basically what the organization is based around and it encompasses the values and beliefs of the organization. It is also the â€Å"what†in making a plan. What will be done defines for an organization the mission, which is usually, described in a mission statement. Tactical goals are the next step in achieving the strategic goals. Tactical goals can be thought of asRead MoreStrategic Thinking : A Coherent, Integrative And Unifying Framework For Making Decisions1452 Words  | 6 Pagesentrepreneurs to meet various challenges. Strategic thinking is crucial in creating a coherent, integrative and unifying framework for making decisions particular regarding the direction in which an organization goes and the resources it plans to utilize (Goldsmith, 2009). In some way, strategic thinking utilizes external and internal data, perceptions, and opinions. It is proactive, conscious and explicit while defining a competitive realm for strategic advantage in the organization. Strategies are formed
Friday, December 20, 2019
Relationships in Lawrences Sons and Lovers Essay - 847 Words
Relationships in Lawrences Sons and Lovers There can be no argument that D. H. Lawrences Sons and Lovers is a study of human relationships. Gertrude Morel, because of her turbulent and odd relationship with her husband, ends up developing deep emotional relations with her two eldest sons. The second eldest in particular, Paul, is the receiver of most of this deep emotion. Because of these feelings and the deeper-than-usual emotional bond between the two, Paul has difficulty being comfortable in his own relationships. Pauls relationship with Miriam is plagued by his mothers disapproval, jealousy, and Miriam s own spirituality. Pauls relationship with Miriam is one†¦show more content†¦You make me feel spiritual and I dont want to be spiritual. (190) Eventually, Miriam introduces Paul to Clara to hopefully fulfill these needs. Pauls mother is also a major conflict. Pauls relationship with his mother was very dominating. When Paul compared his two loves, it caused great tension between the two, he would begin to hate Miriam. This tension is similar to the tension that caused William to die. Whenever William brought his lover, Lilly, around his mother, it pained him. He felt the need to belittle her constantly in comparison to his mother. He knew she did not completely approve of her. After Williams death Paul became his mothers chief emotional outlet, thus Miriam becomes subject to similar trials as Lilly. Because of these conflicts Paul made Miriam suffer. Because he made her suffer he despised her. The main problems that Gertrude has with Miriam is her worth and her family status. When the eldest son William went out with Lilly Gertrude was not horribly adamant against her. Then, why should she be against Miriam? Lilly was not as intelligent as Gertrude, Lilly had no chance of breaking, or coming anywhere close to breaking that bond. Also, William was already out in the business world. Gertrude wanted her sons to be more successful than her and William was well on his way. Although Im sureShow MoreRelatedSons And Lovers By D. H. Lawrence901 Words  | 4 Pages Sons and Lovers by D. H. Lawrence is based on the life of a boy named Paul Morel, who is going through life fighting a battle between his mind and heart. Lawrence wrote Sons and Lovers during the late 1800s and early 1900s. During that time, the book was not like other books. It was explicit about topics such as sex and love. His books were ahead of time, and he was quite influenced by Sigmund Freud. I believe that Freud really influenced lawrence’s writing during Chapters 6 and 7 when PaulRead More D.h. Lawrence Essay757 Words  | 4 Pages An English novelist and poet, D.H. Lawrence was born September 11, 1885, in Nottingham, England. He was the son of a coal miner and a school teacher. His mother, the school teacher, was socially superior. She constantly tried to alienate her children from their father. The difference in social status between his parent’s was a recurrent motif in Lawrence’s fiction. David Herbert was ranked among the most influential and controversial literary figures of the Victorian Period. In his more than fortyRead MoreSons And Lovers : Psychoanalytic Criticism Essay1613 Words  | 7 PagesSons and Lovers: Psychoanalytic Criticism David Herbert Lawrence was born September 11, 1885 in a small coal mining village in Nottingham, England. He was the fourth child of Arthur and Lydia Lawrence. Arthur was a coal miner who worked in the mine from age ten until he was sixty-six. Lydia the more educated out of the two was born into a lower-middle class family; this changed when her father suffered a financial disaster. She passed down to her sons the profound desire to move out of the workingRead MoreAnalysis Of D H Lawrence s The White Peacock 1456 Words  | 6 Pagesused to love and respect from the bottom of his heart. he also wrote short stories, essay travel books and criticism, yet he is most remembered for his great novels The White Peacock (1911), The Trespasser (1912) , and Sons and Lovers (1913). Sons and Lovers was Lawrence’s masterpiece which raised him to the level of eminent men of letters of England. It was written chiefly in an autobiographical style with his favourite setting of meaning area. In this novel, Lawrence made a fine blendingRead MoreMrs. and Mr.Morel Relationship.898 Words  | 4 Pagesthis pattern of the modern novel clearly followed in the Walter-Gertrude relationship as we see them fall in love, as well as witness the absence of the fulfilment of that love for either of them. The narrative of D.H. Lawrence’s â€Å"Sons and Lovers†is on one level a story of a marriage but at the same time it raises the question of whether it is really a marriage at all. We are introduced to the Walter-Gertrude relationship years after they have been married and have even had two children. By nowRead MorePsychoanalytic Criticism Of Sons And Lovers1597 Words  | 7 Pagesa financial disaster. She passed down to her sons the profound desire to move out of the working class by expressing her dissatisfaction with her husband’s dead job combined and his drinking habits. Sons and Lovers is an eye opening semibiographical novel written by D.H Lawrence, an English writer from the United Kingdom. The novel was D.H Lawrence’s third book published in 1913 by Gerald Duckworth and Company in London, England. Sons and Lovers is about a young boy named Paul (based off ofRead MoreWomen in Sons and Lovers1597 Words  | 7 PagesSons and Lovers, published in 1913, is D. H. Lawrences third novel. It was his first successful novel and arguably his most popular. Many of the details of the novels plot are based on Lawrences own life and, unlike his subsequent novels, this one is relatively straightforward in its descriptions and action. D. H. Lawrence has been always criticized for the content of his novel and his characters. Sons and Lovers is another novel which was even banned for years because of its explicit indicationsRead MoreThe Oedipus Complex in D.H. Lawrences Sons and Lovers Essay example1648 Words  | 7 Pagesnovel â€Å"Sons and Lovers†by D.H. Lawrence, it could be said that many scholars have agreed that Lawrence’s novel can be used to discuss the Freudian concept of the mother and son relationship. Without much knowledge on the famous psychologists Freud and his psychoanalytic theories it is common for a reader to overlook such an important theme and the detriments of such a passionate mother and son relationship. This paper will try to confirm that there was some kind of an Oedipus relationship betweenRead More Sons and Lovers by D.H. Lawrence Essays6130 Words  | 25 PagesSons and Lovers by D.H. Lawrence THE PLOT In the rolling hills and coal-pitted fields of central England, known as the British Midlands, live the Morels, a poor mining family. The family has just moved down in the world from the nearby village of Bestwood to the Bottoms, a complex of working-class row houses. Gertrude Morel is a small, stern woman, pregnant with her third child, Paul, the protagonist of this novel. The Morels other children are William and Annie. But unlike his siblingsRead MoreNature in Sons and Lovers by D.H. Lawrence2490 Words  | 10 Pagessexual fulfilment. His experience growing up in a coal-mining family provided much of the inspiration for Sons and Lovers, his third novel, also considered his ‘crowning achievement’ (Qamar Naheed, 1998). Written in 1913, it is considered a pioneering work for its realism, vivid characterisation, treatment of sex complications and faultless control over tone and narrative method. Sons and Lovers is referred to as a Kà ¼nstlerroman (a version of the Bildungsroman), which is a novel charting the growth
Wednesday, December 11, 2019
Why I Want to Pursue a Degree in Ece free essay sample
Ever since I was a little girl, I’ve known what I wanted to do. I am one of those people who was blessed enough to realize my passion at an early age. As far back as I can remember, I’ve wanted to become a teacher. I can remember as a child sitting in my room, surrounded by my stuffed animals (or students, as I saw them) and forcing my younger brother to sit still and quietly do the work I assigned him.I even had two baskets which I kept on my little wooden desk; one for my â€Å"students†to turn in work, and the other for more work which needed to be graded. I spent many afternoons teaching my little brother whatever I had learned in school that day, from writing words to adding numbers. It made me feel proud when he understood what I was trying to show him, and it made me even more proud when he started school and was slightly ahead of his classmates. Where did this passion stem from? I can only account it to my mother, who has been a teacher for 25 years.So, when asked the question â€Å"Why do I want to pursue a degree in Early Childhood Education? †I am overwhelmed at the many thoughts and reasons which come to mind. My first reason is passion, plain and simple. Love for the job, for all it means and all it stands for. Another reason is for personal satisfaction. I set a goal, once upon a time, to complete my degree and become a licensed teacher. I like to complete my goals in life, and I don’t feel fully content until I have mastered what I set out to do. My last reason, and quite honestly one of the most important reasons I am pursuing my ECE degree is my family.I have a husband and a baby boy who are my entire world. I want to get this degree to provide stability and security for my family. I feel that these three reasons are the combined drive that motivates me to push for this degree, until I walk across that stage with a degree and a diploma. 3 Why do I have so much passion for teaching? It all started with the smells. Yes, I said the smells. I love the smell of a classroom†¦it smells like crayons and sharpened pencils. As I mentioned before, my mother was a teacher.I remember going to work with her on â€Å"Take your daughter to work day†and immediately inhaling as soon as she opened the door to her room. I love that smell. So I fell in love with this scent†¦then mom put me to work! Helping put up bright and colorful bulletin boards, cutting out shapes, running to the copier to make copies.. . Oh, my mom sure knew what to do with my little helping hands. She kept me so busy, and I loved it. I looked forward to going to work with her when I could. Sometimes, she would ask me if I had any ideas for an art project! I had no idea at my young age that my mother was grooming me as a future teacher.She must’ve seen the light in my eyes and known. I have always looked up to my mother; always wanted to follow in her footsteps. She gave me all the tools and support I needed to lean towards becoming a teacher, but she never once actually said it out loud. Not until I was in 8th grade and proudly announced to her one day that I wanted to teach. I’ll never forget the small smile she gave me or the look on her face. It was a very knowing look. All she said was â€Å"If that’s what you want, sweetheart. You’d make a wonderful teacher. †I ran with it from there. As I grew my passion just grew along with me.When I got to high school I signed up to be a Peer Tutor. For one of my classes I would drive to the middle school and help tutor kids who were struggling in certain areas of their academics. This was another key moment in my love affair with teaching; seeing a child’s face light up with understanding! Hearing them say, â€Å"I get it now! †and having them show their improving grades to me with each session. It made me feel so good to be able to help, I felt like I was really giving something back. That is a feeling I can’t 4 find the words to describe. So I continued on this course, and after high chool got a part time job working with CIS (Communities In Schools) in Brunswick County. I worked there part time as an after school teacher. The program was designed to help at risk kids stay on track by connecting with resources from the community and extra academic guidance to help them learn. I loved this job and the children so much, so during the day I was attending the community college to try and start pursuing my goal. In early 2006 I was knocked off track. My little brother was killed in a car accident at the age of 17. My world went pretty dark for a while, and I dropped out of college and left my jobs.After a few months of deep grieving, I got on my feet and got a job making more money as a receptionist for a window company. I pushed my passion to the back of my brain and put the money first. I was all determined to have a â€Å"grown up job†and be on my own. This meant I couldn’t afford classes, or books. I also had to have a full time day job to afford my rent. Teaching went to the back burner for several years. I was offered higher positions at my job, and pretty soon found myself sitting in the office behind the desk from which I myself was hired. I hated it. I could sit on the computer all day long and do nothing.Most people would’ve loved my job. But I could not handle it. That’s when it hit me again- I belong in a classroom. I missed the kids, the noise, the movement! I quit that job, pulled myself together and got my Substitute Teacher certification. I began subbing in all four elementary schools of Brunswick County. This was hard, waking up not knowing if I had to work or not that day, and the lack of schedule was really affecting me. So I signed on to be a sub at Child Development Center, a special needs pre-school. I worked there as a sub for 3 months and was then hired as an Assistant.Now, 5 years later I am still there, teaching three and four 5 year olds. Living my passion! Still my goal has yet to be met. I need to graduate. I still have a long way to go but I am on the right path to get there. Personal satisfaction alone may not sound like a great reason in itself to pursue anything, but without the drive for personal satisfaction I think that many famous people would never be where they are today. When I set a goal for myself, I always intend to complete it.It may not be in the exact time frame as I planned, but I never let the finish line stray too far out of my sight. I had a teacher here at Mount Olive who had each student make a goal book. We had to put pictures in it, to help us envision each goal we set, then we had to write it out as a fact. In my goal book, it said â€Å"I will be a teacher with my B-K licensure within five years. †That was one year ago, so I better keep going! I have always had a strong willed personality, I want to push myself. Having my degree in ECE is something I have wanted for such a long time now that I can’t imagine giving up and never getting where I planned to be. It would be pretty ridiculous for me to give up, considering I’ve known what I’ve wanted all along. There are other people who are so confused, and have no idea what they want to be. They haven’t found their passion, and are out there searching for what feels right. I’ve been blessed to feel so sure all along, it would just be insulting if I wasted that gift of knowing and didn’t do anything about it. For this reason I continue to push. For this reason I stay up all hours of the night writing this paper, despite having to rise at 5:30 in the morning. I do it because I want it. It means so much to me.And that is a very important reason. 6 Speaking of goals, another goal I had set for myself was a family one. Well, it was more of a timeline. I always knew I wanted to start a family when I was around 25 years old. If it happened, it did and if I wasn’t in the position then I would’ve been okay I suppose. When I was 23 my boyfriend of six years proposed. I said yes and we were married a year later. We immediately started trying for a family, and when I say immediately I mean, honeymoon. Well, it worked. Nine months after our wedding we were blessed with our son, Brantley, who was named after my brother.So here it is, reason number three for pursuing my degree: My family. My husband is a police officer. Much like a teacher, he is over worked and under paid. It takes two salaries to balance our household financially. I want to finish my degree so that I can get a job that will provide a more comfortable income for our family. I know teaching will never make me a rich woman monetarily, but having the licensure will open up doors to higher paying teacher positions. My husband and I also want more children, and with the raised cost of living we just know that until I graduate we can’t afford more than one child.It hurts our hearts to put a financial limit on our family size, but we are responsible and would never want to bring a child into this world knowing that we cannot provide absolutely everything we want for them. So I continue to study and work, because I want Brantley to have everything he needs. I also appreciate the schedule that teaching allows. Knowing that as a teacher I will have every holiday off to spend with my family means more to me than any amount of paycheck. Also, the quality one on one time I get with my son during those lazy days of summer vacation are priceless†¦I would not trade them for all the money in the world.Having the opportunity to be with my son and watch him grow and learn is what makes my life beautiful. We are blessed that as an officer, 7 my husband is able to work day shift and gets home by six in the evening. As a teacher, I am able to be home, and have dinner on the table for my family by that time. There is no better work schedule than that of a teacher. It works so well into our family life. The same way it did for my parents when I was a child. I know that as Brantley grows, I will be able to work around his schedule because I will be on the same one. Quality time with my family is absolutely what I live and breathe for.I am so blessed to be given the opportunity to have a career which caters to this exact need. Being a teacher isn’t just another job to me. I feel like it is an integral part of who I am, and who I am going to become in the future. As I continue pursuing my degree in ECE, I will keep all these reasons in the forefront of my mind. There are a million good reasons why I feel I must pursue my degree, and I can’t think of one single reason alone to not chase after it. Even when I’m tired, or pressed for time, or feeling unmotivated in any way; I can close my eyes and go back to my room.And once again, I’m just a little girl, surrounded by stuffed animals and a dream. When I start to fall off track, something as simple as the scent of crayons draws my focus back to center. When I see a child’s face light up with pride from learning something new, it renews me completely. The sound of children playing and their laughter is my favorite music. A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove . . . but the world maybe different because I was important in the life of a child. –Kathy Davis
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