Responsibilities and rights of employees and employers Essay

Responsibilities and rights of employees and employers within own area.The law in UK covers the following aspects: Employment law is the body of law which governs the relationship between employers and their employees. A key component therefore of employment law is the employment rights which are bestowed upon both the employee and the employer. The aspects of employment covered by law are: Minimum wage, Hours worked, Discrimination, Health and safety, Holiday entitlements, Redundancy and dismissal, Training, Disciplinary procedures, Union rights and consultation, among many others. Labour law covers the deal between employee and employer. Health and safety laws cover the work conditions, and minimum wage and other laws set basic compensation levels.We also have the Disability Act, Manual Handling Operations and Regulations, Data Protection Act, The Medicine Act, General Social Care Council code 2001, RIDDOR 1995 and more. To protect the rights of employers and employees by providing rules and regulations that must be followed. Employment rights are numerous, but a few of them are likely to have a more significant impact throughout your time of employment. The National Minimum Wage is one of the most basic and most protected rights, establishing a minimum amount that employers must pay per hour to each of their employees. Employment law also makes allowances to prevent employees from being made to work too many hours, while allowing willing employees to work more hours if they wish. Other employment rules give employees rights in redundancy situations, and ensure that they can be free to take part in union activities. You may well have numerous other rights in your employment contract – for example, you may have been promised a greater holiday allowance than the amount allowed by law. Employment law also holds employers (and employees) responsible for living up to the terms established in the employment contract. Employment Law & Workers’ Rights These days, there is an enormous volume of legislation giving special rights and protections to employees in the UK. These employment rights are designed to ensure that all workers are treated equally, fairly and lawfully. Read more: Essay About  Statutory Responsibilities and Rights of Employees and Employers

Adolph Hitler’s Leadership Ethics Essay

About 18 months ago, the Council of the Academy of Sciences of South Africa (ASSAf) appointed a Study Panel of eminent scientists to examine and collate the most relevant and reliable evidence on the influences of nutrition on human immunity, particularly in respect of HIV infection and active tuberculosis in South Africa. The decision to focus on this topic was sparked by the prevailing debates and public uncertainty in South Africa regarding the role of nutrition and nutritional supplements such as vitamins and minerals in the management of HIV infection. The Study Panel report released a few weeks ago under the title ‘HIV/AIDS, TB and Nutrition’ observes that South Africa is currently in the throes of three distinct epidemics – malnutrition, HIV infection and TB. The prevalence of each is sufficiently high that the same communities may be affected by all three epidemics in a purely mathematical overlap, but there is also prima facie evidence from observational studies that the three epidemics are in fact often linked in a synergistic relationship in which they mutually reinforce and facilitate one another. The report provides up-to-date and in-depth epidemiological summaries of each. This editorial will however largely concern itself with nutrition and HIV infection. Why nutrition is important for the immune system The body defends itself against microbial invasion by activating its quite complex immune system, and mobilising what the report dubs the ‘flamethrowers’ or respiratory burst whose central role is the intracellular killing of pathogenic organisms by oxidation or ‘burning’. This in turn relies on the availability of energy stored in energy-yielding fuels such as carbohydrates and fats to fuel the ‘respiratory burst’. Largely for this reason, the resting energy expenditure in HIV-infected individuals is increased by at least 10% compared with noninfected persons. This critical chain of complex defensive mechanisms (involving regulatory hormones, neuropeptides, cytokines and neurotransmitters) is obviously undermined if the infected person is not kept supplied with adequate energyladen macronutrients such as carbohydrates and fats. Micronutrients (vitamins and minerals) are equally important as part of the nutritional landscape for the optimal functioning of the immune system. For example, the vitamin B complex – thiamine, riboflavin and niacin – has a critical role in the Krebs cycle via which the required energy is generated. However, oxidants are indiscriminate warriors that will attack and destroy both invader and host cells alike. For this reason, there is a need for ‘fire extinguishers’, and micronutrients fulfil the parallel and important role of serving as antioxidants whose function is to limit and contain the destructive effects of oxidants on the host cells. HIV infection and nutrition HIV infection is associated with weight loss and wasting, both of which are independent contributors to poor clinical outcome. The reasons for the weight loss and wasting are multifactorial, and include the increased resting energy expenditure, food scarcity, and decreased absorption of ingested food due to gastrointestinal disease or viral disruption of the intestinal mucosa. Although a 10% or greater loss of body weight over a year is not uncommon in HIV, there is in fact a high degree of variability in the extent of weight loss and wasting which, not infrequently, is causally associated with secondary infection. Whole-body protein turnover may be as high as 25% in untreated HIV sufferers, leading to cachexia. Also, as already mentioned, resting energy expenditure is increased by 10% in HIV-infected people. It would therefore appear to stand to reason that nutritional intervention in people with HIV infection will improve survival and/or quality of life, but hard evidence to this effect is woefully lacking. Very few randomised, placebo-controlled trials have been conducted in this regard. There is preliminary evidence, however, that specific dietary supplements such as amino acid mixtures increase body weight and reduce HIV viral load. Supplementation with medium-chain triglycerides reduces HIV-associated intestinal dysfunction and fat malabsorption. And ready-to-use therapeutic food improves nutritional status in severely malnourished children. Micronutrients (vitamins and minerals) are essential to immune function, and deficiencies may therefore act as cofactors in HIV transmission and progression. Micronutrient deficiencies are common in HIV-infected people. Multivitamin supplementation has been shown in observational studies to result in a 40 – 48% slower progression to AIDS and a 40 – 60% reduction in the risk of death after 8 years of follow-up. But here again, there is an unhappy lack of sufficiently powered randomised controlled trials to confirm these benefits. The World Health Organization, the Southern African HIV Clinicians Society and the Department of Health have all published guidelines for nutrition in HIV/AIDS that have been collated in the ASSAf report. But the report also identifies gaps in our knowledge regarding HIV and nutrition, and recommends areas and topics that ought to be prioritised for research. Daniel J Ncayiyana Editor ‘HIV/AIDS, TB and Nutrition’ – ASSAf Report SOUTH AFRICAN MEDICAL JOURNAL – FIRST PUBLISHED JANUARY 1884 October 2007, Vol. 97, No. 10 SAMJ 893

Planning and Decision Making Essay

Planning and decision-making are critical processes for effective police administration because: (1) planning is the first step to the effective operation and good management of a police department; (2) planning is the essential element of decision –making; (3) effective planning can eliminate or reduce potential catastrophe resulting from manmade and natural disasters; (4) decision making can usually be described in three types of theoretical models rational, incremental, and heuristic none of which defines all of the elements and factors that affect every decision; (5) the decisions individuals make during crisis situations often define their leadership abilities and, in some cases, their career success; (6) police administrators rarely act alone and most decision making within a police department is conducted at the group level; and (7) decision making is rarely perfect, and is often marred by individual and group weakness that can be identified and hence, avoided. (Swanson, 2012) Yes I agree on my topic with what the author is talking about, because planning and decision making from personal experience is very big. Making decision is very stressful at times that will lead to depression that comes with giving up and frustration that might makes you uncertain of making the best choice. Planning is the most basic function of management. It preceded other functions because a manager plans before he acts. Planning involves determination the objectives and selecting courses of action that will lead to the achievement of predetermined objectives. I don’t like to plan because I get over my head, and too excited and can’t wait for the day to come.

Research with children Essay Example | Topics and Well Written Essays - 2000 words

Research with children - Essay Example Further, I shall attempt to gauge the difficulty level in overcoming them for the researchers involved. To evaluate these obstructions; I need to first discuss my own understanding of both cultural and institutional barriers. Cultural barriers are a result of varying (not necessarily one) culture and its reflective beliefs about children. These beliefs form major ideological notions of what being a child constitutes, what behaviors are to be expected, what are to be punished, and consequently in what manner adults should handle children. These impediments arise in researches done amongst all nations, and materialize in different child-identity arrangements. Amongst the most common ones are that children are ‘innocent’ and ‘naive’. This translates to the assumption that children are not reliable sources of knowledge. Their responses are not to be taken seriously since they lack enough knowledge to make meaningful observances. Parents play a major role in these scenarios. A number of social factors shape parents notions and expectations, and these may be challenged if children are given equal opportunities as adults to participate. For this reason, ensuring child participation means ensuring parental satisfaction (Ray, et al., 2010) Institutional barriers are those barriers in which institutions such as schools and governments place limits on child participation and hence hinder the space left for researches to explore in. Unlike cultural barriers, these are harder to overcome. Since they involve a larger number of people and usually governmental policies and laws, they need to be kept in accordance with. One such example of this is the case of ‘informed consent’. Various countries deal with this separately and allot children of certain ages of legal/illegal statuses which allow them to be independent

Business Sustainability Assignment Example | Topics and Well Written Essays - 2000 words

Business Sustainability - Assignment Example The three factors work together with the aim of creating an excellent working environment and exciting experience (Edi.com). The factors also enable an organization to work through the day to day challenges that the business faces. As a result, the team achieves its goals and objectives. Therefore, this creates a possibility for growth and expansion. The factors that influence the social environment of a business include job satisfaction, teamwork, leadership and customers among other factors. Teamwork revolves around the cooperation of employees in the workplace. The interaction of individuals tends to create a suitable working environment for the business. The science of working together as a team results in the reduction of competition among individuals. Information sharing takes place, and the benefits employees of each and every person considered (Global market analysis). The benefits result from sharing ideas and information, and this boosts the morale of workers. Good managers always ensure that the employees work together as a team. They carry out particular programs that make teamwork motivate employees. The conducive working environment created as a result of partnership increases the reputation of the enterprise (Ananthan). The culture of a company encompasses on a lot. In most companies, culture mainly relates to how managers treat and relate to their employees (Trompenaar). The culture of any given society dictates how the employees and the customers get treated. Companies that punish their employees more than the way in which they reward them create fear among the employees. The workers lack the morale of working. The way in which a customer gets treated speaks a lot for the organization. The customers are great assets in the body, and excellent treatment of the customers improves the reputation of the business. The culture of a group that emphasizes more on rewarding and treating the employees well enhances the relationship

Visiting a kindergarten Essay Example | Topics and Well Written Essays - 1000 words

Visiting a kindergarten - Essay Example Like a real Snow White but with yellow hair not black. Most of the people that I know are different shades of brown but Sarah was from the mainland where all the really white people come from. Sarah had the whitest skin I ever saw and polka dots on her nose and cheeks. She couldn’t play rough on the playground because her white skin was very soft. I know because one time, when she accidentally fell down, she got these really big purple spots on her legs that she said were bruises, but they weren’t like any bruises I ever saw before they were so dark, and she said it happened all the time. When I looked at her and how the sun glowed through her yellow hair, though, it didn’t make any sense to me that Snow White could have black hair because Sara made a much better Snow White. Yes, she definitely did. If I visited too much in class, Sister Mary Joseph would call me up to her desk and have me hold out my left hand. I knew what was about to happen so I would always l ook at Sarah. That way, I wouldn’t cry. All the other girls would look sad and down at their hands, thanking god the father that it wasn’t them, but not Sarah. Sarah always looked right at me, and then she would smile like Snow White – sweet, soft, and comforting. She always seemed to know just how I felt. When it was pau, I would go back to my seat and she would stroke the top of my hand until the pain in my palm went away. That’s how the magic started. One day, after I got smacked.

Writer's choice Article Example | Topics and Well Written Essays - 250 words - 3

Writer's choice - Article Example s scheduled in which people engaged in different party activities such as listening to music and dancing, drinking, eating besides sharing stories among other amusements. All the expected people were in the scene besides everyone seeming to be in a party mood depicted from their facial expressions. This was a very amazing event to me because it was the first I witnessed besides that attracted many people including some from the neighboring community. Additionally, it had a programed unlike many other such ceremonies that I had ever attended before besides was followed to the latter. Through the entire process, I learned that people have their own way of doing things as well as doing different things from the normal you would get a dissimilar result. This is because most ceremonies that I had attended there before lacked good planning and in mostly resulted to vices such as fights and injuries. Whatever one encounters little experiences out of lecture, which he or she gets while in the university, counts much in his or her future life. This is because such experiences equip an individual with knowledge hard to earn or achieve in class work. Moreover, students ought to indulge in such activities provided they do not harm them because they are also part of

Proof read and punctuate Essay Example | Topics and Well Written Essays - 2250 words

Proof read and punctuate - Essay Example Sharks have long been credited to have survived more than any other species on this planet as they survived the ice age and maintain their balance, but the same animals are today on the verge of their extinction due to massive hunting by humans. About 6 years back, when I was 13 years old, I weighed nearly 100 kg. My father was concerned about my weight and put me in a weight loss camp where I was introduced to sports and eventually developed a love for the same and it helped me to lose 30 kg. From then on I have accustomed myself to play sports daily and the constant fear that I would gain weight goaded me to play more. I began playing street soccer which I found to be a really amazing game. I enjoyed the sport so much that I kept thinking about the team and sometimes even dreamt about the goals I had scored during my sleep. My team friends became closer than my family and we all endured the pain and exhaustion of the sport together. Continuous and fervent practice helped us become the second best team in the street soccer league and three of my friends had already begun to play for teams. One day we were playing with this Egyptian team who had come from Cairo, when I started to show off my tricks and moves specifically in the defense. My teammate Majdi was getting irritated with me as after scoring 2 goals I was no longer concentrating in scoring goals. He was always rough with me and so I just wanted him to feel bad. When he pulled my shirt I ran faster so that the referee would see and when he wanted to tackle me hard I jumped or moved from the ball, thus allowing others to see him and feel disgusted about him. In one instance I got the ball which Saud, my cousin, crossed over from the far right and taking the ball I did this trick while passing Majdi and Hassam, who was the other defense. I then passed the goal keeper and was walking slow as I wanted to go down and push the ball with my head when Majdi came

BHE 415 - Community and Domestic Violence (Module 3-SLP) Essay

BHE 415 - Community and Domestic Violence (Module 3-SLP) - Essay Example In addition, it contains factors that affect violence against women and the characteristics of victims and committers of violence. The rationale for choosing the topic of violence against women is that the violence that is done against women is far more critical and harmful than violence against men. Men as physically more powerful exercise their power over women without considering the aftereffects that women have to face. They do violence against women because they think that women are inferior to them and they have full right of assault against them. Many researchers have worked on this issue and recommendations are also given for the improvement of resolution of this problem. The topic of violence against women needs to be looked at in depth in order to find whether any prospective steps are taken for its solution or not and also to analyze the problems faced by women because of being victimized. Macmillan and Kruttschnitt (2005) report in their study, â€Å"Patterns of Violence against Women: Risk Factors and Consequences† that National Violence against Women Survey (NVAWS) conducted a telephone survey from November 1995 to May 1996, which included 8000 women and 8005 men. The survey took women into much consideration because of their being much affected because of violence. According to the report, women face higher risk of violence from their partners as all the violence strategies such as stalking, sexual assault, kicking, choking, beating, slapping, pushing, hair pulling, hitting with objects and threatening by weapons, all were in higher ratios from the male partners (Macmillan and Kruttschnitt, 2005). Watts and Zimmerman (2002) inform that the ratio of women victimization has increased not lessened. From 1993 to 1999, 21 % women (Switzerland, 1994-1996), 29 % women (Canada, 1993), 16 % women (Cambodia, 1996), 34 % (Egypt, 1995-1996), 33 % (Zimbabwe, 1996), 40 % (India, 1999), 35 % (New

Money Demand Term Paper Example | Topics and Well Written Essays - 2000 words

Money Demand - Term Paper Example The price variable is the price for domestic cars. Federal Funds Rate is initialized as FFR. It refers to how much an individual citizen of America is giving away just by holding on to one dollar. It is also known as the return’s proxy. Money is the defining factor in any economy therefore it is critical to regulate how much one has and how much one intends to spend. For the organs that deal with the amount of money that flow in a country’s economy, it is very crucial that the levels are checked regularly. This will help cub issues like money laundering and exaggerated loan rates. Money laundering is a very common thing in today’s world. Liquidity is referred to as the extent in which assets or securities can be purchased or sold in the marketplace without affecting the product’s price. Liquidity as we know it is characterized by relatively high levels of activities in trading. Those assets that are easily bought and sold are considered to be liquid assets. In whatever investment one engages in, there is a measurable amount of liquidity. It is not just because of the amount of the sellers or buyers present but mainly because of the product’s demand. They are not the same, but they are similar. Just to illustrate the point, there might be a very high demand for a product but the same product’s liquidity is low. However, another confusing term that is easily confused with liquidity is marketability. Marketability according to scholars is an assets ability to be converted to cash. Unlike many economic terms that are associated with it, liquidity does not have a formula that can be used so that one can find its valu1e. Despite this, some people use a technique that gives off a relatively good answer. It is calculating using liquidity ratios. It is considered safer, even within the learned circles to invest in liquid assets as compared to the illiquid assets. This is because from an investors point of

Organizational Theory Final Paper Essay Example for Free

Organizational Theory Final Paper Essay Due to the recent and anticipated changes the U.S. government has made and continues to make in procedures regarding contract awards, as well as external market pressures from the economic downturn, I submit this proposal as a new approach to the existing organizational structure. Because talent and loyalty are at such a high premium in today’s workforce, I submit that the workforce be modified structurally rather than a full-scale reduction. This economic crisis will not last long and our current reaction and decisions will determine our longevity in the market. So the main objective of this restructure will be to make the best and most beneficial use of our employees that are committed to moving forward and to continue to build goodwill with our employees, shareholders, customers and suppliers. Changes in technology are not an issue for this particular proposal. The very nature of this company enhances flexibility in technological changes and even spear-heads changes in some aspects of industry. There may be mild behavior changes needed, but only to coincide with structural changes. The structural changes should prove to be positively accepted, as underutilization and overutilization issues should be resolved. The outcomes expected are: * reduced costs by realigning talent to appropriate duties * redefining merits for bonuses and certain benefits * offering more flexible working conditions for higher performance * creating diverse teams based on goals and projects * redesign Marketing division, re-evaluate goals, re-evaluate performance Forces Driving Change: * Characteristics of workforce have changed * The organizational structure of this company embraces military-like order. Modification of this approach is needed to empower team structure and welcome more civilian business approaches as â€Å"staff and middle management are better networked, more mobile, and smarter about their value and their options in the market.† (PWC) * Labor supply has changed * Much of the upper management and specialized employees are retired military, bringing them closer to a second retirement. While current conditions have delayed this trend it still exists. Competing companies aggressively recruit educated and experienced managers and industry specialists so we must create conditions that will foster satisfaction and loyalty. * Government contract allocation procedures have changed * More attention and emphasis must be put on other areas of the company’s businesses for wealth building. Government contracting has adjusted rates and opened the door for smaller companies to compete for Defense and Aerospace teaming contracts. * Economic downturns have caused readjustments in businesses and education * The Business Services company needs to update and integrate new business-to-business consulting approaches, enhancing and adding to our strict Six Sigma training. * The Advanced Visualization Solutions division needs to develop their products to serve beyond educational facilities, as most facilities are not currently able to invest in state-of-the-art technology. These products need to be streamlined to bring the cost of production and cost to customers down. * The Construction Company needs to focus on developing more domestic business. The international projects need to be managed by on-site managers via patriots or expatriate assignments. This will reduce expensive unplanned international travel as well as build goodwill with the natives of the country the project is based in. * The Marketing/Communications division has become obsolete, using old approaches of only upgrading the company website and only attending industry exhibitions and conferences. Marketing has become isolated from the energy that exists in the whole of the company, not working cooperatively or creatively with each subsidiary company. This is possibly due to absence of the sense of meaningfulness in the managers, thus lack of motivation. * The Core Divisions need more cohesion in their performance. Due to the overlap of duties between HR, Contracting and Accounting, there must be less antagonism and more cooperation between the managers. The executives rely on authoritarian leadership and â€Å"job-scare† tactics to motivate operations of these departments, thus the managers isolate themselves into their own responsibilities by not sharing information or working as cohesive teams to resolve challenges. Obviously, most of these problems have their origin in the culture that has been created in the company. While there are a few who remain loyal to the mission statement of the company and endeavor to sustain a family-like atmosphere, most managers and employees have become dissatisfied with not only the culture but with their own sense of meaning within the company. Thus, the owners and executives must be the first to revisit the mission statement and goals first set forth by the owners, create a more cohesive and safe culture and implement their own change of perspective. â€Å"Far too often, leaders ask everyone else to change, but in reality this usually isn’t possible until they first change themselves†. (De Smet, et al) One of the strengths to having retired military personnel in leadership and production is their ability to follow orders and to learn quickly. Most of their experience in military life was often being given an order (goal) and some of the necessary resources (most of the time), but little knowledge on how to execute it. Much of our nation’s greatest technology has come from such situations. For example, John Shergill itemized 10 American technological advances accomplished during wartime. One of the most outstanding was the development of a virtual environment, or the internet. â€Å"Conceived and designed in the late 1970’s during the height of the cold war as a defense against nuclear war. The thought was that if vital government information could be stored in a virtual environment, it would be impossible to take out communications at one location. The effect of this advancement is obvious to anyone reading this†. (Shergill) Necessity being the mother of invention was also observable when a young officer was given command over the technology department where he was deployed. Not only was the technology obsolete, but he had no idea how a computer worked. His order was to update and repair the system. Period. He quickly learned and implemented all he could and was successful in not only updating but enhancing new technology for that particular base. Today, as a retired Navy colonel, he is a professor of Networking, computer software and hardware at an outstanding US college. So the ingenuity and problem solving skills that exists within the retired military community is priceless, but their instinctive command-and-control leadership styles have become outdated and ineffective in a civilian business world, especially with civilian employees. Six Sigma approaches have been attractive to the Business Solutions department because it continues to embrace the command-and-control management skills; focusing on optimal production and very little on optimizing producers. Therefore I propose comprehensive and all-inclusive leadership-development training. I understand this may be especially opposed by our Business Services division, as these instructors consider themselves experts in the field of leadership. But it is vital that leaders stay ahead of trends in leadership especially if they train other leaders. Their expertise in traditional instruction of management mixed with the evolving principles will not only enhance, but possibly lead to more forward thinking and new approaches as they implement them. Again, it would be quite in character for the retired military leaders to take what they learn in this area and create even more valuable tactics and approaches that will enrich business leaders the world over. Thus creating a new benchmark for our company and creating a new competitive edge. In the April 2012 online edition of McKinsey Quarterly, three experts in the field of leadership training wrote of their findings in making leadership training the heart of large organizational change. The authors described the situation of one global company as â€Å"While the need for operational change was clear—the performance of the company†¦was inconsistent and in many cases far below that of competitors in terms of efficiency, productivity, and cost—so too were the organizational obstacles. Drives for improvement, for example, carried a stigma of incompetence; current performance was considered â€Å"good enough†; conflict tended to be passive-aggressive or was avoided entirely; and†¦employees felt that they were treated as cogs and that their supervisors were enforcers. The effect of all this on employees was disengagement, a lack of trust in senior management, and a pervasive fear of making mistakes—a worry reinforced by the company’s strong culture of safety and of risk aversion†¦ (So) the senior team had to look beyond technical improvements and focus on helping the company’s leaders to master the personal behavioral changes needed to support the operational ones. To that end, the company mounted an intense, immersive, and individualized leadership program† (De Smet, et al). The authors note that the program took four months for each participant, and included two week-long training programs and ongoing coaching to integrate what they learn with their work experiences. In the span of three years the return on investment in the participants has been tenfold for each leader. The program has increased the company’s income by almost $2 million, and the new leadership behavior has been crucial to the company’s success and is believed to have made the total organizational changes that were made more effective. So the development program I suggest needs to include: * Integrating leadership training with a BHG (big hairy goal). Without personalizing training it will be ineffective. Without an obtainable and desirable goal training will be a waste of time and effort. * Recognize the strengths and successes our company has and build on them. Bring in our strongest and most dedicated leaders (not necessarily formal managers) and train them in how to skillfully influence change by engaging everyone involved in the organization. These leaders may need to be considered as new or replacing current ineffective management or at the very least as team/discussion leaders. They are the bridge between corporate office and employee satisfaction. Use our Company Philosophy, found in our Employee Handbook, to employ our Core Competencies to realize our Vision Statement. * Any change in our organization must be based on honesty. Every employee of our company possesses, or at one time possessed, an expectation of good from us. Being a part of this organization was highly esteemed in the community and upon hiring, the employees felt important and distinct in their field because of our decision to employ. After being employed for about 3 years, the most common feature of the dissatisfaction that begins to set in is the irregular dispersion of information and a feeling that Corporate is not being honest or forthright with them. While this may be a military â€Å"need-to-know† approach to employee management, it is no longer efficient, as our employees are no longer military and they expect inclusion. The â€Å"leaks† and rumors that circulate on all of our job-sites and offices are much more damaging than the truth given from a trusted leader could ever be. * Common language and vocabulary used by leaders must be adopted. The language of a common vision is powerful, so leaders must be allowed to emerge and reassigned to influence the entire company. Success is contagious so the empowered managers will be able to empower employees. * Evaluate managers’ skills and interests and place them in the appropriate department. Technology can be learned, but it won’t be learned by a dissatisfied manager. * Modify benefits. Currently all employees derive their motivation from our bonus plan. Employees have been willing to accept the absence of sick leave, the infrequency of pay raises, and the absence of certain benefits in favor of expecting the year-end bonus. The Employee Handbook indicates that bonuses are â€Å"discretionary profit-sharing and performance-based rewards provided to employees base on a review of the factors previously mentioned in addition to management’s recommendations† (Our Company Handbook, pg. 11). It should be noted that every employee has different needs and motivations for working with us. We should modify our benefit offering by allowing them to make the decision of whether they would rather have a raise, receive a bonus or an enhancement to their provided benefits. * Subsidiary companies’ Business Development departments and company-wide Marketing/Communications must begin to work more cooperatively, beginning with information sharing and frequent interaction. Up to this point, these two departments have functioned exclusively of the other, relying only on each other for necessary information or for marketing tools for conventions/meetings. While BD has relied heavily on personal contacts networks, it must begin to utilize the principals and power of marketing. Marketing/Communications must begin to pursue the good of each BD department to enhance their efforts. The commitment to the structural changes, development of leaders and employee happiness must begin with the owners. It must also be an ongoing commitment, as sporadic attempts will only reinforce skepticism and heighten dissatisfaction. Leadership training must become a systemic process, not an event (Day, pg 8).

The Process of Buying Your First Car Essay Example for Free

The Process of Buying Your First Car Essay The Process in Buying Your First Car The process of buying a brand new car can be a thrilling and exhilarating experience. Whether you are the first time car buyer looking for a reliable car to get you around town or a seasoned car buying expert, having the most up to date information and advice on the car buying process can be a definite advantage. Before you start looking to buy a car there are some things you will need to come to a decision on, such as, how much you can afford, whether to buy a new or used one and whether to pay cash or finance. First, you will need to decide what makes and models you are interested in, than do as much research on that type of auto as you can. Read reviews, consumer reports, ask your colleagues and friends, compare the optional equipment on each car, gather gas consumption data on the make and model you’re interested in. Examine the reliability ratings. Try to determine the maintenance costs and upkeep. Next, make a list of what you are looking for in a car. You should decide what color, appearance, style, vehicle type such as an SUV, sedan, or coupe. Choose whether an automatic or a manual transmission. What kind of gas mileage, the number of passenger seating, how much storage capacity? What is the reliability rating and what safety features are included with the auto. Then you should write down what it is you need in a car. Write the needs down first and then write down what you want. You can then prioritize your list by rank of importance. You should decide how much you are willing to pay for the car and do not deviate from it in any way. Decide whether you’re going to buy from a dealership, a private owner, or from an auction. Whether you have a trade-in, pay cash or finance? This can influence how much you are willing to pay. This could be what determines whether you buy a new or used, economy or luxury auto. Then narrow down your prospects to just a few to choose from. This will help you when you start looking for which dealerships to go to or advertisements to look at.

Body Image Distortion Among Women In The Media

Body Image Distortion Among Women In The Media American society, most commonly women within the United States, have a rather unhealthy obsession with their personal looks, the physical strive and determination to be acceptingly beautiful, and the idea of looking as flawless as humanly possible. The common perception of beauty is falsely created for women to believe that the ultimate perfect image is obtainable. However, it is indeed an impossible standard for most women in American society today. This idea of impossible perfection is mostly driven by the beauty industry who work to sell their products to those women who are insecure about their image. The media alone is at war with body image. Women in todays society are viewed as being digitally transformed, airbrushed, surgically improved, or suffering from various different eating disorders. These are just a few of the many different difficulties facing women in American society today due to the largely exaggerated media influence. Teenaged girls especially learn what society considers an ideal physical appearance generally from the media and the images that they are crowded with in magazines, movies, television, and also in music which in turn manipulates what is truly fashionable and attractive. Recent studies have found that by the time a women is seventeen years old, she has received overs 250,000 commercial messages through the media. (Body Image and Advertising, 2000) Women tend to see multiple different images throughout their lives which impacts the ways they think of themselves and their own self-worth within American society. Today, models weigh about 23 percent less than the average woman. (Weighty Matters, 2007) According to the National Eating Disorders Association, the average American model is 5 feet, 11 inches tall and weighs 117 pounds. The average American woman is 5 feet, 4 inches tall and weighs 140 pounds. (Body Image: Loving Your Body, n.d.) All too often, American society associates being thin with hardworking, beautiful, strong, and self-disciplined. On the other hand however, being fat is usually associated with being lazy, ugly, weak and lacking willpower. (Body Image: Loving Your Body, n.d.) Similarly to this idea, a life-sized Barbie doll would measure a thirty-eight-inch bust, eighteen-inch waist, and thirty-four-inch hips. (Ojeda, 2003, p.14) The average American woman measures a thirty-seven-inch bust, a twenty-nine-inch waist, and forty-inch hips. (McDowell, 2006, p.48) What is the media trying to teach women within the American society? Some critics in the American society believe that the unrealistic ideas of physical looks and personal flaws may cause young children to face insecurities and lead to poor health choices later on in life. What most people dont realize is that every image of a model or actress in a fashion or beauty magazine has been touched up using the latest computer enhanced technology to remove flaws that are most commonly faced by women including pimples, bumps, stretch marks, wrinkles, and various other different imperfections. Advertisements emphasize thinness as a standard for female beauty, and the bodies seen in the media are frequently not typically normal, healthy women. In fact, 69 percent of girls in one study said that magazine models influence their idea of the perfect body shape, and the acceptance of this impractical body type forms an obtainability that is rather unrealistic for virtually all women in society today. (Body Image and Advertising: A Thin Ideal, 2008) This concept pushes forth the idea of vast concern for the rise in eating disorders and other topic related areas. Many Americans attribute eating disorders to society as a whole. Hollywood and the media demand an impossible standard of thinness, and young people feel that in order to be attractive to those around them, they have to look like celebrities in the spotlight which is what many media outlets are influencing generation after generation with. With approximately six billion people in the world, and ten million of them suffering with some type of disordered eating, the media obviously doesnt cause everyone to develop anorexia, bulimia, or compulsive overeating. Current statistics have indicated that approximately one in every one hundred teenage girls may develop an eating disorder. (Re: What Are the Causes of Eating Disorders, Pitso, 2008) Diet advertisements are also another source of problems. Whether it be on television, in health journals, magazines, newspapers, and other media sources, society is continuously influenced with the concept that losing weight will make an individual more confident and reliable to stick to a specific diet plan. Often times, many Americans are persuaded with the idea that by sticking with a certain diet plan, individual success is a guarantee however, it has been proven through various different general studies and statistics that most diet plans do not indeed show results or in many cases do not even work. As long as society continues to buy into diet companies and their fabricated claims by purchasing these products, the more the diet industry will keep pushing forth their mottos on American consumers. With a distorted view of foods role in life, some teenagers mistakenly expect that losing weight will make everything in an individuals life better and more sufficient. People naturally have different shapes and body types. There are a numerous variations in height, skin tone, eye color, hair color, height, weight and other physical features which make up the incredibly large diversity of America. The millions of messages about thinness, dieting and beauty tell ordinary people that they are always in need of adjustments, that that the female body is an object to be perfected. Researchers report that womens magazines have ten and one-half times more ads and articles promoting weight loss than mens magazines do, and over three-quarters of the covers of womens magazines include at least one message about how to change bodily appearance, whether it be for dieting, exercising or cosmetic surgery. (Beauty and Body Image in the Media, 2010) Even the average woman is said to fit into anywhere between sizes ten and above, whereas the average model fits into a size two or three. Knowing that todays ideal body is another passing trend does not lessen the desire teenage girls and younger adult woman have to adhere to the current ideal and be considered attractive. However, it is important to remember that the current standard of extreme thinness is unrealistic and impossible for most women to achieve. (Ojeda, 2003, p.16) In 2003, Teen Magazine reported that approximately 90 percent of women are dissatisfied with their appearance in some shape or form. (Womens Body Image in Canada and the Facts, 2008-2010) Rather than striving for the ideal image, keeping the body healthy by exercising regularly on a routine basis and eating nutritious food is beneficial in more ways than one and create strong and fit lifestyle habits for the majority of women in American society today. Naturally, feeling healthy can boost your self-esteem and your body image. (Ojeda, 2003, p.16) In todays society, the problem that we, as Americans, are faced with is rather complicated and as a result, there are no real easy solutions. Many individuals tend to lean towards a more active approach mostly by watching out for themselves and being conscious of what is going on in the media however, taking appropriate responsibility for ones self and limiting the exposure of the vast media will propose a healthier lifestyle. Distorted and unattainable images are the inevitable consequences of a social system that face many downfalls. As a society, Americans have created an environment so obsessed with the bodily image that those with power give approval for being thin and disapproval of being fat, creating a generation of individuals so self-conscious about their bodies that it in turn most often, negatively affects their health. Everywhere an individual looks, this situation seems to be a fab that one cannot get away from, the concept it simply too overpowering. Todays pretty faces represent a new kind of people, female figures and displays in stores are revealed with a large amount of sex appeal. With a stressed importance on the ideas of absolute beauty and flawlessness, television commercials, magazines, billboards, and various other mass media sources across the country are just a small, insignificant consideration and excuse of just how warped American societys view is of beauty and real body image. According to the narrow minded society in which Americans live, there just doesnt seem to be a limit on how beautiful an individual can become, especially for women. Most of us are aware of our societys emphasis on the importance of appearance, and we know what the socially sanctioned standards of beauty are. But not all of us accept or internalise these standards: strong-minded individuals who reject current standards are more likely to have a positive body-image. (Mirror, Mirror, 1997)

Violence on Televison :: TV Violence

The Effects of Violence on Television What has our society come to these days? Everywhere we look, violence is present; in the streets, back alleys, school, and even at home. Even if one might be a pacifist, violence will seep its way into our homes through the television. Some children that see violence on television are pulled into its harmful deceptions of problem solving. Scientists have tried to explain why children are so amused by a big glowing box and the action that takes place within it. Research shows that television is a major source of violence for children. This research shows us that violence appeals to every audience, including children. The effects have been seen in a number of cases. One example, from Alabama, was when a nine-year-old boy received a bad report card from his teacher. He suggested to one of his friends that he send the teacher poisoned candy as revenge. He had seen the same scenario on television the night before. In California, a 7 year old boy sprinkled ground-up glass into the lamb stew the family was to eat for dinner. When asked why he did it he replied that he wanted to see if the results would be the same in real life as they were on television (Howe 72). Some people might not accept a child’s diversion of blame, but it must be pointed out that all of children claimed to have seen a similar act on television. We should not hold television directly responsible for these acts, but understand that it is television that plants a violent seed in the minds of these children. Some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child. This can force the child into a kind of premature maturity. As the child matures into an adult, he can become bewildered, have a greater distrust towards others, a superficial approach to adult problems, and even an unwillingness to become an adult (Carter 14). Others see television as an unhealthy imposition into a child’s learning process, substituting easy pictures for the discipline of reading and concentrating and transforming the young viewer into a hypnotized non-thinker (Langone 48). As you can see, television violence can disrupt a child’s learning and thinking ability, which will cause life long problems. The television violence can cause actual violence in a number of ways. Violence on Televison :: TV Violence The Effects of Violence on Television What has our society come to these days? Everywhere we look, violence is present; in the streets, back alleys, school, and even at home. Even if one might be a pacifist, violence will seep its way into our homes through the television. Some children that see violence on television are pulled into its harmful deceptions of problem solving. Scientists have tried to explain why children are so amused by a big glowing box and the action that takes place within it. Research shows that television is a major source of violence for children. This research shows us that violence appeals to every audience, including children. The effects have been seen in a number of cases. One example, from Alabama, was when a nine-year-old boy received a bad report card from his teacher. He suggested to one of his friends that he send the teacher poisoned candy as revenge. He had seen the same scenario on television the night before. In California, a 7 year old boy sprinkled ground-up glass into the lamb stew the family was to eat for dinner. When asked why he did it he replied that he wanted to see if the results would be the same in real life as they were on television (Howe 72). Some people might not accept a child’s diversion of blame, but it must be pointed out that all of children claimed to have seen a similar act on television. We should not hold television directly responsible for these acts, but understand that it is television that plants a violent seed in the minds of these children. Some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child. This can force the child into a kind of premature maturity. As the child matures into an adult, he can become bewildered, have a greater distrust towards others, a superficial approach to adult problems, and even an unwillingness to become an adult (Carter 14). Others see television as an unhealthy imposition into a child’s learning process, substituting easy pictures for the discipline of reading and concentrating and transforming the young viewer into a hypnotized non-thinker (Langone 48). As you can see, television violence can disrupt a child’s learning and thinking ability, which will cause life long problems. The television violence can cause actual violence in a number of ways.

John Gotti Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  From its very existence the Mafia has always been feared and respected. They are respected for the power that they posses to do what they want whenever and with whomever they please. Also the Mafia is respected for the money that they poses and the ability to get it by all means possible. They are feared by people knowing that the Mafia would not hesitate to kill someone if need be. "The roots of the mafia go way back to Sicily where their history is ancient and bloody" ( Cummings and Volkman 3).   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ËœThe American mafia is often portrayed as the invisible and omnipotent criminal of the movie melodrama" ( Cummings and Volkman 4). "It is neither of them, but the American mafia is one of the most dangerous criminal organizations in the world" ( Cummings and Volkman 4). When the American mafia first started people did not pay much attention to the criminal acts that they did and the unholy morals that they stood for. That was until a man from Chicago by the name of Al Capone took the mafia from rags to riches from the late nineteen twenties well into the nineteen thirties. Thanks to Mr. Capone, the American mafia was well known, and became a great force to be dealt with in the world. Mr, Capone also made men of the mafia among the most socially mobile people in America.   Ã‚  Ã‚  Ã‚  Ã‚  There are mafia families all over the world, some of which run their businesses in the countryside. The mafia is mostly a big city organization because of what goes on in the city:" crime , police , corruption and unholy alliances between politics and business" (Cummings and Volkman 5). Basically wherever the money is there will be a mafia family nearby. New York City is considered to be the main grounds of the mafia world in which they earn up to "thirty billion dollars each year" ( Cummings and Volkman 6).   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The mafia is similar to a business where men run their own business and do as they please. Just as every business has its own structure so does the mafia. At the top of the ladder there is the "Capo Di Tutti Capi (boss of the bosses)" ( Cummings and Volkman 6). There is no head boss for the whole entire mafia organization itself. But each family has its own boss and he runs it the way he wants to in whatever way he pleases to do so. Under every boss there is an under boss, who is considered to be a supervisor in the mafia world. The counsigliere is called in to... ...BROKE THE MOB. NEW YORK : SIMON AND SCHUSTER, 1993. CUMMINGS, JOHN, AND ERNEST VOLKMAN. GOOMBATA: THE IMPROBABLE RISE AND FALL OF JOHN GOTTI AND HIS GANG. BOSTON: LITTLE BROWN AND COMPANY, 1990. ELLIOT, JOHN. "JOHN GOTTI HIS FAMILY". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/FAMILY.HTML ELLIOT, JOHN. "JOHN GOTTI HIS LIFE". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/LIFE.HTML KURINS, ANDRIS, AND JOSEPH F. O'BRIAN. BOSS OF BOSSES: THE FALL OF THE GODFATHER: THE FBI AND PAUL CASTELLANO. NEW YORK: SIMON AND SCHUSTER, 1991. LUBASCH, ARNOLD. "GOTTI JURY BEGINS DELIBERATION BY HEARING REPLY OF SECRET TAPES". NEW YORK TIMES 23 JUNE. 1992, B3. RAAB, SELWYN. "GOTTI IS SEIZED IN ‘86 SHOOTING OF UNION LEADER". NEW YORK TIMES 24 JAN. 1989, B1. RAAB, SELWYN. "GOTTI FREE ON BAIL AFTER PLEA IN SHOOTING OF UNION LEADER". NEW YORK TIMES 25 JAN. 1989: B3. RAAB, SELWYN. "GOTTI AND 3 CHIEF AIDS ARRESTED ON FEDERAL RACKETEERING CHARGES". NEW YORK TIMES. 12 DEC. 1990, 1A+   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   JOHN GOTTI BY JEFFREY TAYLOR 2,854 WORDS John Gotti Essay -- essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  From its very existence the Mafia has always been feared and respected. They are respected for the power that they posses to do what they want whenever and with whomever they please. Also the Mafia is respected for the money that they poses and the ability to get it by all means possible. They are feared by people knowing that the Mafia would not hesitate to kill someone if need be. "The roots of the mafia go way back to Sicily where their history is ancient and bloody" ( Cummings and Volkman 3).   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ËœThe American mafia is often portrayed as the invisible and omnipotent criminal of the movie melodrama" ( Cummings and Volkman 4). "It is neither of them, but the American mafia is one of the most dangerous criminal organizations in the world" ( Cummings and Volkman 4). When the American mafia first started people did not pay much attention to the criminal acts that they did and the unholy morals that they stood for. That was until a man from Chicago by the name of Al Capone took the mafia from rags to riches from the late nineteen twenties well into the nineteen thirties. Thanks to Mr. Capone, the American mafia was well known, and became a great force to be dealt with in the world. Mr, Capone also made men of the mafia among the most socially mobile people in America.   Ã‚  Ã‚  Ã‚  Ã‚  There are mafia families all over the world, some of which run their businesses in the countryside. The mafia is mostly a big city organization because of what goes on in the city:" crime , police , corruption and unholy alliances between politics and business" (Cummings and Volkman 5). Basically wherever the money is there will be a mafia family nearby. New York City is considered to be the main grounds of the mafia world in which they earn up to "thirty billion dollars each year" ( Cummings and Volkman 6).   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The mafia is similar to a business where men run their own business and do as they please. Just as every business has its own structure so does the mafia. At the top of the ladder there is the "Capo Di Tutti Capi (boss of the bosses)" ( Cummings and Volkman 6). There is no head boss for the whole entire mafia organization itself. But each family has its own boss and he runs it the way he wants to in whatever way he pleases to do so. Under every boss there is an under boss, who is considered to be a supervisor in the mafia world. The counsigliere is called in to... ...BROKE THE MOB. NEW YORK : SIMON AND SCHUSTER, 1993. CUMMINGS, JOHN, AND ERNEST VOLKMAN. GOOMBATA: THE IMPROBABLE RISE AND FALL OF JOHN GOTTI AND HIS GANG. BOSTON: LITTLE BROWN AND COMPANY, 1990. ELLIOT, JOHN. "JOHN GOTTI HIS FAMILY". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/FAMILY.HTML ELLIOT, JOHN. "JOHN GOTTI HIS LIFE". JOHN GOTTI TRIBUTE PAGE. HTTP://HOME.PACIFIC.NET.SQ/~SEOWJEAN/JOHNGOTTI/LIFE.HTML KURINS, ANDRIS, AND JOSEPH F. O'BRIAN. BOSS OF BOSSES: THE FALL OF THE GODFATHER: THE FBI AND PAUL CASTELLANO. NEW YORK: SIMON AND SCHUSTER, 1991. LUBASCH, ARNOLD. "GOTTI JURY BEGINS DELIBERATION BY HEARING REPLY OF SECRET TAPES". NEW YORK TIMES 23 JUNE. 1992, B3. RAAB, SELWYN. "GOTTI IS SEIZED IN ‘86 SHOOTING OF UNION LEADER". NEW YORK TIMES 24 JAN. 1989, B1. RAAB, SELWYN. "GOTTI FREE ON BAIL AFTER PLEA IN SHOOTING OF UNION LEADER". NEW YORK TIMES 25 JAN. 1989: B3. RAAB, SELWYN. "GOTTI AND 3 CHIEF AIDS ARRESTED ON FEDERAL RACKETEERING CHARGES". NEW YORK TIMES. 12 DEC. 1990, 1A+   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   JOHN GOTTI BY JEFFREY TAYLOR 2,854 WORDS

Comparing Illustrations of H. A. and Margret Reys Opposites :: Compare Contrast Comparing

Comparing Illustrations of H. A. and Margret Rey's Opposites and Beatrix Potter's The Tale of Peter Rabbit Margret Rey and husband H.A. Rey are well known for their writing and illustrating the Curious George books. This paper is going to look at the way H. A. and Margret Rey and Beatrix Potter as authors and illustrators use images to express their feelings through these characters. H. A. and Margret Rey's Opposites, and Beatrix Potter's The Tale of Peter Rabbit will be compared and contrasted. These two authors H. A Rey and Beatrix Potter has created two similar characters. Curious George and Peter Rabbit seem to find mischef wherever they go. There are also some distinct differences between these two books. In Margret Rey's Opposites, husband H. A. uses cartoon looking characters making the illustrations interesting giving it a feeling of fantasy. The characters in this book are all smiling and the colors seem to be more bright and vivid to catch the readers eye. The color yellow to me represents George's curiosity. This bright yellow also makes for a focal point in many of the Curious George books. For example in Curious George's Opposites bright yellow is represented on the majority of the pages. From a small flower taking up just a little area to the pigpen which takes up most of the page. To me this shows the importance or trademark of the yellow in Curious George series. Another book H.A. and Margret wrote was Curious George the original. This book is deal ing with similar characteristics. Curious George becomes curious when he sees that yellow hat lying on the ground. Again the characters are more fantasy like. The faces are all smiling which represents how this is an unrealistic story. Rey tends to use this kind of illustration to show how this is more of fantasy writing and not so realistic. He also uses round shapes rather than pointed or jagged representing innocence. As Curious George seems to be so innocent when he gets into this mischef. Another character that is curious and is always getting into mischef is Peter in The Tale of Peter Rabbit. In this book Beatrix Potter uses a different type of illustrations than does H.A. and Margret Rey.

Chemical reaction Essay

1.Determine the enthalpy change for NaOH (s) + HCl (aq) → NaCl (aq) + H2O (l) using Hess’s Law. a. Write the balanced chemical reaction and enthalpy change for Part I (1pt) b. Write the balanced chemical reaction and enthalpy change for Part II (1pt) c. Calculate the enthalpy change using Hess’s Law. Refer to the lesson for an example of Hess’s Law. (2pt) 2.If the accepted enthalpy change value for the dissolving of sodium hydroxide in water is −44.2 kilojoules per mole, determine the percent error of the experimental value that you calculated in Part I. Show your work. (experimental – actual value) / actual value Ãâ€" 100 % 3.If the accepted heat of reaction for the neutralization of hydrochloric acid with sodium hydroxide is −56.0 kilojoules per mole, determine the percent error of the experimental value that you calculated in Part II. Show your work. (experimental – actual value) / actual value Ãâ€" 100 % 4.Using the accepted values of the processes you’ve examined, would your estimation of the enthalpy change for the reaction of solid sodium hydroxide in aqueous hydrochloric acid change from the prediction you made in question one? Explain your answer in complete sentences. 5.Give a detailed explanation, using what you know about bonds and forces of attraction, for the enthalpy changes you observed in parts I and II of this lab. Explain your answer in complete sentences.

Health Care System of United States

Today†s health care system is in a constant state of fluctuation and commotion. It is sometimes difficult for the health care consumer to identify a valuable resource when they need one. The purpose of this paper is to explore one of the many health care resources that are available in the greater Philadelphia area and then visit this site to learn more about it. Philadelphia, in itself is an outstanding resource to the people of the area. In terms of healthcare resource implications this is true. There are numerous teaching hospitals, museums, clinics, and educational centers in this region. I choose to learn more about Planned Parenthood, a well-known organization in this area as well as nationally. Upon entering the clinic I knew very little about Planned Parenthood. It turned out that what I knew was only a fraction of what Planned Parenthood is really all about. According to the chairperson and president of PP, young people rely on Planned Parenthood to be truthful, confidential and non-judgmental. Women and men are grateful that it is an affordable resource, accessible to all, and respectful of all persons† decisions. Patients fell safe there because they provide safe medical care by trained professionals. Parents can feel a sense of ease because they know that their children are learning correct and valuable information concerning sex. Both donors and investors can feel confident that their gifts are an investment in the health and well being of the men, women, and children in their community. This paper will relay the information received from the site visit to Planned Parenthood in Media, Pennsylvania. It will discuss the mission, services, and financial aspects of Planned Parenthood. Mission Statement. The mission of Planned Parenthood Southeastern Pennsylvania (PPSP) is to protect and enhance reproductive freedom, to increase access to reproductive health care services and information, and to promote sexual health. This mission provides the foundation of PPSP†s services and programs that they offer to the approximately 43,000 men, women, and children of the Delaware Valley. Planned Parenthood was found by a registered nurse named Margaret Sanger in the early 1900†³s. Her belief and reason for founding PP was this, â€Å"†¦ he first right of a child (is) to be wanted, to be desired, to be planned for with an intensity of love†¦ † (Planned Parenthood, 1999). Sanger was tired of watching women young and old die from complications of pregnancies due to lack of education and health care and was tired of seeing unwanted pregnancies carried to term because women did not know their options. Her goal was to both educate and provide for these women the reproductive services that were necessary for what she called reproductive freedom. Benefits of Planned Parenthood Planned Parenthood provides numerous programs and services to the people of Southeastern Pennsylvania. I spoke with a woman named Megan (no last name was provided). She informed me of these services and programs, and helped me to gain a better understanding of what PP really is and does. Health Services. Planned Parenthood provides their services to women as well as men- it is a resource to be utilized by all. It is a common misconception that PP is for women only. They offer reproductive health care for men, women, and teens. They supply every FDA approved method of reversible birth control. These include natural family planning methods, Norplant, Depo-Provera, Birth control Pill, IUD (intrauterine device), condoms, Diaphragm, and cervical caps. Something that they offer is emergency contraception or the â€Å"morning after pill. † It decreases the likelihood of becoming pregnant even after the conception, because it decreases the healthy nature of the uterine wall. It is only effective within seventy-two hours following conception. They also offer walk-in pregnancy testing, options counseling and referrals to abortion clinics and adoption agencies. In the Media office, there are three nurse practitioners on staff who provide complete gynecological examinations including Pap tests. There is a physician who is affiliated with their office; he comes in at least twice a month or upon appointment to review all cases. The NP†s provide breast health checks and teach breast self-examinations. Mid-life services are provided for menopausal women as well hormone replacement therapy. Testing and treatment of sexually transmitted infections for men and women and confidential and anonymous HIV/AIDS testing are available as well. Planned Parenthood does perform first trimester abortions. They also offer a number of other health services such as cholesterol and blood pressure screening. Educational services. PPSP offers educational programs to pre-teens, teens, parents, and caregivers on topics of human sexuality, including health care, family planning, relationships, and HIV/Aids. There are teen peer education groups as well as Latino community workshops provided by bilingual/ bicultural educators. PPSP provides a complete resource center (bookstore and library) which provides a collection of literature on reproduction health care, sexuality, etc. Advocacy. PPSP urges political action for families/ planning and other reproductive health issues by participating in Lobby Days in Harrisburg and Washington. They are also involved in letter writing campaigns and news alerts to inform and motivate the public to become more involved in reproductive health care issues. Costs. All of the above listed services are available to all who enter the clinic at a small fee. The exception is made in the case of children who are thirteen to seventeen; their services and birth control pills are offered at no charge. In all other cases the fees for these products and services are quite low; for example, a routine gynecological examination examinations cost about thirty dollars. PP accepts most insurance plans and Medicaid, including Keystone HMO, PA Blue Cross- Blue Shield, and Personal Choice. They accept US Healthcare for surgical procedures only. Funding Revenue. From July 1, 1996 to June 30, 1007, Planned Parenthood of Southeastern Pennsylvania brought in nearly six million dollars ($5,915,000) in revenue. This included nearly $2. 5 million from patient health and surgical services, 1. million from government grants and medical assistance. Funding Expenditures. In this same fiscal year, Planned Parenthood†s total expenses (5,936,000) were in excess of their revenue by twenty-one thousand dollars. They spent about tree million dollars for patient health services and one million on surgical procedures. Over one quarter of a million was spent towards public information and advocacy. And over half a million was spent on education and training. Other funds were spent for special events, fund raising, and administration. At the end of the fiscal report there are ten pages which list the names of those who have made contributions to Planned Parenthood. These donations range from $25,000 or more to $100. PP relies on the contributions of individuals, foundations, and corporations to support their operations and activities in Southeastern PA. All contributions made to PP are tax deductible (Annual Report). I learned a tremendous amount from visiting Planned Parenthood. All of the ideas that I entered the clinic with were quickly proven wrong and limited by the woman that I interviewed. PP is a valuable resource to all women, men, and teens that are interested in maintaining or improving their reproductive health, reproductive education, or their general health. This is a resource that does not receive the publicity or recognition that it deserves. Hopefully the public is aware of what an asset Planned Parenthood is and how much they offer- more than I did before this project. We in Southeastern Pennsylvania are lucky to have PP to turn to for educational and health care needs.

Production and Operations Management

Production & Operations Management–Homework 1 for Section 4 Due Tuesday October 16, 2012 1. 1 Eastman publishing Company is considering publishing a paperback textbook on spreadsheet applications for business. The ? xed cost of manuscript preparation, textbook design, and production setup is estimated to be $80,000. Variable production and material costs are estimated to be $3 per book. Demand over the life of the book is estimated to be 4,000 copies. The publisher plans to sell the text to college and university bookstores for $20 each. a. What is the breakeven point? b. What pro? t or loss can be anticipated with a demand of 4,000 copies? . With a demand of 4,000 copies, what is the minimum price per copy that the publisher must charge to break even? 1. 2 Creative Sports Design (CSD) manufactures a standard-size racket and an oversize racket. The ? rm’s rackets are extremely light due to the use of a magnesium-graphite alloy. Each standard-size racket uses 0. 125 kilo grams of the alloy and each oversize racket uses 0. 4 kilograms; over the next two-week production period only 80 kilograms of the alloy are available. Each standard-size racket uses 10 minutes of manufacturing time and each oversize racket uses 12 minutes.Also, 40 hours of manufacturing time are available each week. The pro? t contributions are $10 for each standard-size racket and $15 for each oversize racket. How many rackets of each type should CSD manufacture over the next two weeks to maximize the total pro? t contribution? a. De? ne decision variables and formulate the problem. b. Solve the problem using the graphical method. 1. 3 Management of High Tech Services (HTS) would like to develop a model that will help allocate their technician’s time between service calls to regular contract customers and new customers. Read also Exam Operations ManagementA maximum of 80 hours of technician time is available over the two-week planning period. To satisfy cash ? ow requirements, at least $800 in revenue (per technician) must be generated during the two-week period. Technician time for regular customers generates $25 per hour. However, technician time for new customers only generates an average of $8 per hour. To ensure that new customer contracts are being maintained, the technician time spent on new customer contracts must be at least 60% of the time spent on regular customer contracts. Given these 1 revenue and policy requirements, HTS would like to determine how to allocate echnician time between regular customers and new customers so that the total number of customers contracted during the two-week period will be maximized. Technicians require an average of 50 minutes for each regular customer contract and 1 hour for each new customer contract. a. Develop a linear programming model for the problem . b. Find the optimal solution via Excel. 1. 4 Industrial Designs has been awarded a contract to design a label for a new wine produced by Lake View Winery. The company estimates that 150 hours will be required to complete the project. The ? m’s three graphics designers available for assignment to this project are Lisa, a senior designer and team leader; David, a senior designer; and Sarah, a junior designer. Because Lisa has worked on several projects for Lake View Winery, management speci? ed that Lisa must be assigned at least 40% of the total number of hours assigned to the two senior designers. To provide label-designing experience for Sarah, Sarah must be assigned at least 15% of the total project time. However, the number of hours assigned to Sarah must not exceed 25% of the total number of hours assigned to the two senior designers.Due to other project commitments, Lisa has a maximum of 50 hours available to work on this project. Hourly wage rates are $30 for Lisa, $2 5 for David, and $18 for Sarah. a. Formulate a linear program that can be used to determine the number of hours each graphic designer should be assigned to the project in order to minimize total cost. b. How many hours should each graphic designer be assigned to the project? What is the total cost? c. Suppose Lisa could be assigned more than 50 hours. What e? ect would this have on the optimal solution. Explain. d.If Sarah were not required to work a minimum number of hours on this project, would the optimal solution change? Explain. 1. 5 National Insurance Associated carries an investment portfolio of stocks, bonds, and other investment alternatives. Currently $200,000 of funds are available and must be considered for new investment opportunities. The four stock options National is considering and the relevant ? nancial data are as in Table 1. 2 Table 1: Problem 1. 5 A B C D Price per share $100 $50 $80 $40 Annual rate of return 0. 12 0. 08 0. 06 0. 10 Risk measure per dollar inves ted 0. 10 0. 07 0. 05 0. 8 National’s top management has stipulated the following investment guidelines: The annual rate of return for the portfolio must be at least 9% and no one stock can account for more than the 50% of the total dollar investment. a. Use linear programming to develop an investment portfolio that minimizes risk. b. If the ? rm ignores risk and uses a maximum return-on-investment strategy, what is the investment portfolio? 1. 6 Greenville Cabinet received a contract to produce speaker cabinets for a major speaker manufacturer. The contract calls for the production of 3,300 bookshelf speakers and 4,100 ? or speakers over the next two months, with the delivery schedule as given in Table 2. Table 2: Problem 1. 6 Model Month 1 Month 2 Bookshelf 2,100 1,200 Floor 1,500 2,600 Greenville estimates that the production time for each bookshelf model is 0. 7 hour and the production time for each ? oor model is 1 hour. The raw material costs are $10 for each bookshelf model and $12 for each ? oor model. Labor costs are $22 per hour. Greenville has up to 3,400 hours of production time available each month. If production for either cabinet exceeds demand in month 1, the cabinets can be stored at a cost of $5 per cabinet.Formulate the problem to determine the numbers of units 3 that should be manufactured each month to minimize total production and storage costs. 1. 7 EZ-Windows, Inc. manufacturers replacement windows for the home remodeling business. In January, the company produces 15,000 windows and ended the month with 9,000 windows in inventory. EZ-Windows’ management team would like to develop a production schedule for the next three moths. A smooth production schedule is obviously desirable because it maintains the current workforce and provides a similar month-to-month operation.However, given the sales forecasts, the production capacities, and the storage capabilities as shown in Table 3, the management team does not think a smooth p roduction schedule with the same production quantity each month possible. Table 3: Problem 1. 7 February March April Sales forecast 15,000 16,500 20,000 Production capacity 14,000 14,000 18,000 Storage capacity 6,000 6,000 6,000 The company’s cost accounting department estimates that increasing production by one window from one month to the next will increase total costs by $1. 00 for each unit increase in the production level.In addition, decreasing production by one unit from one month to the next will increase total costs by $0. 65 for each unit decrease in the production level. Ignoring production and inventory carrying costs, formulate a linear programming model that will minimize the cost of changing production levels while still satisfying the monthly sales forecasts. 1. 8 Two television stations compete with each other for viewing audience. Local programming options for the 5PM weekday time slot include a sitcom rerun, an early news program, and a home improvement sho w.Each station has the same programming options and must make its pre-season program selection before knowing what the other television station will do. The viewing audience gains in thousands of viewers for station A are shown Table 4. 4 Station A/Station B Sitcom Rerun News Program Home Improvement Table 4: Problem 1. 8 Sitcom Rerun News Program Home Improvement 10 -5 3 -8 7 6 -4 8 -7 Formulate a linear program to determine the optimal strategy for each station and then solve it. What is the value of the game? 1. 9 A local television station plans to drop three Friday evening programs at the end of the season.Steve Botuchis, the station manager, developed a list of four potential replacement programs. Estimates of the advertising revenue (in dollars) that can be expected for each of the new programs in the four vacated time slots are as in Table 5. Table 5: Problem 1. 9 5–6PM 6–7 PM Home Improvement 5000 3000 World News 7500 8000 Hollywood Brie? ngs 7000 8000 7â€⠀œ8 PM 6000 7000 3000 Mr. Botuchis asked you to ? nd the assignment of programs to time slots that will maximize total advertising revenue. 1. 10 Adirondack Paper Mills, Inc. operates paper plants in Augusta, Maine, and Tupper Lake, New York.Warehouse facilities are located in Albany, New York, and Portsmouth, New Hampshire. Distributors are located in Boston, New York, and Philadelphia. The Augusta plant has a capacity of 300 units, and the Tupper Lake plant has a capacity of 100 units. Boston has a demand of 150 units, New York has a demand of 100 units, and Philadelphia has a demand of 150 units. The unit transportation costs (in dollars) for shipments from the two plants to the two warehouses are presented in Table 6 and those from the two warehouses to the three 5 istributors are presented in Table 7. Table 6: Problem 1. 10a Plant/Warehouse Albany Portsmouth Augusta 7 5 Tupper Lake 3 4 Table 7: Problem 1. 10b Warehouse/Distributor Boston New York Philadelphia Albany 8 5 7 Ports mouth 5 6 10 a. Draw the network representation of the Adirondack Paper Mills problem. b. Formulate the Adirondack Paper Mills problem as a linear programming problem. c. Solve the linear program to determine the minimum cost shipping schedule for the problem. 6

Narrative and Group Essay

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions Group reading: pages 7–22 Group activity: narrative hooks – group card SC2 What makes an effective narrative hook? Each group shares one example of inference Narrative hooks sheet Character, inference and deduction Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6 Strategy checkcard Prompts sheet Photocopies of pp. 9–44 Structure: mind-mapping, seeing patterns Identifying and tracking themes Author’s viewpoint and intentions Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5 None 6 Select one group to demonstrate. What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86 Access to the Internet 7 Narrative style at word, sentence and text level 8 9 10 11 *Hear a voice as Authorial voice. How is read author ‘heard’ in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text Group reading: rereading pages 64–70 Group activity: groups choose one plot event and explore how the language features work within this – group card SC7 Teacher with guided group – guided card SC2 Group reading: pages 87–94 Group activity: find examples of author’s voice – group card SC8 Photocopies of pp. 64–70 Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: †¢ established the ground rules for group and guided reading; †¢ looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: †¢ read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you. Now you are going to: †¢ look at the narrative hooks used by the author. Whilst you are reading: †¢ think about the strategies you are using (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group reading Read together pages 7–22 (see group task first! ). Group task 1. One pupil recaps on pages 1–6. 2. Divide yourselves into two groups of three and label yourselves Group A and Group B. Group A – using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B – using the Narrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone Cold? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 Evaluate own reading R18 Prose text Resources: Strategy check-card, Prompts sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks. Now we will: †¢ explore how the characters are developing. Group reading Read pages 23–38 together. Whilst you are reading: †¢ think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. Link’s character Evidence Explicit/Inferred Shelter’s character Evidence Explicit/Inferred Share your findings around the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9–44, highlighter pens As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place. Now you are going to: †¢ explore the characterisation in more depth. Group reading Read pages 39–49 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 39–44 a nd highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about: i. unters and predators (how people perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poverty (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group – what can we infer and deduce about: i. how Link seems to feel about his new life? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5 Objectives: R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ begun to explore themes and how the characters contribute towards them. Now you are going to: †¢ continue to trace developments, including themes. Group reading Read pages 50–63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the story so far, key characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3. Up until page 56 the narrator is still heavily reliant upon Ginger to show him all the tricks he will need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and make another mind-map in your journals on what you think Link really learns from: i. his encounter with Captain Hook and time on the boat; ii. his walk through Camden Lock market and feelings when Ginger meets his friends; iii. hearing about Doggy Bag’s way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author: ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold). For discussion: i. Is it possible to live such a life in our modern times? ii. Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Access to the Internet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ explored themes and how the characters contribute towards them. Now you are going to: †¢ explore the role of the author. Group reading Read pages 64–77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2. When you have done this read the interview given by Robert Swindells about his reasons for writing at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your group’s impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64–70 As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes. Now we will: †¢ explore the author’s narrative style. Group reading Paired rereading of pages 64–70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character developed since arriving in London? 2. The pages you have just read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperation>meeting paper seller>Link can’t sleep> The all-night caff>meeting Toya>Link’s resolution (the New Me)> Arrival of new girl>forgetting Ginger>Link’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions. Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70–86. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes. Now we will look at: †¢ authorial voice – ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold) Group reading Read together pages 87–94. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets. To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension slowly builds; iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4. Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at: †¢ the resolution. Group reading 1. In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94–100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s): Robert Swindells Guided card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9–44 Highlighter pens Stone Cold by Robert Swindells, pages 39–44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 39–44 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 9–44 independently. Individual pupils are asked to highlight what is learned about each of the following: †¢ Punters – begging and how it makes you feel; †¢ Pain – the physical damage sleeping rough can do; †¢ Predators – the dangers faced by the homeless; †¢ Problems – the mind games played at night; †¢ Partnership – Link’s gratitude towards his pal; †¢ Poverty – proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain. What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? Review reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework: Read pages 44–49. Text focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text: developing response Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s): Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 64–70 Text focus: Stone Cold by Robert Swindells, pages 64–70: narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far – how has Link’s situation altered? How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently. Give pupils photocopies of pages 64–70 and ask them in pairs to consider the techniques the author has used in order to imply: †¢ a growing tension; †¢ that Link deserves the reader’s sympathy; †¢ the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text – developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils). Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major character from Link’s environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from today’s session. Homework: Read pages 78–86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3