Ethics system table Essay Example for Free

Morals framework table Essay This morals is likewise alluded to as teleological morals. This alludes to the final products or the results of specific choices. The demonstrations figure out what is moral. What is seen to be moral is the activity destined to result to in the best great or the activity with the most importance. This activity as a rule gives the best outcome. Rights-Based Ethics This is the morals that traces the benefits that an individual is qualified for. This depends on the ground of absolute basic which sees an individual as an ethical specialist corresponding to others. The rights are blessed to receive be valid and right as they are affirmed by numerous individuals. In any case, it is hard to figure out which rights ought to be affirmed and which ones ought to be disposed of. Human instinct Ethics Also alluded to as humanistic morals. These morals accentuation on making the right decision and best for the general public all in all. This ethic which primarily commands moral hypothesis is an all the more unmistakably selfless. The morals focuses on ethicalness just as having social improvement instead of having individual achievement. The morals is worried about everyone in the general public. Individuals ought not be hesitant to loan some assistance or to get one Relativistic Ethics This morals is seen as a request to what is correct or wrong through a basic survey of the people’s convictions and practices. The ethic anyway neglects to perceive that a few social orders have better reasons of holding tom their perspectives than others. The ethic brings significant issues up in that unique social orders have various convictions and are extraordinarily affected by culture. The morals provokes individuals to investigate on the conviction frameworks that vary their own and to discover a clarification why individuals hold their conviction framework. Privilege Based Ethics This is an ethic that sees that you owe me since its my entitlement to have everything that you have. Temperance Based moral This ethic puts less accentuation on the standards that individuals ought to follow and rather attempts to discover of showing individuals great ideals, for example, liberality and consideration. These attributes later assistance the individual to settle on better choices throughout everyday life. They additionally accentuation that individuals should realize how to stay away from awful ethics, for example, avarice and scorn. These are seen as obstructions of turning into a decent individual. Moral Theory or System Brief Definition Other Names for Theory Real-world Example Workplace Example Duty-based Ethics Regardless of outcomes, certain ethical standards are official, concentrating on the job as opposed to results or good commitment over what the individual would want to do (Trevino and Nelson, 2007, Ch. 4). Deontology, pluralism, moral rights, rights-based Categorical basic Golden principle I accept individuals ought to have the option to eat sand since it is the correct activity. It is my obligation to adhere to through with guidelines my manager gives me, regardless of whether I don't concur with the idea. It is my ethical commitment to regard authority figures. Outcome based Ethics What is seen to be moral is the activity well on the way to result to in the best great or the activity with the most centrality. teleological morals I accept individuals ought to have the option to eat sand since it is useful for one’s wellbeing. We disregard the outcome of coming clean to the police as it might prompt the detainment and confinement of someone else. Rights-based Ethics the benefits that an individual is qualified for Society standards I accept individuals ought to have the option to eat sand on the off chance that they need to in light of the fact that they are allowed to settle on the choice themselves. In America it is so clear on the privilege of the individuals to pick their confidence; in this way individuals in the USA reserve an option to pick their religion. Human instinct Ethics accentuation on making the right decision and best for the general public all in all Humanistic morals. I accept that if sand will be eaten, it ought to be accessible for everybody to eat. In an association people ought to energize cooperation however much as could be expected with the end goal for it to run effectively. Relativistic Ethics Viewed as a request to what is correct or wrong through a basic audit of the people’s convictions and practices. Ethnocentric ethic I trust I will eat sand since it is the standard supper for my locale. Each association ought to be seen as novel and unique in relation to others as it has its own practices and set of principles. Qualification based Ethics Views that you owe me since its my entitlement to have everything that you have. I accept individuals ought to have the option to eat sand on the off chance that they choose they need to, whether or not it is somebody else’s sand. An individual may profess to be paid his compensation by the organization toward the month's end. Excellence put together morals puts less accentuation with respect to the standards that individuals ought to follow and rather attempts to discover of showing individuals great temperances, for example, liberality and generosity Character based ethic I accept individuals ought to have the option to eat sand in the event that they like its flavor. The association should show individuals what is correct or wrong and leave them to use sound judgment later. Reference Trevino, L. , and Nelson, K. (2007). Overseeing business morals: Straight discussion about how to do it right. Hoboken: Wiley.

Health Care Research Paper Example | Topics and Well Written Essays - 500 words

Human services - Research Paper Example Essentially, this expected racial lines intended to underestimate the nonwhites therefore denying a few professionals opportunity to appreciate the institution’s administrations on the off chance that they so wished. Fair treatment in many cases adjusts well to the specific legal choices in spite of the gaze decisis whereby the last inferable from the decisions showed up at before; don't suit any changes (Mitchell, 2011). This is particularly in events when the court may feel the choices made didn't have reasonable avocations, thus involve corrections. Due process’ decisions reach their inference from the legal contemplations however in specific conditions may provoke judges to slope to its requests. I. The Social Security Act (1965)’s enactment prompted the improvement of both the maturing and poor people’s human services through the arrangement of protection (Winston, 1965). This was through the production of Medicare other than Medicaid, which respected the increasing of previous approaches adequacy (Winston, 1965). The sanction of this Act looked to benefit reasonable medicinal services particularly to the poor after Truman pursued a progression of extraordinary discussions intended to build up national protection plan (Loker, 2012). ii. Sanctioning of Emergency Medical Treatment and Active Labor Act (1986) that empowered individuals to get quick clinical consideration without the professionals considering an individual’s capacity to provide food for the administrations (Kochakian, 2012). It likewise involved clinical focuses to deal with patients to the degree one on discharge has recovered completely, and can settle on educated choices (Cassanego, 2010). The administration in passing this demonstration planned for benefiting social insurance administrations to the general population without first inquisitive any compensation particularly during times of calamities (Cassanego, 2010). iii. Medicare Prescription Drug, Improvement, and Modernization Act (2003) sanction made financed apportioning of medications particularly to the maturing (Larsen and Lubkin, 2009). Since,

Alliance Manchester Business School Consulting Services - 275 Words

Alliance Manchester Business School: Consulting Services (Research Proposal Sample) Content: The University of Manchester,Alliance Manchester Business SchoolWhy small and medium size companies in the Bogot Cundinamarca region demand consulting services?This project report is submitted in partial fulfillment of the requirements for the Degree of Master of Business AdministrationDeclaration:No portion of the work referred to in this project report has been submitted in support of an application for another degree or qualification of this or any other university or other institute of learning;Copyright Statements: * The author of this project report (including any appendices and/or schedules to this project report) owns certain copyright or related rights in it (the Copyright) and s/he has given The University of Manchester certain rights to use such Copyright, including for administrative purposes.ii. Copies of this project report, either in full or in extracts and whether in hard or electronic copy, may be made only in accordance with the Copyright, Designs a nd Patents Act 1988 (as amended) and regulations issued under it or, where appropriate, in accordance with licensing agreements which the University has entered into. This page must form part of any such copies made.iii. The ownership of certain Copyright, patents, designs, trademarks and other intellectual property (the Intellectual Property) and any reproductions of copyright works in the project report, for example graphs and tables (Reproductions), which may be described in this project report, may not be owned by the author and may be owned by third parties. Such Intellectual Property and Reproductions cannot and must not be made available for use without the prior written permission of the owner(s) of the relevant Intellectual Property and/or Reproductions.iv. Further information on the conditions under which disclosure, publication and commercialization of this project report, the Copyright and any Intellectual Property and/or Reproductions described in it may take place is a vailable in the University IP Policy (see http://documents.manchester.ac.uk/display.aspx?DocID=487 and in the Guidance on Publication from the Global MBA Project which is available on the Blackboard Project module.Acknowledgments: I would like to thank the time and the invaluable contributions of the supervisor of this project, who enriched the analysis and methodological aspects to produce a work of recognizable technical value, and the support of the directives of Prodoa, to have a greater understanding of a typical SME consultancy in Bogot - Colombia. I would also like to thank all surveyed companies for their insightful responses to this important project. The regression results were performed using SPSS Statistical Software.Table of ContentsTOC \o "1-3" \h \z \u 1.Executive summary. PAGEREF _Toc466007770 \h 52.Introduction. PAGEREF _Toc466007771 \h 63.Industry, Company Background and Clients requirements. PAGEREF _Toc466007772 \h 74.Literature Review: PAGEREF _Toc466007773 \h 84.1. The characteristics of SMEs PAGEREF _Toc466007774 \h 94.2. The process and distinct features of the consultancy services for SMEs. PAGEREF _Toc466007775 \h 94.3. The effectiveness of consultancy from the viewpoint of the SME. PAGEREF _Toc466007776 \h 114.4. The drivers and motivations of the demand for consulting services for SMEs. PAGEREF _Toc466007777 \h 135.Analysis: Research Findings and Implication to Research Objectives. PAGEREF _Toc466007778 \h 145.1. Objective 1. To identify the main factors on the demand of consulting services from the studies of the academic literature. PAGEREF _Toc466007779 \h 145.2. Conceptual model. PAGEREF _Toc466007782 \h 17Figure 1: Conceptual Model. PAGEREF _Toc466007783 \h 185.3. Methodology and Data. PAGEREF _Toc466007784 \h 185.4. Results: PAGEREF _Toc466007785 \h 215.5. Objective 2. To test and validate the factors in the econometric model, with the highest explanatory value of the demand of consulting services. PAGEREF _Toc466007789 \h 25 5.6. Objective 3. To contrast the results from the model, with the findings from the academic studies. PAGEREF _Toc466007796 \h 306.Conclusions and recommendations. PAGEREF _Toc466007797 \h 347.References: PAGEREF _Toc466007798 \h 36Appendix A: PAGEREF _Toc466007799 \h 41Appendix B: PAGEREF _Toc466007800 \h 43List of tablesTable 1. Determinant of the consulting services of SME in the academic literature. PAGEREF _Toc466007780 \h 14Table 2. Main factors explaining demand for consulting services. PAGEREF _Toc466007781 \h 16Table 3. Characteristics of the companies in the sample. PAGEREF _Toc466007786 \h 21Table 4. Characteristics of the respondents in the sample. PAGEREF _Toc466007787 \h 22Table 5. Characteristics of the demand for consulting services. PAGEREF _Toc466007788 \h 24Table 6. Test of model coefficients. PAGEREF _Toc466007790 \h 25Table 8. Model Summary. PAGEREF _Toc466007791 \h 26Table 9. Percentage predicted by the model. PAGEREF _Toc466007792 \h 26Table 10. Variables in the model PAGEREF _Toc466007793 \h 27List of figuresFigure 1: Conceptual Model. PAGEREF _Toc466007783 \h 18Figure 2 ROC Curve. PAGEREF _Toc466007794 \h 28Figure 3 CHAID decision tree. PAGEREF _Toc466007795 \h 29 1 Executive summary.This project aims to determine the factors of the demand for consulting services for small and medium-sized enterprises in the Bogota Cundinamarca region, which, in principle, are hypothesized, different from those of developed countries. Understanding the reasons for those companies that have a greater probability of demanding the consulting services, is possible to offer insights to SME consulting services of the most important factors which determine the likelihood of hiring external advice. The main factors on demand for consulting services, were identified in the academic literature and are related to the respondents characteristics such as gender, age, educational level and features of the SME as the number of employees, total assets, number of yea rs in the market and some related to the consulting activity itself, like the average tariff paid per hour and the type of services.Furthermore, the corporate and respondents features information was obtained from a sample of small and medium-sized companies in the city of Bogota - Colombia, through online surveys and the data gathered was validated and analyzed through a binary logistic regression model and CHAID method. The results of the regression model show that the most important factors in the demand for consulting services is the size of the company measured by the number of employees and total assets and the type of services, as in the case of accounting and auditing, and this was validated by the CHAID method. Some of the variables tested to confirm what other academic studies have found in developed countries. Nonetheless, other variables do not explain the hiring of external advice, as in the case of the educational level of the respondent, the number of years of the com panies in the market or even the tariff paid. The results of the model and the CHAID method, indicate that the SME in Bogot - Colombia, should focus their efforts and would have a greater impact on larger companies, and by offering some consulting services. 2 Introduction.The research aim of the project is to understand why small and medium-size companies in the Bogot Cundinamarca region, demand consulting services, where the factors in underdeveloped countries like Colombia, in this research are hypothesized, to be different from those of the developed nations.To test the above, some data related to company profiles, respondent characteristics and consultancy features, was collected from a sample of SMEs in the Bogot Cundinamarca region, to be validated and tested with an econometric model and statistical methods, to contrast the results with the findings of some of the studies from developed countries, to offer insights to SMEs consulting companies, as in the case of Prodoa SAS, of the enterprises that would likely demand those services.The projects objectives are as follows:Objective 1. To identify the main factors on demand for consultancy services from the studies in the academic literature. There are several studies from developed countries, as in the case of (North et al., 2001); (Johnson et al., 2007); (Robson and Bennett, 2000, 2010), and some from developing nations (Nicolescu, 2014), which have discussed some factors and motivations on the demand for consulting services by SMEs.Objective 2. To test and validate the factors in the econometric model, with the highest explanatory value of the demand for consulting services. The data collected from the sample of SMEs in Bogot will be tested and validated with a binary logistic regression model and CHAID method to find the relationship of the distinct variables with the demand for consultancy, and determine the ones with the maximum levels of significance.Objective 3. To contrast the results from the model, with the findings from the academic studies. The results from the model will be contrasted with the findings in the academic literature, to understand whether or not the factors which explain the demand of consultancy are similar or differ between developed and developing countries.The project document initiates with a discussion of the industry, company background and clients requirements. Additionally, it will explore the academic literature within the context of consulting services from the demand side for the small and medium-size companies. Then, provides details of the data and methodology used with the corresponding analysis and the results of the model, to meet the projects objectives. Finally, concludes a...

Commerce Clause Meaning and Applications

The Commerce Clause is a provision of the U.S. Constitution (Article 1, Section 8) that grants Congress the power â€Å"to regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes. This law gives the federal government the power to regulate interstate commerce, which it defines as the sale, purchase, or exchange of commodities or the transportation of people, money, or goods between different states.   Congress has historically cited the Commerce Clause as justification for laws and regulations controlling the activities of the states and their citizens. In some instances, these laws lead to controversy over the constitutional division between the powers of the federal government and rights of the states. Dormant Commerce Clause The courts have interpreted the Commerce Clause as not only an explicit grant of power to Congress, but also an implied ban against state laws that conflict with federal law—sometimes called the Dormant Commerce Clause. The Dormant Commerce Clause refers to the Commerce Clause’s implied prohibition against state laws that conflict with federal law by discriminating against or excessively burdening interstate commerce. This prohibition is primarily intended to prevent the states from enacting â€Å"protectionist† trade laws. What Is Commerce? Since the Constitution does not explicitly define â€Å"commerce,† the exact meaning is a source of legal debate. Some constitutional scholars contend that â€Å"commerce† refers only to trade or exchange. Others argue that it has a broader meaning, referring to all commercial and social interaction between residents of different states. These divergent interpretations create a controversial line between federal and state power. Interpretation of Commerce: 1824 to 1995 The first legal interpretation of the scope of the Commerce Clause came in 1824, when the Supreme Court decided the case of Gibbons v. Ogden. In one of the first major expansions of the powers of the federal government, the Court ruled that Congress could use the Commerce Clause to enact laws regulating both interstate and intrastate trade. In the 1905 case of Swift and Company v. United States, the Supreme Court refined its 1824 interpretation by ruling that Congress could apply the Commerce Clause in regulating the practices of local businesses—intrastate commerce—only if those local business practices were in some way a part of a â€Å"current† or stream of commerce that also involved the movement of goods between states. In the 1937 case of NLRB v. Jones Laughlin Steel Corp, the Court significantly broadened the reach of the Commerce Clause. Specifically, the Court held that any local business activity could be defined as â€Å"commerce† as long as it had or was likely to have a â€Å"substantial economic effect† on interstate commerce. Under this interpretation, for example, Congress gained the power to enact laws regulating local firearms dealers if any of the guns they sell are manufactured outside of their states. Over the next 58 years, not a single law based on the Commerce Clause was invalidated by the Supreme Court. Then, in 1995, the Court narrowed its interpretation of commerce with its ruling in the case of United States v. Lopez. In its decision, the Court struck down parts of the federal Gun-Free School Zones Act of 1990, finding that the act of possessing a firearm is not an economic activity. Current Interpretation: The Three-Part Test When deciding that a state law is a valid exercise of the state’s power to regulate interstate commerce under the implied prohibitions of the Commerce Clause, the Supreme Court now applies this three-part test: The law must in no way discriminate against or excessively interfere with interstate commerce.The commerce regulated by the state law must not be of a nature that requires regulation by the federal government.The federal government’s interest in regulating the commerce in question must not outweigh the interest of the state. To uphold a state law under the Commerce Clause, the Supreme Court must find that the law’s benefits outweigh its burdens on interstate commerce. In addition, the Court must find that in enacting the law, the state is not attempting to advance the economic interest of its own citizens over those of the citizens of other states. Current Applications in Law In its 2005 decision in the case of Gonzales v. Raich, the Court returned to a wider interpretation of the Commerce Clause when it upheld federal laws regulating the production of marijuana in states that had legalized marijuana possession. The Supreme Court’s most recent interpretation of the Commerce Clause came from the 2012 case of NFIB v. Sebelius, in which the Court upheld Congress’ power to enact the individual mandate provision of the Affordable Care Act requiring all uninsured individuals to secure health insurance or pay a tax penalty. In reaching its 5-4 decision, the Court found that while the mandate was a constitutional exercise of Congress’ power to tax, it was not a proper use of Congresss Commerce Clause or Necessary and Proper Clause powers. Sources †Commerce Clauseâ€Å" Legal Information Institute. Cornell Law School.â€Å"Commerce Clause Limitations on State Regulation.† University of Missouri-Kansas CityWilliams, Norman. Why Congress May Not Overrule the Dormant Commerce Clause. UCLA Law Review (2005). â€Å"Federal Courts Split on Constitutionality of Individual Mandate in Health Care Law.† Regulatory Review (2011).

An Influential Psychologists Of All Times - 906 Words

One of the most influential psychologists of all times is Burrhus Frederic Skinner, also known as B. F. Skinner, who was born on March 20, 1904 in a small town called Susquehanna, Pennsylvania. B. F. Skinner was raised in a warm and wealthy home. His father was a lawyer and his mother was a stay at home mom. In Skinner’s early childhood, it was noted that he and his younger brother, Edward James, liked to build things such as arrows and shack in the woods, to name a few ( ). These construction skills would enable an older Skinner to build the equipment invented for his psychology research. As he grew up, he went through all twelve grades at the same school, graduating with less than eight students. Within these years, he developed an interest in art and literature through drawing and later reading Shakespeare (Dews, 1970). In Skinner’s higher education, he attended Hamilton College in New York, where he majored in English Literature to become a writer ( ). Soon after college, Skinner tried to write his first psychological novel but failed to do so because of family trouble and lack of success. After becoming discontent with his literary skills, and inspired by John B. Watson and Ivan Pavlov’s Behaviorism, he obtained a degree in psychology from Harvard University in 1928. Soon after, Skinner graduated with his PhD from Harvard in 1931, which led him to the development of his influential operant behaviorism ( ). B. F. Skinners had many contributions within in hisShow MoreRelatedHow Psychology Has Remain A Progressive Science1541 Words   |  7 Pages Psychology has remain a progressive science due to the many contributions of influential leaders. In this paper I will mention three historical figures who I believe were important in the development of the field of psychology in the past and till this day. Paul Ekman is an American psychologist who became a pioneer in the study of emotions and their relation to facial expressions. 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The Context Of The Second Amendment Essay free essay sample

, Research Paper The Context of The Second Amendment The reading of the Second Amendment to the Constitution of the United States of America has been a subject of contention since its credence over two-hundred old ages ago. This contention stems from the fact that the amendment was written for grounds for the most portion that do non hold any relevancy today. One side argues the amendment nothingness, and the other takes it out of historical context so it portrays the significance they want. To understand what the 2nd Amendment means, one must construe the existent text, the historical background for its acceptance, and what it means today. ? A good regulated Militia, being necessary to the security of a Free State, the right of the people to maintain and bear Weaponries, shall non be infringed? ( Nesbit, 309 ) . What many people see when they read this is, ? the right of the people to maintain and bear Weaponries, shall non be infringed? . One can state that it clearly states that the people do hold a right to hold pieces. Who are? the people? ? Some argue that the people are merely what it says, citizens. ? [ M ] any legal historiographers have concluded that the right is corporate instead that single? ( Hook, 30 ) . Meaning that the right is giving to the province authorities non to single citizens. Others argue that it does give people the right to bear weaponries, but merely if you belong to a certain group. This group is defined by the beginning preamble to the Second Amendment, ? A good regulated Militia, being necessary to the security of a Free State? . This preamble is set out to modulate the other half of the Amendment. What is a reserves? ? [ A ] reserves is a organic structure of work forces enrolled for military service, and called out sporadically for drill and exercisings, but functioning full clip merely in exigency? ( Hook, 25 ) . This is speaking about a State sponsored reserves that is well-regulated. Since there are no State Militias do the people have any right to bear Arms? Harmonizing to this amendment it is up to the State to make up ones mind that. This whole Amendment is warrant? s the province the right to hold a well-regulated reserves in which the people can bear weaponries. ? [ T ] he persons right to bear weaponries applies merely to the saving or efficiency of a well-regulated [ province ] reserves. Except for lawful constabularies and military intents, the ownership of arms by persons is non constitutionally protected? ( Nisbet, 316 ) . One can non merely look at the text to understand the true significance of the Second Amendment 1 must besides look into the historical grounds for its acceptance. The battle with England and King George scared the American people. They saw a adult male corrupted by power and utilizing his power to make evil. The establishing male parents realized that one adult male holding so much power could be perverting. That is why they set up our political system with many cheques and balances so that one subdivision could non rule the other two. The establishing male parents feared that the one adult male in control could turn out to be a autocrat. For this ground, they feared to hold a standing ground forces of professionally trained soldiers. The establishing male parents set up the Second Amendment for the possibility that the authorities would hold to be overthrown. ? [ The Second Amendment, ] a statement possibly aimed less at the right of the person to transport weaponries than to forbid the constitution of a lasting ground forces of professional soldiers who might some twenty-four hours offer a menace to the civilian society the envisaged? ( Hook, 26 ) . So the 2nd Amendment was set up to protect the citizens from the possible subjugation they could undergo from their ain authorities. It was besides set up to protect us from other states. At the clip standing ground forcess were hired soldiers and soldier of fortunes who for the most portion fought for the money alternatively of the state. The establishing male parents believed that province reservess contending for their state and freedom would be much more effectual in conflict. ? A reserves is the lone safe signifier of military power that a popular goverment can use ; and because it is composed of the armed [ citizens ] , it will predominate over the materialistic professionals who adult male the ground forcess of neighbouring sovereign? ( Nesbit,318 ) . This is how we won the Revolutionary War, by utilizing province reservess. The Second Amendment was of import to the people so, but now does it truly have any significance? In modern times, we have what the establishing male parents feared the most, a national standing ground forces with the President as Commander. We have no State Militias that could give any opposition if President Clinton tried to take military control and ordered military personnels to implement oppressive Torahs. Fortunately, this has non happened. The job is that pieces have been a portion of this state from the beginning. In fact Congress at that clip did non even experience it necessary to set an Amendment in the Constitution because holding a fire arm was every bit common as siting a Equus caballus. ? [ T ] his right had non been questioned, for it was viewed as a traditional privilege lying outside the Constitution # 8230 ; ? ( Hook, 30 ) . Having a piece at that clip was so common that they did non even think about holding to legalise it. Today, is a different narrative. With more and more ordinances on pieces being passed, the Second Amendment is the lone thing groups like the NRA have to keep on to. Both sides need to sit down and happen a solution to this gun-control argument. Or one twenty-four hours this Amendment will be interpreted at face value and fire weaponries in citizens custodies will be a thing of the yesteryear, unless of class it is in a province sponsored reserves. As clip goes on the contention of the Second Amendment additions. When examined by the existent text, the historical background, and how it applies today, the Second Amendment has little if any relevancy for modern society. Groups like the NRA and ACLU need to work together to happen a solution to this gun-control argument so in the terminal both groups are satisfied with the consequences. Beginnings Nesbit, Lee. Gun Control Debate: You Decide. New York: Prometheus Books, 1990. Hook, Donald. Gun Control: The Continuing Debate. Washington: The Second Amendment Foundation, 1992.

Interview Techniques for the Job Applicant free essay sample

Describes the steps techniques required for a prospective job applicant in performing well in the interview process. Interview Techniques for the Job applicant Introduction A successful interview is composed of many parts. In order for these parts to properly combine, the proper homework must be done (Bell, 1997). If, for example, the applicant wants to find a job in marketing, having a thorough knowledge of the marketing field would be of great use. Having the proper college education is very useful, but an education only serves as a stepping off point for success in the real world. An individual must take the skills that he or she has acquired and apply this knowledge towards a career path. This means understanding ones own strengths and weaknesses in terms of a chosen profession (Bell, 1997). To carry the example further, a person interested in a career in marketing should be able to truthfully assess what he or she. We will write a custom essay sample on Interview Techniques for the Job Applicant or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page .

Ancient Celtics essays

Ancient Celtics essays The Celtic peoples existence can be traced over more than twenty-five centuries. Celts occupied vast lands currently known as Eastern Europe, Greece, Northern Italy, Western Europe, Wales, Scotland and Ireland. By about 500 BC, the Celts had spread to France, Portugal, Spain, the British Isles, and Northern Italy. The history and literature of the non-literate culture was preserved through spoken tradition. The texts left by classical authors were the only written records of their civilization, the first of which appeared in 500 BC. These accounts, inaccurate as they may be, show that the Celts came into cultural contact, and sometimes competition, with the Romans and the Greeks. The Celts impressed the Greeks and Romans not only with their bold dress but also with their powerful appearance, particularly their tall stature. Ancient observers generally characterized them as people with fair hair, usually red or blonde, and light complexions. Most Celtic ladies usually towered over the average Roman citizen. Celtic women, upon maturing, caught on to braided hair, and colorful embroidered dresses were very popular. Plaids and wrapped woven cloaks were popular for women and men, and gold and silver toques, arm rills and rings decorated rich Celts. Gaelic men most likely spiked their hair and bleached it to a light blonde with chalky water, and had long beards, while the Bretons and Picts had blue tattoos on their arms and faces. Celtic art originated with sculpture making and carving and metal work. Coptic Christian Manuscripts later introduced knot works to Celtic art. It wasnt until the 15th century that the spinning wheel was invented. Before the spinning wheel was invented the only way was to use a distaff and spindle. The left hand held the distaff while the spindle was held in the right hand. Celts spun both wool and flax. Women always carried out the craft of spinning. To be...

Australian Migration Law and Practice

Sukhon Chaiprasit is a legal immigrant to Australia. She holds a valid visa that is due to expire within a period of one month and twenty days. However, as a result of new unforeseen developments, it is likely that she shall be required to extend her stay in Australia for a further period of six (6) months for reasons to be disclosed herein below. The submissions below are made to the Minister for Immigration and Border Protection on behalf of Sukhon Chaiprasit seeking a waiver of condition 8503 that was imposed on her Visitor Visa (Tourist Stream) Subclass 600 so as to allow her to apply for a Class UB Medical Treatment visa, subclass 602. The relevant facts to the application for waiver are as articulated below: The Applicant (Sukhon Chaiprasit) is a citizen of Thailand. She arrived in Australia two months ago on a visitor visa (tourist stream) Class FA, Subclass 600. This class of visa has conditions 8101, 8201, 8501 and 8503 imposed on it. Seven days ago, Sukhon Chaiprasit was attacked by an assailant and suffered a concussion. Upon treatment, her doctors prepared a report strongly r mending that she should not travel for a further six (6) months period. Further, she is required to visit the hospital every two (2) days for check-up- the medical expenses in this respect are covered by the Crimes pensation Tribunal. In addition, Sukhon’s assailant has been apprehended and consequently, she is required as a key witness in the case against the assailant. However, her visa was issued two months and twenty days ago with a permitted stay period of three months from the date of Sukhon’s arrival. Therefore, having been in Australia for two months, the remaining stay period is one month. This period is clearly insufficient considering the fact that she will be required to stay for six months and it is untold what period the case against her assailant is likely to take. In light of the above circumstances, these submissions are made on Sukhon’s behalf to have condition 8503 (which imposes a â€Å"No Further Stay† ultimatum) waived to allow her to apply for a Class UB Medical Treatment visa, subclass 602.   Having briefly stated the facts above, the issue at hand is whether the circumstances arising above are sufficient to allow the waiver of the No Further Stay condition. The applicant acknowledges that she freely and knowingly[1] conceded to the imposition of condition 8503 whose effect is to bar her from applying for any other visa except under exceptional circumstances. The law makes clear provision for the waiver of the no further stay conditions. The purpose of the submissions herein shall be to demonstrate that Sukhon’s circumstances indeed entitle her to the waiver within the parameters allowed by the law. Reference is made to the Migration Regulations of 1994 which provide for the conditions to be fulfilled before condition 8503 is waived.[2] These conditions are: That subsequently after grant of the visa, pelling and passionate circumstances have arisen; It must be demonstrated that the above circumstances are present before Sukhon can be granted the waiver sought for. At this point, it is necessary to appreciate the fact that though Sukhon has expressed   interest in the male nurse, any intentions to establish a relationship with him will not be of any equilibrium to the Minister’s decision making process because that factor will not be considered as a circumstance â€Å"beyond the applicant’s control.† It is hereby submitted that there exists strong conviction that Sukhon’s circumstances have satisfied the prerequisite conditions for the grant of a waiver of condition 8503 as analyzed below: As Sukhon narrated and as supported by the attached medical report, Sukhon was recently attacked by an assailant who left here with a concussion. Further, upon treatment, it has b e apparent that Sukhon is not medically fit to travel for a further period of six (6) months. In addition, Sukhon has been called as a witness in the case against her assailant. With her stay period expiring in a month’s time, Sukhon will inevitably be required to stay longer than initially contemplated. Taking into account her medical condition, and the fact that she is undergoing treatment, it will not be in her best interest to leave the state merely because her visa validity period would have e to an end. This is therefore a pelling and also a passionate circumstance that will necessitate the waiver of the limiting condition and allow her to apply for the Class UB Medical Treatment visa, subclass 602. The act of being attacked while returning from a dinner in Melbourne’s CBD was totally beyond Sukhon’s control, if at all. It would be a fallacy to even contemplate that she would have knowingly exposed herself to the attack which caused her a concussion. Therefore, she was merely a victim of violence which any visitor to Australia should not be subjected to; and should not be made to suffer consequences thereof. It is submitted that as a result of the attack, there has arisen a major change in Sukhon circumstances that necessitate the intended further stay in Australia. As the doctors’ report indicates, Sukhon is not medically fit to travel for at least a period of six months and she is required to visit the doctors every two days for medical check-up. Further, she is required to appear in court as a witness to the case against her assailant. Therefore, it is argued that these are clear major changes in Sukhon’s circumstances which necessitate her further stay for the medically r mended period of six months.   From the submissions herein above, it has been explained how Sukhon arrived in Australia under a visitor visa (tourist stream) with, inter alia, condition 8503. It is further illustrated how she was attacked by an assailant; an attack which, according to the doctors, has rendered her to be medically not fit to travel for at least the next six months. In addition, she has been required to be a witness in the case against her assailant, though it has not been stated when the case is likely to begin. It has been argued in the preceding paragraphs that the circumstances Sukhon is in do satisfy the conditions for waiver of condition 8503 because they are pelling, passionate, beyond the control of Sukhon and they have changed Sukhon’s circumstances substantially.   It is humbly submitted that the Minister ought to take into consideration the best interest of the applicant whose medical condition may expose her health to further deterioration. Further, for the interest of justice, Sukhon deserves a chance to see to it that her assailant faces the law. Denying her this opportunity will be tantamount to an injustice on her. In light of the above-stated circumstances, these submissions are made on behalf of Sukhon for the Minister to waive condition 8503 to allow her to apply for a Class UB Medical Treatment visa, subclass 602. This question interrogates why the further visa application was invalid and whether Sukhon is subject to section 48 of the Migration Act, 1958. Condition 8503 limits the circumstances under which one can extend his/her stay in Australia beyond the allowed period of time.[3] An applicant seeking to extend their stay must first make a formal application to the Department of Immigration and Border Protection vide Form 1447[4] or by writing seeking a waiver of the condition, provided that the conditions for waiver as per Regulation 2.05(4) of the Migration Regulations of 1994 are met.[5] Therefore, by failing to make the application for the waiver and subject to the application being accepted, Sukhon’s application for another visa was invalid because condition 8503 was still operational in her visa.   Summarily, section 48 applies to non-citizens in the migration zone who, inter alia, do not hold a substantive visa, their visa application has been refused (other than an application for a bridging visa) or cancelled and have been removed from Australia and subsequently returns under Section 42(2A)(d) or (e).[6] A substantive visa as defined under the Act means a visa that is not a bridging visa, a criminal justice visa or an enforcement visa.[7] The current visitor visa held by Sukhon, which is still valid, is a substantive visa within the meaning of the Act. Without examining the other provisions of the Act, the fact that Sukhon’s visa is a substantive visa in itself means that section 48 is inapplicable to her because of the use of the conjunctive â€Å"and† in subsection 1 which makes it mandatory for all the conditions stated therein to be existent before the section can apply. Further, subsection 2 does not also apply Sukhon has not been removed from the migration zone.   Migration agents are governed by a Code of Conduct as set out in the Migration Act 1958 under.[8] Further, Regulation 8 Schedule 2 of the Migration Agents Regulations (1998) provides substantively the provisions that agents are required to observe during the discharge of the matters for which they have been licensed.[9] For Sukhon’s case, the potential breaches the former agent would have mitted, in the absence of actual facts, can only be speculated by taking into consideration the existing circumstances. For instance, paragraph 2.3, as read with paragraph 2.5, requires an agent to act with professionalism and reflect sound knowledge of the provisions of the Act.[10] Therefore, the agent ought to have known that Sukhon’s visitor visa had condition 8503 imposed on it and should have advised her that her application for any other visa would not be acceptable unless she successfully applied for a waiver of the condition first. Paragraph 2.6 of the regulations expects an agent to access the client’s request and to be candid/frank about the prospects of success of the client’s application for visa.[11] Again, the agent must have failed to observe this regulation and proceeded to lead Sukhon on to make the application that turned out to be unsuccessful. Under paragraph 2.9, an agent is required to refrain from making statements in support of an application that are misleading.[12] Being a qualified agent, it can only be assumed that the agent was fully aware of condition 8503 on Sukhon’s visa. Therefore, by trying to make another application for a visitor’s visa, it can only be presumed that the agent knowingly made the application for the visa knowing the same to be inaccurate. For these breaches, the client (Sukhon) has a right to make a plaint to the Migration Agents Registration Authority. Therefore, the agent failed to have due regard to the fact that Sukhon depended on the agent’s knowledge and experience as provided under paragraph 2.4.[13]   Anon, (2016). [Online] Available at: https://www.border.gov.au/Forms/Documents/1447.pdf [Accessed 18 Jul. 2016]. Australian Visa News. (2013). â€Å"No Further Stay† conditions on Australian visas: can they be removed (â€Å"waived†)? [Online] Available at: https://australianvisanews /2013/02/16/no-further-stay-conditions-on-australian-visas-can-they-be-removed-waived/ [Accessed 19 Jul. 2016]. Mara.gov.au. (2016). Code of conduct - Office of the Migration Agents Registration Authority. [Online] Available at: https://www.mara.gov.au/b ing-an-agent/professional-standards-and-obligations/code-of-conduct/ [Accessed 18 Jul. 2016]. Migration Agents Regulations (1998) (cth) Ogawa, M., 2009. Hypothetical: potential problems of a student visa. Bond L. Rev., 21, p.i. Vrachnas, J., Bagaric, M., Dimopoulos, P. and Pathinayake, A., 2011. Migration and refugee law: Principles and practice in Australia. Cambridge University Press. Zhao, L. and Kondoh, K., 2007. Temporary and permanent immigration under unionization. Review of Development Economics, 11(2), pp.346-358.

Exporting goods via airfreight Essay Example | Topics and Well Written Essays - 500 words

Exporting goods via airfreight - Essay Example The higher of the two rates is the class rate, which is the standard rate for all commodities moving from one destination to another. On the other hand is the commodity rate, sometimes referred to as a special rate because shippers receive it from carriers as a reward for either large-quality shipment or regular use. Recently, another rate known as a contract or negotiated rate has emerged. This rate is favorable to small businesses, which do not have the shipping volume required for the above two rates. Under contract rates, a carrier and shipper negotiate a rate for a specific service where the two parties finalize the terms of the service, rate and other variables in a contract. Exporting goods by means of airfreight has a substantial effect on international business. A range of cost components may reduce the high cost of goods associated with airfreight. Cost components refer to groupings of cost elements such as process costs, direct labor, materials among others. Different users define these cost components to match needs in their organizations. In other words, cost components vary from one location to another. People also select cost components as containing variable (proportional) and/or fixed costs (Sedgley & Jackiw, 2007). These cost components include inventory-holding costs, infrastructure costs, theft and damage costs, congestion costs and Speed and time costs. The business dictionary defines inventory cost as the cost that one incurs by holding goods in stock. This cost includes depreciation, warehousing, insurance, capital, taxation, shrinkage and obsolescence cost. It is usually expressed as a percentage of the inventory value, which is the determination of the cost of inventory that has not been sold at the ending of an accounting period. As one holds goods, their value may depreciate leading to losses. He would also be paying for their storage in a warehouse. The goods also need to be insured

Building Background and Comprehensible Input Essay

Building Background and Comprehensible Input - Essay Example It is important to acknowledge that teachers must meet the needs of English learners while addressing the needs of the mainstream student. This is quite a task but one that is possible to tackle. This lecture will address strategies that are essential for English learners to acquire content knowledge and improve academic language proficiency but these strategies will be beneficial to all learners. The lessons: Building Background and Comprehensible Input are both very good tools for teaching students especially those who are at the "maturing" stage. However, as both are being asked to be rated, the verdicts are as of follows: Comprehensible Input lesson received a 95% while Building Backgrounds received 100%. Now, as for the explanations; taking into consideration all the aspects of teaching and learning, the first topic which was Building Backgrounds received the perfect score because it is the root of all the teaching and learning process that transfer from one teacher to the student. Without this, all the effort that the professor gives out will be futile. Building Backgrounds is what its title says; making a sturdy base for the learning of the students. As the description goes, it is important for teachers to consciously incorporate techniques for students to acquire content knowledge and vocabulary content simultaneously. The Comprehensible Input or what you call the dig estive system of the mind is the result of a very good lesson planning. A very well thought-of lesson will stay in the minds of the students for a very long time and it may possibly be their pushing force of the thing that drives them most. It may be hard at first but thinking of lesson plans is actually easy if professors include the students in thinking up ideas for the lesson plan. With this, the students will be able to participate in the decision-making of their classes and thus, be motivated in studying and listening more to the studies because they are the ones who have thought of it in the first place. The Comprehensible Input on the other hand, is solely based on the process of Building Backgrounds. The students will not simply absorb the lessons if the structure of the topic is not attractive and barely retainable in the minds or the students. What is needed here is that the lessons should be highly retainable in terms that the students will remember it for the longest time and that it will be embedded in their minds and will be used for their future. Now, that is the purpose why students are being placed in an institution called, schools and universities. So that in times when the parents can no longer support the growing years of their children, the schools will be there to maintain the foundation that was set up by the family. So in other words, the school becomes the second home of the children. As for the effectiveness of each lesson, it has been established in the previous paragraphs the importance and the uses of the said lessons. However, as have been discussed, only one lesson

Modern Changes in International Equity Markets Essay -- essays papers

Modern Changes in International Equity Markets Few things, you might think, are as enduring as a national stock exchange. From pillared entrance to pulsating floor, they display an institutional solidarity that can surely defy forces for change. And yet most of the world’s bourses are now in turmoil, as they scrabble to be seen making alliances or mergers, to fend off electronic competitors, or simply to survive. Even New York, the biggest of the lot, is worried: while London, the biggest in Europe, seems to lurch from one misstep to another. (The Economist, 17th June 2000). These missteps have come about from a number of structural changes that have, and are still occurring within national, and global economic environments. A major change is with mergers of many equity and derivative markets, Switzerland 1993, Germany 1994, Netherlands, Finland, France and Austria in 1997. (Bank Of England, 1999). This and other changes such as cross member ship agreements and new parallel links between exchanges, have, and still ar e creating and manipulating the international markets. The essay will then explain why these changes have occurred, looking in depth at technology advances, technology and scale of economies, technology and competition, cross border investment, globalisation and new role taken by finical intermediaries, providing specific examples of these changes seen with current examples. The essay will conclude with a brief summary of what the larger markets are doing to combat this changes. There have been two major structural changes in markets over the past decades. The first of which is the mergers between equity and derivative exchanges within countries and secondly the new types of links, created by technological advances between exchanges. Firstly mergers between equity and derivative markets like the aforementioned Swiss, German, French, Netherlands, Finnish and Austrian markets. It also should be noted other links now exist, or soon will, like the Hong Kong Stock Exchange and the Hong Kong Futures Exchange, and between the Australian Stock Exchange and the Sydney Futures Exchange. Also there are new platforms being formed, especially within Europe, which provide a parallel link between exchanges that list similar products. This is seen with Sweden’s OM/OMLx and Norway’s Oslo Stock exchange developed a shared trading-platform for eq... ...ank of New York, vol 5, July, pp9-28 Chelley-Steely, P. L. (2000). â€Å"Interdependence of international equity market volatility†, Applied Economics, vol. 7, May, pp. 341-346 Clementi, D. (2001). â€Å"Current threats to global financial stability†: a European view’ Bank of England. Quarterly Bulletin, vol. 41, spring, pp.129-176 Kosterlitz, J. (2000). â€Å"Levvitt to markets†: Adapt or suffer’ National Journal, vol 32, February, pp.531-534 Millner, B. (2000). â€Å"NASDAQ north†, Barron’s, vol. 80, July, pp. 25-29 Rafferty, M., (2000). â€Å"Finical Markets in Transition†: Globalisation, Investment and Economic Growth’, Journal of International Business Studies, Vol. 31, First Quarter, pp. 193-197 The Economist. (2000). â€Å"Running into trouble†, 17th June, pp. 87 The Economist. (2000). â€Å"Stock Exchanges†: The battle for efficient markets’. 17th June, pp. 80-82 The Economist. (2000). â€Å"Tomorrow’s Stock markets†, 17th June, pp.17-18 Viney, C. (2000) Financial Institutions, Instruments and Markets, Roseville N.S.W., McGraw-Hill Williamson, C., (1999). â€Å"Structural Changes in exchange†: traded markets’, Bank of England. Quarterly Bulletin. Vol. 39, May, pp. 202-208 Modern Changes in International Equity Markets Essay -- essays papers Modern Changes in International Equity Markets Few things, you might think, are as enduring as a national stock exchange. From pillared entrance to pulsating floor, they display an institutional solidarity that can surely defy forces for change. And yet most of the world’s bourses are now in turmoil, as they scrabble to be seen making alliances or mergers, to fend off electronic competitors, or simply to survive. Even New York, the biggest of the lot, is worried: while London, the biggest in Europe, seems to lurch from one misstep to another. (The Economist, 17th June 2000). These missteps have come about from a number of structural changes that have, and are still occurring within national, and global economic environments. A major change is with mergers of many equity and derivative markets, Switzerland 1993, Germany 1994, Netherlands, Finland, France and Austria in 1997. (Bank Of England, 1999). This and other changes such as cross member ship agreements and new parallel links between exchanges, have, and still ar e creating and manipulating the international markets. The essay will then explain why these changes have occurred, looking in depth at technology advances, technology and scale of economies, technology and competition, cross border investment, globalisation and new role taken by finical intermediaries, providing specific examples of these changes seen with current examples. The essay will conclude with a brief summary of what the larger markets are doing to combat this changes. There have been two major structural changes in markets over the past decades. The first of which is the mergers between equity and derivative exchanges within countries and secondly the new types of links, created by technological advances between exchanges. Firstly mergers between equity and derivative markets like the aforementioned Swiss, German, French, Netherlands, Finnish and Austrian markets. It also should be noted other links now exist, or soon will, like the Hong Kong Stock Exchange and the Hong Kong Futures Exchange, and between the Australian Stock Exchange and the Sydney Futures Exchange. Also there are new platforms being formed, especially within Europe, which provide a parallel link between exchanges that list similar products. This is seen with Sweden’s OM/OMLx and Norway’s Oslo Stock exchange developed a shared trading-platform for eq... ...ank of New York, vol 5, July, pp9-28 Chelley-Steely, P. L. (2000). â€Å"Interdependence of international equity market volatility†, Applied Economics, vol. 7, May, pp. 341-346 Clementi, D. (2001). â€Å"Current threats to global financial stability†: a European view’ Bank of England. Quarterly Bulletin, vol. 41, spring, pp.129-176 Kosterlitz, J. (2000). â€Å"Levvitt to markets†: Adapt or suffer’ National Journal, vol 32, February, pp.531-534 Millner, B. (2000). â€Å"NASDAQ north†, Barron’s, vol. 80, July, pp. 25-29 Rafferty, M., (2000). â€Å"Finical Markets in Transition†: Globalisation, Investment and Economic Growth’, Journal of International Business Studies, Vol. 31, First Quarter, pp. 193-197 The Economist. (2000). â€Å"Running into trouble†, 17th June, pp. 87 The Economist. (2000). â€Å"Stock Exchanges†: The battle for efficient markets’. 17th June, pp. 80-82 The Economist. (2000). â€Å"Tomorrow’s Stock markets†, 17th June, pp.17-18 Viney, C. (2000) Financial Institutions, Instruments and Markets, Roseville N.S.W., McGraw-Hill Williamson, C., (1999). â€Å"Structural Changes in exchange†: traded markets’, Bank of England. Quarterly Bulletin. Vol. 39, May, pp. 202-208

Learning and Supporting Teaching in Schools

Certificate Supporting Teaching and Learning in Schools (501/0418/4) Unit 1: Schools as Organisations (T/601/3325) 1. 1 Identify the main types of state and independent schools. The main types of state and independent schools are as follows: * Specialist schools * Academies * City technology colleges * Community and foundation special schools * Faith schools * Maintained boarding schools * Free schools 1. 2 Describe the different characteristics of the different types of schools in relation to educational stages and school governanceThe Key stages are as follows in comprehensive and free schools: * Foundation stage – Normally this is for pupils in reception year, nursery or play group * KS1 – Years 1 to 3 * KS2 – Years 4 to 6 * KS3 – Years 7 to 9 * KS4 – Years 10 to 11 (GCSE’s and/or other equivalent Qualifications are taken in this Key Stage) * KS5 – Year 12 to 13 (A Levels and/or other equivalent Qualifications are taken in this Key Stage) Although standards schools follow this key stage structure, Special schools will run these key stages adapted to the pupils needs i. . a school for learning and physical disabilities may need extra support and resources to ensure that their pupils are achieving the national curriculum standards set for students with learning and/or physical disabilities. The role of the Board of Governors is to run the school. This would include the following: * School Finances and Budgets* Staffing * The School’s Curriculum * Managing School Inspections * To uphold national standards in education Depending on the type of school, depends on the way in which the board of governors operate i. e. or learning and physical disability schools, the board of governors may invest in certain resources to maximise the pupil’s educational potential. Most state schools are funded by the government where as private and independent schools are funded by parents, local funding or charitable inc ome. If the school is a managed school then the local authority employs the schools staff but for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment areas, the community or school open days.Private or specialised schools may get their students from the local community but may also have an open day or referrals from other educational establishments. Below I have chosen three different types of schools and I will also explain their admissions policy and the age of the children. Grammar Schools Admissions policies – Grammar school admissions policies are normally set by the local council. All applications initially must go through the local council. Also with grammar schools, there is often a test in which a child has to take and pass in order to be accepted into the school.This is due to the fact that grammar school children are highly educated. Age of pupils/students – pupils are normally enter into grammar school at the age of 10/11. They will be working on key stage 4 when entering the school. On the fourth year of school, pupils go on to key stage 5 working on GCSE’s and NVQ’s. In some cases, pupils in grammar schools may take their A Levels early or higher qualification. Pupils in grammar school now leave at the age of 17. Montessori schools Admissions Policy – in Montessori schools the children are interviewed by a teacher to make sure that they fit in with the ethos of the school.A payment is needed from parents in order for children to attend the school. An educational or psychological assessment is needed by the school in order for the child to be admitted. Montessori schools do not admit children midterm unless they are transferring from another Montessori school. Age of pupils/students – In Montessori schools, they admit children from 18 months up to 18 years old. Montessori schools have a holistic method of educating children so that they express freedom and self discipline. Steiner schools Admissions policy – The admissions policy is pretty much the same as a Montessori School.Age of pupils/students – In Steiner Schools, the age of children is from 3 years old to 16. Like a Montessori school, a Steiner schools tackle educating in a holistic manner in order to develop the whole child. Not just educational. 2. 1 Describe roles and responsibilities of staff related to the school Below are 4 Roles within a school and their responsibilities: * Teacher – To plan, deliver and evaluate lessons, to encourage pupils with their learning development, Make learning as fun as possible, create reports on pupils learning to parents and be a role model for pupils. Lunchtime Supervisor – Help set up dining areas, Supervise pupils with toileting and hand washing, resolve and report conflict and encourage independence at mealtimes. * Clerical Staff – To keep the school running smoothly by d irection of the Head Teacher, maintain and report attendance records, Perform administrative duties which may include writing letters to parents by direction of teachers and head teacher. * School Librarian – Plan and oversee the management of the library, Ensure an equality of opportunity for all staff and pupils, Complete reports to/ and inform the governing body of stock and library resources.Also another role within a school is a Teacher’s Assistant. To reflect his or her role within the school I have written a day in the life of a Teacher’s Assistant. 8. 15am  My day starts as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day ahead and I help to set up the activities. 8. 55am  The day begins for the children. As they wait with their parents and carers in the playground, I approach the gate and greet the children as the bell rings. I briefly chat with a few parents as they pass on messages, help children take their coats off in the cloakroom and follow them into the classroom.As the teacher takes the register I check the ‘Home-school communication books’ for any other messages. 9. 05am  The first activity for today is PE and today will be the first time that the children have taken part in PE in our main hall! Surprisingly the children are quite quick at getting changed into their gym kits. Today we practise moving in and out of spaces in different ways – jogging, marching, large strides and small footsteps. 10. 25am  It’s playtime and time to get coats on and join the rest of the infants in the playground.While the children are out at play I prepare their morning snack. 10. 40am  In from play and it’s time for hand washing, then fruit and milk. After this it’s activity time and the children choose from a range of activities both inside and outside. Today I’m inside making teddy bear puppets, encouraging the children to stick a corresponding number of buttons onto their bear. Midday  It’s lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff.Then it’s time to set up for the afternoon activities. 1pm  The children come in from lunch. Time for a quick register and this afternoon I support children building train tracks, investigating in the sand and experimenting with drawing and writing – a busy hive of activity, and lots of observational assessment! 2pm  Playtime again and this time I’m on duty supervising the children with another member of staff. 2. 20pm  Time for a few more bears and buttons with those who are keen and once these are done I join in with some children who are doing some jigsaw puzzles.Today, I have a breakthrough – a child who has been reluctant to talk and has been communicating through gestures, actually initiates a conversation with me! 3. 20pm  Home time for the children as we look out for the children’s parents and carers, and send them off happily! Once the children have all been collected it’s time for a final tidy up and discussion with the class teacher about the day’s events. 3. 45pm  Time for me to go off home, too! 2. 2 Describe the roles of external professionals who may work with the school For this section I have created two â€Å"A day in the life of†¦.. journals to describe what the role is of an external professional within the school The first role I have chosen to talk about is a Peripatetic Music Teacher. 09:30 am I arrive at the school and sign in at the school reception desk. I am then shown by the music head of department to the room in which I will be teaching. Whilst walking to my designated room, myself and the department head discuss what the needs and aims are of the pupils that I will be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are going to be teaching her over the next 45 minutes.Also we talk about if there are any issues or questions she may have with learning the flute. There are no issues so we continue on with the lesson. 10:15am I start to teach my pupil on how to play the flute and to work through some theory activities as my pupil is going for her grade 3 flute exams next week. 10:45am After a great lesson with my first pupil, she leaves to go back to her academic class. I write up an evaluation of what my pupil has learnt and things for improvement. This evaluation will be spoken about at the end of the day with the department head. 1am My second pupil arrives and we do exactly what we did for my first pupil between 10 am and 11 am. My second student is also going for his grade 3 exams in playing the flute as well. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I photocopy the two evaluations that I have written up this morning and left them on the department head’s desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils’ progress and needs.Today was very good as they are all making brilliant progress and are all ready for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and clear up. Off I go and I felt today was a really productive day. The next professional I will write about is a Road Crossing Patrol. 7. 45am I arrive at the crossing area where I am assigned. I walk down the road and turn on the school crossing warning lights. Whilst I am turning on the crossing patrol lights, I check to see if there are any dangers when helping to cross the road with children and parents.There are no dangers so I return to the crossing place. 8am I put on my uniform overcoat and hat and help parents and children cro ss the road with my stop sign remaining friendly at all times. 9. 30am All the school children are in school now so I turn off the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check for dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and values decided? Aims and values are decided through consultation to the stakeholders for the school. Stake holders can include the following: * Governors * Head teacher * Parents * School staff * Children * The local community How are aims and values communicated? Aims and values can be communicated to anyone involved in the school by using the following: * Letters to parents *Displays within the school On the schools website or the internet * Presented within meetings An aim is the context within which schools must develop their own education. A value is a common set of values underpinning the curriculum and the work of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School can do lots of things to show/demonstrate its values or aims: Some examples of which are shown below. Values * Value everyone as an individual – We listen to everyone and let them have their say through circle time activities, show and sell and through the schools council.Understanding of staying safe and being healthy – Get speakers from outside agencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * Provide a learning environment appropriate to the individual – Differentiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff used and brought in if required. To value every child’s contribution – Recognising pupils input on activities, rewarding pupils for their contributions, award evenings for pupils who have made significant contributions, * To develop a caring attitude towards others – Pupils and school staff alike to respect each other, teachers to identify pupils with SEN and to give them extra time to complete an activity where needed, school staff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning – eachers to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creativity within the classroom, promote educational independence to pupils. 4.1 Identify the laws and codes of practice affecting work in schools Belo w are some of the laws and codes of practice that are affected by schools: * Disability Discrimination Act 1995 * The National Curriculum (a statutory document, published in 1999) * The Children Act 1989/2004/2006 * Every Child Matters * Special Educational Needs and Disability Act 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil wellbeing and achievement Data Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to know basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also protect the child from harm and/or abuse. Special Educational Needs and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the child’s abilities.It is the schools responsibility to have specific resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no one should be discriminated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils’ wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of policies and procedures that can be placed within schools: * Safeguarding * Attendance * Uniform * Fire Safety * Admissions * Behaviour * Accidents * First aid/ Medical * Health and Safety * Anti-bullying * Achievement * Child Protection * Homework* SEN * Teaching and Learning * Equalities * ICT * Subject Specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance Management Disciplinary * Marketing * Finance * Grievance Unit 2: Child and young person development 1. 1 Child and young person physical development from birth to 19 years old Age| Physical development| Birth to 1 month| A newborn child will gain 1 ounce a day after initial weight loss in the first week. Also a child will discover his or her reflexes like grasping, sucking and clenched fists. A child’s vision will be at 8 to 12 inches and can lift head slightly. | 1 to 2 months|A child will be able to lift head to a 45 degree angle. And be able to gurgle and vocalize. 2 to 3 months | A child will be aware of other people by staring. | 3 to 4 months| A child will not be able to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs | 4 to 5 months| A child will gain approximately 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to bare weight on his or her legs. He or she may be able to laugh and giggle. | 5 to 6 months| A child will be able to sit up without support.He or she may be able to feed themselves with a cracker or biscuit. | 6 to 7 months| A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one hand to another. | 7 to 9 months| A child will be able to shout for attention and also be able to say the odd word i. e. â€Å"mama† or â€Å"dada†. | 9 months to 1 year| May start to crawl or shuffle. Child may start to use the pincer grip to hold on to items or food. Also he/she may be able to pick up objects but will only be able to release by dropping or throwing. 1 year to 18 months| May be able to use a spoon and self feed. During this period a child will start to walk and p ull themselves up in order to start walking. They may also use furniture or toys to aid them to walk. | 18 months to 2 years| Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. | 2 to 3 years| A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick shoes off.Also aid in undressing. | 3 to 4 years| A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. | 4 to 5 years| Will be able to dress and undress unaided. Use scissors accurately, start to write own name and starts to run quickly. | 5 to 7 years| Uses pens and pencils for detailed drawings. Also builds intricate models. | 8 to 12 years| A child will be able to improve on physical skills that they already have developed. For girls puberty starts within this phase of development.Gils will start to develop more as a woman. | 13 to 16 years| A boy’s puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop as a young man. This would include the appearance of facial hair and voice breaking. | 16 to 19 years| Most of the child’s physical development has now been completed. | Percentiles Percentiles are a method in which you can measure the progress of a child’s development. A measuring tool that is often used is a percentile chart. Percentile charts normally measure height and weight.Normally if a child’s weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not developing correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compa red to the average child. Milestones Milestones are often stages in a child’s life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start crawling or shuffling at about 9 months.Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development a) Background Parental expectations – If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age.This works in the opposite way if a parent has low expectations. An example of this would be if a mother sits with a child and reads with him/her. The child is then able to build up his/her ab ility to read quicker and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a child’s mother has high expectations, then the child will develop academic skills faster. Conflict between parents – If there is conflict between a child’s parents then a child will pick up on this and will learn the actions from their parents.An example of this is when parents are constantly arguing in front of a child, the child then learns that is it ok to shout at other people. A child may develop low self esteem because there is constant conflict in the home. The child may not feel safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/emotional skills. b) Health Asthma – If a child has asthma, this may affect their physical and social development. An example of this is that a child may not be able to do c ertain activities that his/her peers take part in.Also certain asthma drugs can stunt growth there for a child will not grow as quickly or as high as their peers. General poor health – If a child has generic poor health they will not be able to develop socially, emotionally and physically. This is because a child may not be well enough to interact with his/her peers therefore restricting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause future health issues.When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment Housing (Living in crowded accommodation) – A child will not be able to develop emotionally or socially when living in confined or cramped living circumstances. The reason for this is because a child needs a plac e in a home to call their own so that they can discover themselves without constant influence from household members.Availability of jobs – If there is a high availability of jobs; a child’s family will then be able to work. This in turn develops a child socially and emotionally. Also a child will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

A Study of Mexican Americans Essay

Mexican Americans are Americans whose original homeland is Mexico. Ten percent of the current population of United States of America is made up of people from Mexico. Most Mexican Americans are descendants of early indigenous Mexican immigrants (De Leon 41). Mexicans have been migrating into United States of America for a long time and they still migrate into the country to date. Extensive migration of Mexicans into America however started in the 1880s when a rail-road network was built in the south-western sides of America that linked America to the northern part of Mexico. Though the rail road transformed the economy of both areas, it led to the decline of the Mexican entrepreneurship. This led to increased immigration from Mexico to the United States of America and by 1900; more than 130,000 Mexican immigrants had entered the US. They started spreading to non Hispanic areas and by 1915, Mexican Americans had settled as far as Chicago and Kansas City. The First World War spurred economic growth in America which led to increased labour requirements (Hero 16). There was a labour vacuum in America and this led employers to seek workers from the south leading to a wave of what is called labour immigration of Mexicans to United States of America. Mexicans migrated into American labour sectors especially into the urban Midwest cities and the rapidly growing cities in the south-west. This migration was reversed in the 1930s during the great depression. At this time, there were more than half a million Mexicans in United States of America and most of them lost their jobs due to the depression. The American government embarked on a mission of deporting undocumented Mexican aliens while some of the legal migrants were also repatriated to their countries (Gonzalez 89). Immigration of Mexicans to United States of America resumed in the forties when United States of America declared war. Mexicans enthusiastically migrated to America to enrol in almost all the branches of the armed forced and those who were not enlisted in the army engaged in the home front efforts. Women also crossed over to the United States to work in the war industry. After the war, there was another period of economic prosperity in United States of America and labour requirements were high. The fifties therefore saw unprecedented levels of Mexicans into America where tens of thousands were recruited to work in agricultural and rail-road sectors. Since 1965, Migration of Mexicans into United States of America has continued unabated. However, due to economic decline of Mexico in the eighties and nineties, there has been a big wave of illegal immigration into United States of America which has seriously hurt America socially, culturally and economically. America has tried to enact regulations to stem the illegal immigration of Mexicans into the country but such efforts have not been successful. Unlike many other ethnic groups in America that are concentrated in some specific areas, Mexicans are widely distributed all over the country though there are some states like Los Angeles that carry the largest number of Mexican Americans.   There are more than six million Mexicans in the Greater LA area. The second largest Mexican community lives in Chicago, Illinois where there are more than two million Americans of Mexican descent. The third largest population of these people is found in Houston and San Antonio in the state of Texas. Half of the population of the city of San Antonio is actually made up of Americans. Mo re than half of the city of El Paso in Texas is composed of Mexican Americans due to its proximity to the Mexican border. The state of Arizona also has a significant number of Mexican Americans given that it is the state that shares the largest border with Mexico (Gonzalez 78). It is worth noting that most Mexican Americans are found in the states of California, Texas, Illinois and Arizona but other areas like Denver in Colorado and Sacramento also have large populations of Mexican Americans. However, cities in the East and the North are not immensely habited by the Mexicans. There are very few Mexicans in New Jersey, New York, Washington, Ohio and Arkansas. It is also worth noting that Mexican Americans, unlike other ethnic groups in America have restricted themselves to the cities and it’s only in the state of Arizona and Texas where they can be found in the countryside. The historical status of the Mexicans Americans has changed only slightly in the past few decades. Though the Mexicans have been accepted as whites in United States of America, they seem to attract more hatred from the American natives than other ethnic groups in this world power nation. The number of hate groups targeting Mexicans in United States of America has increased considerably in the twenty first century mainly because of the thorny issue of illegal immigration and the anti-Mexican sentiment. According to FBI statistics, 67 percent of crimes directed towards ethnic groups target the Mexican Americans and the number of hate crimes directed towards Latinos of Mexican origin doubling every year in the states of California. These statistics therefore asserts that Mexican Americans may be the most endangered ethnic groups in United States of America. This means that their current status may be even worse than it has been through their entire history of settlement in united states of America . Works Cited De Leà ³n, Arnold. Mexican Americans in Texas: A Brief History WA: Sage. 1999 Gonzalez, Nancy. The Spanish-Americans of New Mexico: A Heritage of Pride .NY: McGraw-Hill, 1969 Hero, Rodney. Latinos and the U.S. Political System. NJ: Pearson, 1992