People Management & Performance in Contemporary Organisations Essay

People Management & Performance in Contemporary Organisations - Essay Example From this study it is clear that an effective performance appraisal system should also be implemented that will rate the employees according to their performance. Thus, adopting all these measures, the company can reduce its high attrition rate of graduate trainees and continue the normal organisational activities with greater productivity.This report stresses that  Pearl and Mutual Benefit Insurance Company (PMIC) is a financial service based organisation wherein higher rate of attrition of the employees has been witnessed. This can be justified with reference to the data produced at the end of the year 2014 revealing that 60% of the recruited graduate trainees have left the company for varied purposes such as change in career settings by shifting from one sector to other. One of the reasons behind this disturbing fact can be deemed as the persistence of inefficiency in the procedure of recruiting and selecting the trainees. It will be vital to mention in this similar concern that the recruitment procedure of PMIC must be structured in a strategic manner in order to select the potential graduates who would deemed fit with the company’s sales and hard driving oriented culture.  In accordance with the provided data on the case study, it can be ascertained that several graduate trainees who have been expensively recruited as well as trained have not obtained high ratings for their respective performance during annual appraisalsa.

Organic vs. industrial food Essay Example for Free

Organic vs. industrial food Essay Organic foods, although stereotypically known for having a bland taste or having no taste have been shown to improve ones quality of life be decreasing some health risk such as cancer or heart disease. If you haven’t realized it, organic fruits and vegetables taste better, and the flavor is crispier. The health consequences of genetically modified food, when examined closely, will convince you to change your eating habits. The shelf life of food depends on four main factors: formulation, processing, packaging and storage. Change any one of these conditions and you can change the shelf life for better or worse. Shelf life has many attributes: bacterial control, color stability, yeast and mold inhibition, flavor stability, textural stability and aroma stability. The appearance of shelf-life problems can be wide, as well, including oxidative browning, oxidation of flavor compounds, or liquescence. To increase the shelf life of more unstable foods, such as low-sugar jam, low-salt condiments, low-oil salad dressings, prepared fresh produce and deli meats, food companies may take steps to reduce bacterial load from ingredients before they process the final food. To grow, thrive and survive, microbes need a friendly environment; this usually includes moisture. Lowering moisture creates a hostile environment for bacteria by decreasing the available medium for them to grow in. There are a number of new ingredients to help regulate water activity in foods with a reduced fat phase. â€Å" Generally, the water activity of a minimally processed food needs to be about 0. 07 or lower, water has an a W rating of 1. 00, and most products preserved with sugar, measure about 0. 07, with the excess water bound so that bacteria are under osmotic pressure too great to survive(Katz, February 4, 2006). † Whenever you buy food, you have decision to make: Healthy or cheap, organic or industrial. If organic food was not so expensive, that decision would be easy, everybody would buy organic food, for a healthier body. Unfortunately not everybody can afford it, making it look like healthy food is becoming a luxury good. In the rush to produce more and more food for the people on this planet, chemicals came into play. Farmers begin by trying to sell the highest percentage of their crop and therefore often use pesticides, gen-manipulated corn, chemicals etc. The farmers investment in pesticides, hormones, and chemicals tends to pays off, earning more, their fruits look better and costumers are happy with huge pest fee fruits and vegetables. When a farmer says no to chemicals, he runs the risk of losing a harvest because of pests. The only way to compensate the cost is a higher price for organic food. You cant ask everybody to pay higher prices, and a lot of people would starve to death without the use of chemicals which protect harvests against pests. Every time you eat something, you consume pesticides, these substances are added in order to produce and sell more efficient. Fortunately there are strict rules for the use of chemicals. Organic foods are produced following practices described in the USDA National Organic Program (NOP), a marketing program with a certification process throughout the production and manufacturing chain. The NOP describes the practices that are required for labeling a product â€Å"organic,† but it does not address nutritional benefits or food safety issues. Even when you buy organic food, you are consuming these substances, but the bar is set at a different height and you are consuming less harmful substances that could be particularly hazards for high-risk groups such as pregnant women, infants, young children and farm worker households. Since organic food is not prepared using chemical fertilizers and pesticides, it does not contain any traces of these strong chemicals and might not affect the human body. People strongly believe that organic food tastes better than non-organic food. The prominent reason for this belief is that it is produced using organic means of production. Further organic food is often sold locally resulting in availability of fresh produce in the market. So how bad is industrial food? Let’s take a look; there are maximum residue limits on all pesticides and chemicals. The department of health determines how much of each substance is ok. Eating organic food lowers the risk of getting hit by a similar scenario, but its not a 100% guarantee (Are Organic Foods Better for You. 2010). However, getting seriously sick from cheap food is not that high of a risk as long as you read food labels you can eat cheap and healthy at the same time? If you are eating organic food only, you are still eating unhealthy foods. Almost everyone is aware that foods grown according to organic principles are free from over exposure to harmful pesticides, but that is only one small aspect. A larger part of organic agriculture is the health of the soil and the ecosystem in which crops are raised. Organic farmers know that healthy, live soils significantly benefit crops. Synthetic chemicals such as herbicides, pesticides, and/or fast acting inorganic fertilizers applied to or around crops interrupt or destroy the micro biotic activity in the soil. Organic farming reduces groundwater pollutants, decreases pesticides that can end up in your drinking glass; in some cities, pesticides in tap water have been measured at unsafe levels. The Farmer’s Market is a growers’ market, meaning everything in the market is homegrown, but Richard Bowie, an experienced organic grower is not convinced that all the food being sold is homegrown. â€Å"The market’s slogan ‘100% Homegrown makes us different’ is used as a gimmick, said Bowie† (Shreve, October 3, 2011). Vendors have been seen carrying produce and selling it to other vendors at the market bringing the term organically grown in to question and without certification, and but by law they cannot say they are a certified organically grown vendor. Most vendors cannot afford the certification process and want consumers to look past the term organic there for focus on the soil used or nutrients used. Almost everyone is aware that foods grown according to organic principles are free from over exposure to harmful pesticides, but that is only one small aspect. A larger part of organic agriculture is the health of the soil and the ecosystem in which crops are raised. Organic farmers know that healthy, live soils significantly benefit crops. Synthetic chemicals such as herbicides, pesticides, and/or fast acting inorganic fertilizers applied to or around crops interrupt or destroy the micro biotic activity in the soil. Organic farming reduces groundwater pollutants, decreases pesticides that can end up in your drinking glass; in some cities, pesticides in tap water have been measured at unsafe levels. We should choose farming methods that truly address our real concerns safety and sustainability, not simply methods that satisfy an arbitrary marketing label. To whatever extent these practices include methods that are permitted under organic rules. But theres never a case when a safe, more efficient, and sustainable modern technology that feeds more people worldwide should be disallowed for no logical reason. Eating â€Å"organic† alone doesn’t guarantee 100 percent healthy . The truth is that most Americans eat so badly that we get most of our calories from soft drinks, more than we do from vegetables; the top food group by caloric intake is â€Å"sweets†; and one-third of nation’s adults are now obese. It’s not unimportant, but it’s not the primary issue in the way Americans eat. To eat well, says means avoiding â€Å"edible food-like substances† and sticking to real ingredients, increasingly from the plant kingdom. There’s plenty of evidence that both a person’s health as well as the environment’s will improve with a simple shift in eating habits away from animal products and highly processed foods to plant products and what might be called â€Å"real food. † From these changes, Americans would reduce the amount of land, water and chemicals used to produce the food we eat, as well as the incidence of lifestyle diseases linked to unhealthy diets and greenhouse gases from industrial meat production. And the food would not necessarily have to be organic, all it takes is paying attention to what you eat and read your labels more closely. Participation on our part to be more aware of what we buy and to raise our voices, if need be. We can let our opinions be known even in the simplest ways. A good example is when we shop, if there is no substitute for the product we need, let the store owners know, they will surely change their products. Organic food is better as it uses natural farming techniques. It is similar to preferring natural remedies when suffering from a disease as compared to eating chemical antibiotics. So, the question of organic foods vs non organic foods; which is better, is clearly answered. Organic food surpasses the conventionally produced foods. References Katz, F. (Febuary 4, 2006). Formulating for increased shelf life. Retrieved November 22, 2011, from http://www. foodprocessing. com/articles/2006/039. html Are Organic Foods Better For You?. Retrieved November 19, 2011, from http://preventdisease. com/home/tips61. shtml Shreve, S. (October 3, 2011). Does organically grown produce really matter?. Retrieved November 21, 2011, from.

Should We Pay Farmers Not to Grow Crops? Essay -- Argumentative Agricu

Should We Pay Farmers Not to Grow Crops? The Conservation Reserve Program (CRP) was established under the Conservation Title of the 1985 Food Security Act and is still in place today. This program which intended to assist with possible environmental problems is one that is beneficial to the farmers and our country's environment and therefore should stay in effect. However, it should be examined how this program is being conducted to ensure that the original objectives are being met today and with maximum efficiency. When the CRP was established in 1985 as a voluntary acreage retirement program, there were seven stated objectives that were introduced as well. 'The stated objectives of the CRP are to (a) reduce water and wind erosion, (b) protect our long-term capability to produce food and fiber, (c) reduce sedimentation, (d) improve water quality, (e) create better habitat for fish and wildlife through improved food and cover, (f) curb production of surplus commodities, and (g) provide needed income support for farmers' (Boggess and Reichelderfer 111). The program also was subject to the constraints of having a minimum of 5 million acres enrolled by 1986 and at least 10 million acres by 1989. It was also specified that no more than 25% of any one specific county's cropland can be enrolled in the program at the same time. (Boggess and Reichelderfer 111). In order to be qualified for the program owners and operators who currently farm 'highly erodible' land may apply for program funding. According to Dana Hoag and Herb Holloway, highly erodible land is defined as 'having an erodibility index greater than or equal to 8' (185). The main benefits of this program include the extra income for the farmers and the positive env... ... and Katherine Reichelderfer. ?Government Decision Making and Program Performance: The Case of the Conservation Reserve Program.? American Journal of Agricultural Economics. February 1988. 111-121. Buchholtz, Shawn, and Michael J. Roberts. ?Slippage in the Conservation Reserve Program or Spurious Correlation? A Comment.? American Journal of Agricultural Economics. February 2005. 244-250. Hoag, Dana L., and Herb A. Holloway. ?Farm Production Decisions Under Cross and Conservation Compliance.? American Journal of Agricultural Economics. February 1991. 184-193. Smith, Rodney B.W. ?The Conservation Reserve Program as a Least-Cost Land Retirement Mechanism.? American Journal of Agricultural Economics. April 2005. 52-67. Wu, Jun Jie. ?Slippage Effects of the Conservation Reserve Program.? American Journal of Agricultural Economics. November 2000. 979-992.

Metal Detectors: Justifying School Safety Essay

How much is your child’s safety worth? Are you willing to put a price tag on your child’s life? Many schools are putting a price tag, but fortunately several are not. A shocking one in ten students has carried a weapon to school in New York. Statistics like this cannot be music to the ears of parents. You have to wonder what schools are doing about this awful matter. A notion that has been around, yet a new idea is helping pave the future on student safety in schools. It is metal detectors. This new idea has caused controversy all over the world. Schools around the United States have turned to metal detectors for their solution. I feel that metal detectors are a small price to pay when this matter concerns children. Metal detectors are helpful and expensive. However, most schools are able to afford them, and they do not exploit students’ rights. Metal detectors ensure school safety quickly and effectively. They help enforce a practice that is seen in many areas, including airports and courthouses. Many may argue that they consume too much time and require specially trained professionals. On the contrary, several schools have taken the same measures that are taken when conducting a poll. Polls only use a small percent of the population for the actual questions, but it still represents the entire population. Countless cities, including New York, have â€Å"†¦set a predetermined method of scanning which allows them to scan every second or third student instead of the entire student body† (McDermott 2). This measure is closely monitored, and it has proven to be successful. Some schools have even made things move quicker by having the teachers enter through a different entrance, which also includes metal detectors. Metal detectors in schools are also enforcing a method that is commonly used everywhere these days. A st udent from Chicago states in a message board that, Government offices have metal detectors that everyone has to walk through before they enter. If I go to City Hall, I have to walk through a metal detector. If I go to court for a speeding ticket, I have to go through a metal detector. Why shouldn’t kids have to do the same in school? It’s a public place, funded by public dollars (much like government offices) and I  don’t see that it violates anyone’s civil rights to have to walk through a metal detector to ensure that a school is safe. Students lose many privileges when they enter the school doors because student safety is on the top of the list. If they do not want to be searched or questioned then they should not bring with them articles that are inappropriate for school. Leigh was right when he said metal detectors are expensive. They can range from $4,495 to $5,495 for the walk-through models and from one hundred to four hundred dollars for the hand-held models. This minor setback causes debates. Metal detectors may not be needed in all grades of schools. â€Å"A vast majority of school homicides and suicides – 179 – took place in high schools†¦Ã¢â‚¬  when surveyed in New York. Therefore, various school districts may only need to install the metal detectors in high schools. Another aspect is that taxpayers already pay for insufficient funds. They should use the money for safer schools, instead of funding a new, state-of-the-art prison. Public officials need to look into where other tax dollars are going, and try and focus on getting it to go to schools. Students go to school to be educated; if their education is impaired the school officials then need to step in. Students are also missing valuable time when public officials are required to search the entire school because of threats of a bomb or other life threatening incidents. † ‘All the kids are missing out on their education†¦Ã¢â‚¬â„¢ † (Szaniszlo 1). This could have been prevented with the metal detectors. Although the threats are to be taken seriously, the officials would have a sense of relief with the metal detectors in place. Metal detectors are beneficial to everyone, and not just the students. For example, they enforce school policy and protect students. The school officials have a right to search with reasonable cause and this does not invade the students’ rights or privacy. The school officials are in loco parentis (in the place of the parent) to help maintain order in the school. Rules and regulations create a structure that is necessary t o ensure a safe environment, † . . . that will reinforce the District’s priority goal of safe schools for all students and staff† (Code of Conduct). Just as  students must obey the rules, school officials have a set of rules to follow. Also, parents are allowed to search their kids’ room without a search warrant mandatory, so school officials should be given the same standard. They are acting in loco parentis; therefore, like parents they do not need a search warrant. â€Å"The in loco parentis doctrine basically assumes that students have no legitimate expectation of privacy in their personal property, such as purses, gym bags, or clothing† (Persico 28). The school is now not only responsible for educating the children, but also for protecting them while in the school’s supervision. School officials â€Å"†¦were not permitted to begin a pat-down search until the scanning device had been activated twice†¦Ã¢â‚¬  (NYSSN). They are obligated to search when they feel the school environment has been threatened. School officials only begin a thorough search when the detector has beeped twice on the same student. Only then are they allowed to search the specific area where it beeped. Leigh states that metal detectors â€Å"†¦instill a sense of humiliation in students†¦Ã¢â‚¬  (654). Students would not be embarrassed if the search was done in private. He also mentions â€Å"†¦the most harmful effect of metal detectors is their psychological impact on students subjected to daily searches† (Leigh 653). I have to agree that it might cause such impact, but that it is worth the price. When a student dies on school grounds it also causes a sense of fear for classmates. Schools only have these powers because they are out to ensure our safety. Schools will use whatever means possible to protect he student body. The Columbine tragedy really awakened the American public. Who knew that two teenage boys would have access to guns and that they would intentionally use them to hurt others? Schools with the help of metal detectors would have a chance to prevent such incidents in the future. Metal detectors may not be a full-proof plan, but they would be valuable asset for schools. School districts are turning to this new phenomenon to better the school environment and community. Trying to work around the metal detectors idea or complaining about the cost are not the real issues. The students’ life is at stake. Nevertheless, to prevent the impossible from happening, adopting the idea of metal detectors is worth taking a chance.

Michel Foucault and John Locke

The private realm, with family life as its foundation, has a significant place in western culture, which has its roots in the notion of pater familias or family head that formulates the family life as a unique kingdom in Roman law. The private sphere that includes the family life and means a realm outside the public sphere began to be used only in the seventeenth and eighteenth centuries. This concept initially referred to the realm outside the dynamic or active social life. This idea of the private sphere outside of the public life and of the center of the private activities have forced some political thinkers to take part in theoretical discussions regarding the separation of the public and private spheres. According to Locke, as the foundation of political authority, the social contract emerges outside the family life. Accordingly, the private realm can be defined as the realm of women, symbolized by sentimentality, compassion, love, sympathy and generosity. Contrary to this, the public sphere is the realm of men, dominated by rationality, mutual exchange and observation in every aspect of social life. Despite inspiring the emergence of a state, Locke's understanding of the public sphere continues to live on with different social elements that have their own dynamism. For Locke, therefore, the public sphere has two dimensions: â€Å"political† and â€Å"social.† The objective of the defined political sphere is to protect the freedom of the public along with its life and property rights. This is demonstrated in the Second Treaties of Government, in which Locke offers three different realms: the â€Å"private sphere† of women, the â€Å"public sphere† of men in general and the â€Å"political sphere† of state servants such as members of the police, military and judiciary. Contrary to Locke, Foucault focuses primarily on the notion of the public sphere merged with political authority. In this regard, â€Å"General Will† dominates public life as the product of men who have gone beyond family life. Such an understanding sharply differentiates Rousseau from Locke. In any case, it was Foucault who laid the foundation for a notion of a transcendental state that overshadows the public life dominated by free men. In Foucault's view, men who make up the differentiating public life outside of family life become the objects of civil society in a transcendental state. This transcendental state, he further argues, first combines all unique aspects and elements of different societal groups within its metaphysical container and then enforces its own ideology in order to claim control over them. In sum, as opposed to Locke, for Hegel and Rousseau there are two opposing spheres: a private realm belonging to women, children and the disabled, and a public life belonging to men who are united to the state structure with compassion and affection. It is thus evident that their conception of the public sphere is intimately connected to the political authority. In his Rà ©umà © des cours, those summaries published for all the prestigious Collà ¨ge de France lectures, the chapter entitled â€Å"Il faut dà ©fendre la socià ©tà ©Ã¢â‚¬  (â€Å"Society must be defended†) makes passing reference to race. Foucault was concerned with how war came to be an analytic tool of historical knowledge and of social relations at large. Moreover, the issue of racism in the lectures seems ancillary and oddly displaced. This is not a prelude to an argument that we have all missed the â€Å"real† Foucault, and that the key to a genealogy of racism is waiting for us in his taped lectures rather than in published form. Both texts are concerned with the emergence of an alternative discourse to that of sovereign right, to â€Å"a discourse of the war of races† that Foucault will identify as the first â€Å"contre-histoire† (counter-history) to a unitary conception of power represented in a historical discourse that served the sovereign state. Racism emerges as one of several possible domains in which technologies of sexuality are worked out and displayed. In the lectures, state racism is not an effect but a tactic in the internal fission of society into binary oppositions, a means of creating â€Å"biologized† internal enemies, against whom society must defend itself. On the issues of race and colonialism, we can notice several contradictory impulses in Foucault's work: a focus on racism and an elision of it, a historiography so locked in Europe and its discursive formations that colonial genocide and narratives about it could only be derivative of the internal dynamics of European states. The studied absence of the impact of colonial culture on Foucault's bourgeois order did more than constrain his mapping of the discourses of sexuality. In the end, Foucault confined his vision to a specific range of racisms, a range that students of colonial history who might choose to follow his genealogical methods would be prompted to reject. English political and social thought in the seventeenth century is characterized by the idea of possessive individualism. During the eighteenth and nineteenth centuries it became an underlying and unifying assumption. Its â€Å"possessive† quality is found in the condition of the individual as essentially the proprietor of his (or presumably her) own person or capacities, owing nothing to society for them. Thus for theorists such as John Locke, the individual â€Å"pre-figures† society, and society will be happy and secure to the extent that individuals are happy and secure. Not only does the individual own his or her own capacities, but, more crucially, each is morally and legally responsible for himself or herself. Freedom from dependence on others means freedom from relations with others except those relations entered into voluntarily out of self-interest. Human society is simply a series of market relations between self-interested subjects. For Foucault it is guided by an â€Å"invisible hand.† For John Locke society is a â€Å"joint stock company† of which individuals are shareholders. Paradoxically, while the impact of individualism was dominant in relation to the social, political, educational, and scientific ideas of the late nineteenth, early twentieth century, this period actually marked a major extension of the State's authority over every aspect of the individual's life and to every corner of society. The problems of urbanization, population increases, immigration, war, and a major concern with eugenics gave rise to more regulation and control, leading to the State's encouragement of various forms of social research. Locke argues that since absolute monarchs claim the right to be â€Å"Judges in their own Cases,† because absolute monarchy is based on the assumption that no individual on earth has a right to challenge the legitimacy of the will of an absolute monarch, it is irrational because of the rational prohibition against any man being a judge in his own case. Moreover, since an absolute monarch claims the right to absolute power and control over all his subjects, it is irrational because any attempt to exert absolute power and control by one person over another violates the rational precepts of the law of nature and establishes a state of war between individuals. As such, an absolute monarch is held by Locke to be in a state of war with his subjects, and since civil government is established to prevent a state of war, absolute monarchy provides no â€Å"remedy for the Inconveniences of the state of nature,† for it is but a continuation of a state of war. In this manner, Locke presents us with his criticism of the rational and moral legitimacy of absolute monarchy, and thereby establishes the principle that a necessary condition of legitimate government is that it be limited in the permissible exercise of political power and authority. Limited government, that is, becomes the legitimate alternative to any form of absolute government. Furthermore, it is also possible to understand that, for Locke, the law of nature establishes the legitimate limitation on government, in the sense that the exercise of political power and authority is only legitimate if it protects the natural rights of individuals to â€Å"Life, Health, Liberty, or Possessions.† At this point, Locke introduces the idea of consent, by claiming that since individuals are, â€Å"by nature, all free, equal and independent, no one can be put out of this Estate and subjected to the Political Power of another, without his own Consent.† Accordingly, it logically follows that the transformation from a nonpolitical existence to a political one can only legitimately be accomplished by the individual consent of each individual in the state of nature. Does this particular use of the idea of consent constitute anything more than formal conformity to the methodological requirements of contractarian thought, or does it have a more substantive status within the context of Locke's political thought? In relation to the issue of subjectivity, Foucault rejects identity-based politics rooted in the notion of an historical, pre-discursive â€Å"I.† For Foucault â€Å"identities† are â€Å"self representations† or â€Å"fixations† that are neither fixed nor stable. The subject is not a â€Å"thing† outside of culture, and there is no pure â€Å"state of nature† to ground history either. The subject is not a substantive entity at all but rather a process of signification with an open system of discursive possibilities. The self is a regulated but not determined set of practices and possibilities. Conclusion Asserts Foucault, â€Å"If the genealogist refuses to extend his faith in metaphysics, if he listens to history, he finds that there is ‘something altogether different' behind things; not a timeless and essential secret, but the secret that they have no essence or that their essence was fabricated in a piecemeal fashion from alien forms.† Contrary to what John Locke would contend about power, unity (whether of consciousness proper or the continuity of personal experience) is not the essence of subjectivity. Unity is a mask for an interplay of anonymous forces and historical accidents that permits us to identify subjects, to identify ourselves, as specific human beings. Unity-identity-is imposed on subjects as the mask of their fabrication. Subjectivity is the carceral and incarcerating expression of this imposition, of the limitations drawn around us by discourses of truth and practices of individualization; but seen through the â€Å"differential knowledge† of genealogy, the identity of subjectivity collapses. RESOURCES John Locke â€Å"Second Treaties of Government,† Two Treaties of Government, ed. Peter Laslett (New York: Cambridge University Press, 1988), chapter VII. Foucault M. (1997k). â€Å"Society must be defended†. In M. Foucault, Ethics, Subjectivity and Truth: The Essential Works (Ed. P. Rabinow, trans. R. Hurley) (pp. 5966). Allen Lane, London: Penguin Press.   

Battle of Blore Heath - War of the Roses

Battle of Blore Heath - War of the Roses Battle of Blore Heath - Conflict Date: The Battle of Blore Heath was fought September 23, 1459, during the Wars of the Roses (1455-1485). Armies Commanders: Lancastrian James Touchet, Baron AudleyJohn Sutton, Baron Dudley8,000-14,000 men Yorkists Richard Neville, Earl of Salisbury3,000-5,000 men Battle of Blore Heath - Background: Open fighting between the Lancastrian forces of King Henry VI and the Richard, Duke of York began in 1455 at the First Battle of St. Albans. A Yorkist victory, the battle was a relatively minor engagement and Richard did not attempt to usurp the throne. In the four years that followed, an uneasy peace settled over the two sides and no fighting occurred. By 1459, tensions had again risen and both sides actively began recruiting forces. Establishing himself at Ludlow Castle in Shropshire, Richard began summoning troops for action against the king. These efforts were countered by the Queen, Margaret of Anjou who was raising men in support of her husband. Learning that Richard Neville, Earl of Salisbury was moving south from Middleham Castle in Yorkshire to join Richard, she dispatched a newly raised force under James Touchet, Baron Audley to intercept the Yorkists. Marching out, Audley intended to set an ambush for Salisbury at Blore Heath near Market Drayton. Moving onto the barren heathland on September 23, he formed his 8,000-14,000 men behind a great hedge facing northeast towards Newcastle-under-Lyme. Battle of Blore Heath - Deployments: As the Yorkists approached later that day, their scouts spotted the Lancastrian banners which protruded over the top of the hedge. Alerted to the enemys presence, Salisbury formed his 3,000-5,000 men for battle with his left anchored on a wood and his right on his wagon train which had been circled. Outnumbered, he intended to fight a defensive battle. The two forces were separated by Hempmill Brook which ran across the battlefield. Wide with steep sides and a strong current, the stream was a significant obstruction for both forces. Battle of Blore Heath - Fighting Begins: The fighting opened with fire from the opposing armies archers. Due to the distance separating the forces, this proved largely ineffectual. Realizing that any attack on Audleys larger army was doomed to fail, Salisbury sought to lure the Lancastrians out of their position. To accomplish this, he began a feigned retreat of his center. Seeing this, a force of Lancastrian cavalry charged forward, possibly without orders. Having accomplished his goal, Salisbury returned his men to their lines and met the enemy assault. Battle of Blore Heath - Yorkist Victory: Striking the Lancastrians as they crossed the stream, they repelled the attack and inflicted heavy losses. Withdrawing to their lines, the Lancastrians reformed. Now committed to the offensive, Audley led a second assault forward. This achieved greater success and the bulk of his men crossed the stream and engaged the Yorkists. In a period of brutal fighting, Audley was struck down. With his death, John Sutton, Baron Dudley, took command and led forward an additional 4,000 infantry. Like the others, this attack proved unsuccessful. As the fighting swung in the favor of the Yorkists, around 500 Lancastrians deserted to the enemy. With Audley dead and their lines wavering, the Lancastrian army broke from the field in a rout. Fleeing the heath, they were pursued by Salisburys men as far as the River Tern (two miles away) where additional casualties were inflicted. Battle of Blore Heath - Aftermath: The Battle of Blore Heath cost the Lancastrians around 2,000 killed, while the Yorkists incurred around 1,000. Having defeated Audley, Salisbury camped at Market Drayton before pressing on to Ludlow Castle. Concerned about Lancastrian forces in the area, he paid a local friar to fire a on cannon the battlefield through the night to convince them that the battle was ongoing. Though a decisive battlefield victory for the Yorkists, the triumph at Blore Heath was soon undercut by Richards defeat at Ludford Bridge on October 12. Bested by the king, Richard and his sons were forced to flee the country. Selected Sources UK Battlefields Resource Centre: Battle of Blore HeathWars of the Roses: Blore Heath

How You Can Get ACT Accommodations Complete Guide

How You Can Get ACT Accommodations Complete Guide SAT / ACT Prep Online Guides and Tips On the ACT, students with disabilities or other conditions might need accommodations, such as extra time or frequent breaks. But how do you get accommodations like extra time on the ACT? This in-depth guide will teach you about the process of applying for accommodations and which accommodations are most common. You want to do your best on the ACT- disability or other condition aside- so read on to learn about how to get the ACT accommodations you need. The Basics of ACT Accommodations To get ACT accommodations, you must work with your school to submit a request. Unfortunately, this means that requests can unfortunately take a little while to process- usually at least two weeks. Furthermore, getting accommodations approved isn’t easy. In most cases, you have to submit extensive documentation and even be prepared to resubmit information or appeal a decision. The documentation needed, the type of accommodations you request, and the process will vary by condition and/or disability. While we can’t list the ins and outs of documentation for every single disability category, we can provide a detailed overview of the process as well as information about documentation to help you get started. What Accommodations Can I Get on the ACT? There are four broad categories of accommodations you can get on the ACT: Accommodations but no extra time:Common accommodations include large-print test booklets, small group testing, rooms with wheelchair access, stop-the-clock timing, medical supplies or food in the testing room, and visual time signals. Extended time, or specifically, time and a half for the test:This comes out to five hours for the ACT, and five hours and 45 minutes for the ACT Plus Writing. Extended time may be combined with accommodations from the list above. Special testing:This includes more than extended time. These accommodations including a different test format such as Braille, use of a scribe for your essay, or testing over multiple days. For special testing, the testing is done at your school instead of a National Testing Center and isproctored by a coordinator who meets ACT qualifications. English learner supports: As of 2017,test takers whose native language is not English may request special ESL support on the ACT. These accommodations includeextra time, the use of an approved bilingual dictionary, and translated test instructions; they donotinclude translated test questions. Special testing is reserved for very serious disabilities and conditions, or for students who need accommodations outside the US and Canada. For example, if you have a condition that prevents you from writing independently, if you need the test in a different format such as Braille, or if you typically receive more than time and a half for regular tests at school as part of your IEP (Individualized Education Plan) or 504 Plan, you may qualify for special testing. Essentially, if your condition prevents you from taking the ACT in a National Test Center in one sitting, or without significant format changes, you may qualify for special testing. So which accommodations should you request? This will depend on your needs. Obviously, special testing is the hardest to obtain as it is reserved students with testing needs that differ the most from usual ACT testing procedure. A good guide as to which ACT testing accommodations you will receive is to consider the testing accommodations you already receive at school. Your ACT testing accommodations will probably match the accommodations you already receive.For example, if you're usually given extra time for tests, you'd likely benefit from extended time on the ACT. If you're able to test in a National Testing Center as long as you have certain accommodations, you should request one of the first two options, as the approval process will be somewhat easier. How Do I Qualify for ACT Accommodations? Only students with documented disabilities or conditions (including non-native speakers of English) qualify for accommodations on the ACT. The qualification process and documentation needed will vary by disability/condition and when you received your diagnosis. As a basic rule of thumb, the more recent your diagnosis is and/or the fewer accommodations you receive in school, the more detailed documentation you'll have to provide. There are two broad categories of documentation you will need: Record of your accommodations in school:You’ll need to have qualified officials at your school send documentation of your IEP (Individualized Education Plan), Section 504 Plan, or other Official Accommodations Plan you have in place. If you haven’t been receiving accommodations, you'll have to provide a detailed explanation as to why you haven’t used academic accommodations in the past and why you need them for the ACT. Complete diagnostic documentation of your disability or condition: Documentation must be up to date, and the timeline varies by condition. For instance, if you are seeking accommodation for ADHD, the diagnostic results cannot be more than three years old, and you must also include evidence that you were diagnosed before the age of 12. You won't need to give complete diagnostic documentation if your diagnosis was reconfirmed within one year prior to your request and it's more than three years old.In this case, ACT, Inc. will accept your school’s verification of having documentation on file, though they reserve the right to request that documentation at any point. Basically, if you’ve had your condition for a long time, your IEP or 504 Plan was updated in the past year,and you received diagnostic testing that reconfirmed a persistent diagnosis, ACT, Inc. will not request complete documentation. The disability categories that ACT, Inc. approves requests for are as follows: Learning Disabilities Attention Deficit/Hyperactivity Disorder Psychiatric Disorders (Mood or Anxiety Disorders or Serious and Persistent Mental Illness) Visual Impairment Hearing Impairment Autism, Asperger's Disorder, Pervasive Development Disorder or Autism Spectrum Disorder Speech and Language Disorders Medical Conditions Traumatic Brain Injuries If you don't see your condition here, be sure to visit the ACT's website to view a complete list of eligible conditions (and the documentation you'll need to submit for each). As previously mentioned, non-native English speakers may also request English learner support on the ACT. You'll need to meet one or more of the following in order to qualify for special language support on the test: Trouble speaking, reading, writing, or understanding English Enrollment in an English-language support program at school Receipt of requested supports on classroom tests through a formalized plan Results from a suitable English-language assessment that indicate the student's limited proficiency in the language You might need to submit supporting documentation as well, such as an EL Plan, confirmation of your attendance in an English-language program, or an official accommodations plan. For more information about English-proficiency documentation, see the official ACT English Learner Support Documentation guide. Example of ACT Documentation for a Learning Disability The documentation required is different depending on what condition you are applying for, but generally it follows seven basic guidelines: The diagnosis is clearly stated. The information is current Educational, developmental, and medical history is presented. The diagnosis is supported. The functional limitation is described. Recommendation accommodations are justified. Evaluators’ professional credentials are established. As an example, let’s look at the documentation required for a learning disability- one of the most common disability categories in schools. You'd need to submit all the following to document your condition: A description of your learning disability and its developmental history. This includes a history of how your learning disability has affected you in school and a diagnostic history. A neuropsychological or psychoeducational evaluation that includes results of an intellectual assessment using a "complete and comprehensive battery." If you’re on an IEP at school, the testing you did to be placed on the IEP would likely meet this requirement. If you’re not on an IEP or didn’t get this testing, you might have to go to an outside source to get the complete the appropriate testing. Results of a complete achievement battery. Again, the testing you were given for your IEP would likely include this, though it’s possible to get this testing done outside of school as well. Other assessments for consideration of a differential diagnosis from co-existing neurological or psychiatric disorders. ACT, Inc. doesn’t just want to know how you were diagnosed with your learning disability; they also want to know about any other assessments you received for different possible disorders. Specific diagnosis and evidence that alternative explanations for your disorder were ruled out. Again, ACT, Inc. doesn’t simply want evidence of your learning disability but also proof that other possibilities were considered and then discarded. Description of your limitations and a rationale for the recommended test accommodations. This part of the documentation is incredibly important because it's where you'll explain how your learning disability limits you in school and why you need the accommodations you’re requesting. It’s basically your argument for why you need ACT accommodations. Whew! That’s a lot of paperwork. And that's just the documentation required for one disability. Be sure your documentation is complete and has been verified by professionals, including your doctor(s) and school officials. Remember, the documentation needed changes based on the disability. For a complete guide, including the exact documentation needed for each condition, seeACT, Inc.’s Policy for Documentation. If you’ve never had an IEP meeting, accommodations might be more difficult to get. How to Get Accommodations on the ACT, Step by Step Now that you know what documentation you need and the qualification standards, let’s learn how to actually submit your request for accommodations on the ACT. (You can also get an overview of how accommodations work by readingACT, Inc.'s Quick Start Guide.) Step 1: Register for the ACT online, making sure to list your preferred test center, and sign up before the deadline of your preferred test date. When you register, you'll indicate which kind of accommodation you need for the test. Step 2: Once you’ve registered for the ACT, you'll receive an email from ACT, Inc.This email will explain how to work with your school to submit a request for accommodations on the test. Forward this email to your school official, along with a filled-out Consent to Release Information to ACT PDF. Step 3: Your school official will submit your request to ACT, Inc. Within two weeks of your submission, your school official will be notified first of ACT, Inc.'s decision; he or she will then contact you with the results and explain the next steps. ACT, Inc. offers a convenient checklist of the entire accommodations request process that you can use as you work your way through the steps above. What Happens After I Submit My Request for ACT Accommodations? First of all, make sure that your school official submits your request, including all documentation, no later than the late registration deadline for that particular test date. In fact, the earlier you get your documentation submitted, the better- in case ACT, Inc. requests extra materials or documentation, which can slow the approval process. Once ACT, Inc. receives your materials, they'll pass them on for review. If you're missing important documentation, they'll notify you, and you can submit the extra materials. Your request will either be approved, sent to a specialist for further consideration, or put on hold as you're asked tosupply missing materials. Basically, if they don’t think they can approve your request, they will give you a chance to provide more evidence. The specialist will either approve or deny your request, provide a written reason why, and notify your school official of the decision (who will then notify you). If you are denied, you will be given a chance to appeal the decision and submit new materials. The entire process can take a few weeks, so be patient! Extra Tips for Getting Accommodations on the ACT As you can probably tell from the above, it's somewhat tough to get accommodations on the ACT. Because ACT accommodations are based on the accommodations you receive at school, it will be very difficult to get accommodations on the ACT if you aren't already receiving services of some kind. It should go without saying that you won’t be able to get extra time or special services if you do not have a documented disability or condition (or if you are a native English speaker). Keep in mind that there are no additional fees for accommodations. So even though it’s a complicated process to get accommodations, you should definitely request them if you need them. The ACT is a tough test, so if you typically get accommodations in school, you'll definitely want them on the ACT as well. And a final bit of advice? Ask your school for help! Don't be afraid to consult your school official and/or guidance counselor with any questions you have about ACT accommodations.Especially if you live in a state where all students are required to take the ACT, it’s highly likely that your school has helped previous students with getting accommodations. What’s Next? Even once you get your accommodations, it’s still important to study for the ACT to maximize your score. Avoid this common ACT mistake to improve your score, andcheck out our strategies to raise your ACT Writing score. Learn more about the national ACT average score and ACT score percentiles to get an idea of what score you should be aiming for. You might be curious as to what scores are considered good by various colleges. To find out, check out our guide to developing a target ACT score based on the schools you want to apply to. Wondering about what that composite ACT score represents in terms of right and wrong questions? Check out our guide to learn the ins-and-outs of ACT scoring, and get expert tips to help you use this information to your advantage. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

7 HUGE signs you aced your interview

7 HUGE signs you aced your interview Sometimes it’s all too apparent when a job interview hasn’t gone well- maybe there’s a cringeworthy statement you wish you could take back, or an icy glance from an interviewer who doesn’t seem to find your small talk very charming. But what differentiates an okay job interview from one you’ve just rocked? Here are some key signals that you’ve had a great interview. 1. The interviewer has positive body languageInterviewers are professionals (ideally!), but they’re also human. Sometimes the earliest indicator that things are going well is the immediate physical feedback you get. Is the person engaged in the conversation, or is she just asking rote questions? Are you getting a lot of positive affirmation, like nods and smiles or verbal agreement? This isn’t a foolproof way to gauge your progress (hey, some people are just very friendly), but it’s a great first clue.2. The interviewer asks you about your interest in the jobIf the interviewer asks you point blank if you’d be interested in the job, it’s not quite a job offer, but it’s a very positive sign. It may mean the person thinks that you’re a good candidate and they want to test out whether you’re serious about it before moving you to the next step. If the interviewer asks you about where else you’re interviewing, that’s also a good sign. If they weren’t interested in you, they probably wouldn’t be trying to gauge the competition or scoping out whether you’re likely to accept a potential job offer.3. You set up a second interview on the spotThe signs don’t get much clearer than this one. If they actively invite you back for another round of interviews, you’re in very good shape. But don’t forget that while a second interview is a great omen, it still means another round of prep. Aft er all, there could be other candidates coming back for a second interview as well, so it’s important not to go into the next interview thinking you have a job offer on the table just yet.4. You get a personal tourIf your interviewer brings you around the office to show you the space and introduce you to people, or calls people in to meet you, it shows they’re already thinking of you as a potential member of the team.5. The interview goes longA short interview isn’t necessarily a dealbreaker, but if your interview goes longer than the allotted time it likely means that the interviewer is interested enough to have a meaningful, in-depth conversation about the position and your qualifications for it. Particularly if you’re meeting with a single interviewer, a long conversation points to a great level of engagement.6. The interviewer goes into day-to-day job specificsMost interviewers will give an overview of the open position to make sure you understand the job. But if the interviewer takes the time to do a deep dive into the job’s responsibilities and integrates you into the discussion (â€Å"you would be doing X,† â€Å"you would be leading this project,† etc.), it suggests they already see you as a good fit.7. Your thank you note nets a responseNo matter what, you need to send a thank you note as a follow-up to your interview. The interviewer, however, is not obligated to respond in any way. If you send your thank you and you get a response (especially a quick one), it shows that your interviewer is engaged in the process and likely had a positive reaction to your conversation. Bonus points if there are specific references to a point you discussed, because that can help you tell if it’s just an automatic response on their part or a genuinely warm reaction. Tone is everything here.The waiting game after an interview can be one of the most frustrating parts of any job hunt. If you’re able to walk out of the room with any of these positive outcomes behind you, it can help reassure you that things really did go well, and that you’re on the right track for a second interview- or maybe even that job offer.

Financial Accounting Concepts Essay Example | Topics and Well Written Essays - 500 words - 4

Financial Accounting Concepts - Essay Example Advise to Dr. Leo Krusack on basic accounting procedures for the month of July showing how each transaction is handled on the accrual basis of accounting: - On July 1st, he paid out $1,200 in office rent for the month of July. This is considered as expense for the month of July. .He purchased a new dental chair for $1,300 cash on July 6th. This is capital investment and hence a Balance sheet item. This is not to be considered in the revenue account for July. On July 10th, he purchased $2,000 worth of dental supplies on account. Under the accrual system of accounting only the actual supplies used during the month is considered and not the total purchases. He used $1,300 worth of dental supplies in July. This is an expense for July. On July 10th, he paid an electric bill for $250 This pertains for the month of June and even though paid in July cannot be considered in the revenue account for July under the accrual system of accounting. On July 12th, he paid $75 to place an ad in the loc al newspaper. This is an expense for July. He paid out $1,500 in wages to his hygienist on July 15th and 31st. This is an expense for July. On July 18th, he withdrew $250 for personal expenses. Personal drawings are accounted for in the Balance Sheet when the profits are added to the Capital account.

Gender Language, images, and contexts Essay Example | Topics and Well Written Essays - 1000 words

Gender Language, images, and contexts - Essay Example Transgender activists and gender theorists have been vocal in advocating for an abolition of gender to free the society from the bonds of arbitrary behavioural norms that define gender. The assumption of gender to be a system consisting of two exclusively opposite categories in which people are placed is simple and does not give the full definition of what encompasses gender. The difference between the art and nature of gender is transsexual and non-transsexual aspects of gender. Transsexual gender is the physical change of people’s sexuality to be who they feel they are. On its part, natural gender is the acceptance and appreciation of what the society defines us to be. Non-transsexual theorists are ignorant of the form that a transsexual person undertakes after going through the physical change. The femininity and the masculinity according to them are naturally the actual aspects of defining gender. The art of changing one’s sexuality does little in changing who one i s. They refer to the Godliness of the act and the creativity aspect of the whole process. To transsexual theorists, creativity is evident when mankind begin exercising power of creativity, the power to increase our vocabulary, power to change our environment, our clothing as well as our bodies. She acknowledges that both the art and the nature of gen der reside in an individual person. The author seeks to address the issue of gender from the inside of a person and how this affects a person’s acts and performances. By linking the soul to an individual’s performances, the politics of the body are inherent there in. The article shows that desires of the soul define exactly what gender a particular person belongs to. Analysis The author believes that gender is not naturally what the society has bestowed upon the individual, but the actions of the individual from desires of the soul. The soul is the centre of everything it generates the actions that a person is likely to fo llow subconsciously and determines the social performances that depict one to be either male or female. The biological characteristics do not have much influence on gender determinants. Raising the argument a notch higher, the article holds that acts, desires, and gestures give birth to an internal substance, which is produced on the outside surface of the body, although they never reveal but suggest the organizing principle of identity as a cause. Such signs, gestures, or enactments according to the article are performative, meaning that the identity that they claim to express are not original, but rather manufactured and sustained through corporeal signs among other means. This means that what is outwardly expressed is in fact from the inside, and that the outward signs are simply fabrications of the inner expressions. The argument that the inner truth of gender is a fabrication and that the true gander is nothing but just a fantasy instituted on the surface of the body, then gend er cannot be either true or false. For instance, being feminine is not a cultural tag placed upon the individual woman, but rather, the actins seen on the surface of a person that are characterized to be feminine are actually from within the soul. The Contemporary Transgender Movement Abstract The paper aims at examining what the existing social movement literature can teach on collective identities. Traditional community has classified gender in

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

Report - Case Study Example This type of operation was facilitated by the ownership of various brands of hotels operated by the Intercontinental Hotel Group. For instance, the Lido holiday inn. The multi-brand ownership strategy made it feasible for the company to operate in large scale. To be specific, a holiday inn hotel had 1000 standard rooms and 355 apartments. The IHG owned 26 holiday inn hotels, not to mention other brands. This ownership strategy was unique by then and was a source of competitive advantage to IHG. Second, the geographic locations of the hotels managed by the company were unique and complemented the purposes for which they were put up. That is, for holiday getaways. The unique geographical location, which could not be imitated by any other company, provided a sustainable competitive advantage for the company. Third, the company actively segmented its target market. Every target market had a suitable brand of hotel. This strategy ensured that the client’s needs were met. Fourth, the company was the first to establish a Chinese website for local customers to improve communication with a wider variety of customers who speak different languages such as English and Chinese. The website also provided a platform for reservations. This strategy was cost effective and efficient. Therefore, was a source of competitive advantage. Positioning strategy of the company involves making plans that make a company stand out among other rival firm. The Intercontinental Hotel Group has implemented the following strategies: first, the company has segmented its target market and provides hospitality services to match with the market need. For instance, on the onset, the company entered the China market with a unique service delivery strategy, including setting up of the first website in Chinese. The strategy facilitated the high market growth rate experienced. The open door policy in China in the year 1978 resulted in the rise in demand for

Sunday dinner Research Paper Example | Topics and Well Written Essays - 1000 words

Sunday dinner - Research Paper Example This essay is a great description of the issue of family unity. Most families all over the world have set aside a special day, either once a week or once a month. In the author’s family, this special day is usually on a Sunday where every member of the family is expected to show up for the Sunday dinner. This is because the main aim of gathering all family members is not generally to share a meal but to bring together all the members as well as getting to know each other’s welfare. The parents get an opportunity to ask on everyone’s well-being at school, in the work place for those who are working, relationships, both spiritual and casual as well as health welfare. To achieve all that, everyone is expected to contribute in the preparations of the dinner. Each one of us has to carry out a duty which is specifically expected from him or her. This makes the dinner livelier as well as creating more time for interaction. There are a number of duties that are carried o ut in preparation of the family’s Sunday dinner. The first one is coming up with the recipe to be used. The second one is shopping for all the required raw food and ingredients. The third one is preparing raw foods for cooking. The fourth is setting up the table and serving the food one it is on the dining table. Finally, clearing the used plates and washing them once the dinner is over. This is the step that the males in the family come in. The contribution of males in the kitchen expresses a lot of coordination, respect and togetherness in the family.

How Architecture Transformed the Objectives of Edifices Essay

How Architecture Transformed the Objectives of Edifices - Essay Example The main idea of the essay is found in the third paragraph after a considerable discourse on the background of hospitals and medical treatments from the 1900s. To quote: â€Å"In a quirky continuation of past thinking about the need for a civic image for the hospital, designers and administrators began emulating community center, the shopping mall. As a result, hospitals entrances became more welcoming, waiting rooms more inviting, facilities reintegrated more fully into daily urban life, and patients (or even better clients) treated more as guests or consumers.† (p. 82) The argument is that by adopting an environment of domesticity and emulating community-center, hospitals were able to change the old negative perception into something pleasant even without any significant alteration to the patient-doctor relationship. From cold, clinical and drab institution into a welcoming public space, Sloane successfully depicted how hospitals were effective in taking control of their dev elopment and their future by using architectural design in their strategy to adopt. Meanwhile, Cultural Infrastructure investigated the influence of Franklin Roosevelt’s New Deal on the modern design of American public space. It immediately opined that such â€Å"brief and rich period of commitment to public building produced many of the works that define the public space we now use†. (p. 226) It was cited that Roosevelt Administration resulted in the widest public building program ever that left a lasting mark on what Leighninger called as cultural infrastructure – roads, bridges, schools, courthouses and other public facilities such as parks, museums, gardens, civic centers and city halls, among others. The paper is well researched and has outlined impressive figures and data to support arguments made. For example, a list of new and modified infrastructures and edifices were provided, showing the number of constructed buildings ranging from schools to rodeo gr ounds. An important claim made by the author was the fact that the flurry of construction completed during the period was driven by the need to address the unemployment and economic stagnation of the Great Depression. The reference to this variable allowed Leighninger to explore the distinct contribution of the New Deal to the way public spaces were designed. A case in point was the suggestion that public spaces were designed in such a way that they might discourage dissent. This is supposedly demonstrated in the way the construction of large spaces was avoided and instead more neutral and distracting ones were erected such as zoos and gardens. While there are pieces of evidence of large public spaces constructed such as the Orange Bowl and Cow Palace, Leighninger maintained that there was, indeed, the presence of bias in favor of smaller spaces that constrained politically charged atmosphere. (p. 230) A more important claim, however, was made when the author discussed how public sp ace – as approached by the New Deal architects and urban designers – is not all about the economic consideration.

Sunday dinner Research Paper Example | Topics and Well Written Essays - 1000 words

Sunday dinner - Research Paper Example This essay is a great description of the issue of family unity. Most families all over the world have set aside a special day, either once a week or once a month. In the author’s family, this special day is usually on a Sunday where every member of the family is expected to show up for the Sunday dinner. This is because the main aim of gathering all family members is not generally to share a meal but to bring together all the members as well as getting to know each other’s welfare. The parents get an opportunity to ask on everyone’s well-being at school, in the work place for those who are working, relationships, both spiritual and casual as well as health welfare. To achieve all that, everyone is expected to contribute in the preparations of the dinner. Each one of us has to carry out a duty which is specifically expected from him or her. This makes the dinner livelier as well as creating more time for interaction. There are a number of duties that are carried o ut in preparation of the family’s Sunday dinner. The first one is coming up with the recipe to be used. The second one is shopping for all the required raw food and ingredients. The third one is preparing raw foods for cooking. The fourth is setting up the table and serving the food one it is on the dining table. Finally, clearing the used plates and washing them once the dinner is over. This is the step that the males in the family come in. The contribution of males in the kitchen expresses a lot of coordination, respect and togetherness in the family.

Analyze 4 Photojournalism Works Essay Example | Topics and Well Written Essays - 1000 words

Analyze 4 Photojournalism Works - Essay Example The picture’s most powerful concept is the wooden structure within which the person life is contained. A picture speaking a thousand words for a life of an individual. The photojournalism technique used in this is on creating the bigger portfolio depending on the different stages for the person. The other pictures follow the above shown person as happy, living in decency, and making only the optimal use of his life. Not creating major things he couldn’t protect, couldn’t make or waste his energy in making. The simple comprehensive base is set, the best friends are loyal (dogs) and continuity is on the go. The picture then depicts the adoption of simplicity in life rather than making it boggled down by creating tough events while a person can be easily happy with a limited amount of what he/she can have. The harsh reality of life is poverty. Millions and billions of people die every day due to lack of food. People such as shown above try everyday to find food, something that can provide taste to their buds to have them sleep at night. The nights for them then are very painful with only the survival to look forward to. The picture is very powerful showing a homeless man trying to find something to drink from KFS’s thrown garbage drink cups. The problems of a homeless is then very much concentrated toward just being able to survive with something in the stomach. This is because nobody trusts them, nobody hires them and nobody can help them. People don’t want to see them in pain but being scared to help them as they might remember and ask for more favors is what scared people to take the first step. The photographer is then trying to interpret that in such a harsh condition where even drinking is being such a problem, the homeless face pleads for help, nurture and care. The interpretation of the photo is through the eyes of the photographer, taking the point of the view from within the trash can. Emphasising on the phenomena of luck in

Voting in Elections Should Be Made Compulsory Essay Example for Free

Voting in Elections Should Be Made Compulsory Essay Compulsory Voting in Election, though highly desirable, cannot be attained due to a number of reasons. Some common reasons that come to mind without pondering a lot are: health issues of voters; which might bar them from exercising vote with a perception that no election is important than their health. Although a passion is seen amongst certain invalids; who are often carried to polling booth by their family on back ; a majority skips the same; especially ones living in metropolitans. They consider carrying their sick and bedridden family members to polling booth as a burden . Another major reason could be male chauvinistic attitude of Indian men ; who always underestimate thoughts and actions of their women. They especially prefer confining their women within the home on polling day. This is the one major reason of fewer number of female voters as compared to males; particularly in villages and small towns. Another reason; for turning off the voters for polling is the increased incidences of violence, booth capturing and criminal activities at polling booth; Making voters reluctant for voting. Such incidences can be easily observed in underdeveloped as well as developing nations with high corruption. A few other reasons; which handicaps Constitution in making polling compulsory or rather Imposing punishment could be the distance between pooling booth and voter’s residence. The situation gets worsened if accompanied by adversities like heavy snow; torrential downpour, scorching heat or thunderstorm; the control of which is beyond the power of Government as well as voters.

Focusing on A Child’s Right To Play

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