The Government Of India And The Law Against Unfair...

1) Currently, the government of India counts on two main laws to solve the issue of corruption, the Criminal Law of the PRC and the Law Against Unfair Competition of the PRC. The first law, also known as common bribery, applies to the bribery of state officials and employees of state owned enterprises, which are most of China’s large companies. Under this law, anyone who demands or accepts money or property in return for benefits is guilty of bribery. The second law is known as commercial bribery. Under this law, businesses are prohibited from giving money or property to customers to sell purchase products. There are no doubts that the laws are somehow controlling the corruption. Without them, the situation in China could be worse.†¦show more content†¦The trouble with China’s bribery laws is that they can be interpreted to apply to any gift at all. The laws need to be clearer about what is wrong and right, as well as the charges for each act that goes against the law. Also, the government needs to create some measures to ensure the enforcement of these laws and guarantee that people who does follow them will have a certain punishment as consequence. It is essential that the authorities be more effective and correct the practices committed by some companies that distort the market and harm the society in general. Therefore, it is not necessary to completely change the current legal framework, only make it less confusing and implement it more rigorously. 2) Corruption is one of the major problems of the globalized world and the effects of it are devastating. Instead of the globalization of the economy having been able to find ways to crack down the corruption, the effects have been the opposite, and it is growing unstoppable. Corruption can ruin countries, distort the market, democracy and human rights, and limit investments, for example, and the only solution to this big problem seems to rely on the ethical and legal instruments of the businesses. Most of the companies, when doing international negotiations, will face corruption at some point. The ethical principles of the company, if correctly implemented, is the factor that will help them make to take the right

Drug Abuse A Rising Concern in America - 1359 Words

Have you ever wondered why drug abuse is a rising concern in this nation? Have you ever wondered what types of drugs get abused? Drug abuse is the new leading cause of death over vehicle related accidents, How drugs have overcome our society and innocence. Drug abuse is a growing problem that is sweeping across our nation. The many stresses of today’s modern living adds a new level to how children are raised, the influences surrounding them and the resources available. Universally the influence of drugs touches each individual at some point in their lives whether through a loved one, friend or oneself using drugs illegally. In order to begin making a plan to help a drug abuser or yourself you must first understand the facts about the drug of choice. Lets start with discussing Vicodin, Oxycodone, Opana and Methadone. Vicodin is used as a pain reliever. The contents of Vicodin are hydrocodone and acetaminophen. Vicodin is considered a narcotic and should only be taken as prescribed. The effects of Vicodin can cause an individual to experience drowsiness, upset stomach, constipation , dry mouth and a headache. Usually once a Vicodin capsule is ingested within twenty to thirty minutes one may not feel any pain and have the sensation of floating on the clouds. Vicodin can disturb ones thinking and reactions. If taken as prescribed for pain this drug can help an individual greatly, if not abused. Oxycodone is similar to Vicodin except it is mostly usedShow MoreRelatedSubstance Abuse Among Teenagers : A Survey1201 Words   |  5 PagesSubstance Abuse Among Teenagers Hannah is a fifteen year old girl who was recently sent to a rehabilitation center for the result of abuse of prescription medication. 6.1 million high school students currently use addictive substances, and like Hannah, 1 in 3 of them are addicted (â€Å"National Study Reveals,†2011). Although the number of teens using these drugs are decreasing, the numbers are still dangerously high. 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Stefan’s Diaries The Craving Chapter 5 Free Essays

string(62) " In a flash I was upon it, and it was over even more quickly\." At the close of breakfast, maids whisked away the Dutch china and jam, and Winfield retreated to his study, leaving me with the Sutherland women in the sunlit parlor. Bridget, Lydia, and Mrs. Sutherland had installed themselves on the brocade couch, while I perched at the edge of a green velvet chaise, pretending to gaze at an oil portrait of the family when in truth I was calculating the best way to make my escape. We will write a custom essay sample on Stefan’s Diaries: The Craving Chapter 5 or any similar topic only for you Order Now My last, paltry feeding seemed a distant memory, and the sweet symphony of beating hearts in this grand mansion was becoming difficult to resist. During the meal, I’d tried several times to free myself from the Sutherlands’ presence, with the aim of slipping out a window or escaping through the servants’ quarters. But as though my intentions were written plainly across my forehead, I was unable to shake my company for even two minutes. When I’d excused myself to the facility, the butler had insisted upon escorting me. When I mentioned I’d enjoy lying down in my room, Mrs. Sutherland had pointed out that the couch in the parlor was the perfect place for a repose. I knew that they were grateful to me for returning Bridget to them, but I couldn’t explain their acceptance of me into their home. Especially given the state I was in when I first entered it: dirty, torn clothes, disheveled, and bloody. â€Å"Mr. Stefan,† Margaret said, leaning against the column that separated the parlor from the foyer. â€Å"Are you entirely all right?† â€Å"Fine, fine,† I said. â€Å"Why do you ask?† â€Å"You’re shaking your leg so hard you’re rattling the chair.† I pressed my hand to my knee to steady my leg. â€Å"I usually start my morning with a walk,† I lied, pushing myself to standing. â€Å"In fact, if I may excuse myself, I think I’ll take a stroll around the park.† Margaret raised a perfectly arched brow. â€Å"You certainly seem to spend a lot of time in the park.† â€Å"I consider it my second home,† I said with a wry smile, picturing my cave with its cadre of statues. â€Å"I’ve always found nature comforting.† â€Å"What a lovely idea!† Mrs. Sutherland said, clasping her hands together. â€Å"Would you mind if we joined you? It’s a beautiful day, and we could all use some fresh air.† â€Å"Mama, I think it would be best if I rested instead,† Bridget said, putting a hand to her very healthy-looking brow. â€Å"You mean, stay in and receive visitors all day so you can tell them about your adventures,† Margaret said, shaking her head. â€Å"I’m afraid I shall have to beg off, too, Mother. I’ve things to attend to at home, now that it appears my sister is fine – and my husband misses me.† â€Å"I can’t imagine why,† Bridget muttered uncharitably. Lydia shot her youngest sister a look and lightly slapped her arm. Mrs. Sutherland ignored the sisterly sniping, shaking out a light cloak and wrapping it around her shoulders. â€Å"Come with us, Mr. Salvatore. We shall make a fine party of three.† Resisting the urge to shout in frustration – what would it take to leave this family’s clutches? – I forced a smile on my face and held out my arm to Mrs. Sutherland. The second we stepped outside the massive front door, the sun assaulted my eyes. It was a bright, lemony yellow and the sky a perfect blue. For early November up north, it was a remarkably mild day. If not for the sun’s low angle in relation to the earth, it would have been easy to mistake it for a brisk spring morning. We headed south, then crossed at Sixty-sixth Street and walked through the wrought iron gates of the park. Despite the events of the night before, neither Lydia nor Mrs. Sutherland showed any hesitation or fear. I suppose they felt safe enough in my presence. I took a deep breath of the morning air, which seemed so clear and pure after the events of the previous night. It was as though, with the rising sun, the entire world had been washed clean. Seed heads bobbed at the ends of long grasses and flowers opened toward the sky, taking in the last bright sun of the year. The droplets of dew had already dispersed from the previous night. We were not the only ones out to enjoy the day. The park was packed with families and strolling couples. I was struck once again with how different the North was. Yankee women wore bright colors, such as we hadn’t seen in the South for years – scarlets, brilliant yellows, bold, sky blues in silk and velvet and expensive cloths like European lace, delicate stockings, tiny leather boots. Even nature here was different. Northern trees were round, quaint, elliptical maples where our lush oaks spread out, soaking up the sun to the farthest tips of their branches. The pines were spiky and blue, not the tall, soft, grand ones the soft Southern breeze whispers around. Mrs. Sutherland and Lydia prattled on about the weather, but they had lost my attention, for at that moment a squirrel crossed our path. A sudden darkness overcame me, as if one of the few clouds in the sky had momentarily passed in front of the sun. My predator instincts awoke. There was nothing delectable about its beady eyes or bushy tail, but in a flash I could taste it – the blood of yesterday. It invaded my nostrils and tickled my throat with desire. â€Å"Please excuse me – I – I believe I see someone I know.† I made my trivial excuse as I dashed off, promising to return in a moment, though I had no intention of doing so. I could feel Lydia and Mrs. Sutherland’s eyes follow me curiously as I disappeared behind a thicket of bushes. There sat my prey, as innocent as Bridget had likely looked to her attacker last night. It eyed me as I approached, but did not make a move. In a flash I was upon it, and it was over even more quickly. You read "Stefan’s Diaries: The Craving Chapter 5" in category "Essay examples" As I felt the blood seep into me – a paltry feeding, but a feeding nonetheless – I leaned against the tree trunk, awash in exhausted relief. It had not been apparent until just now how edgy I had been, every moment afraid of my own hunger. Afraid of the stirrings inside of me, and how they might control me at any instant. My relief was so great that I didn’t even hear Lydia approach, ruining my chance of escape. â€Å"Stefan?† she said, looking around, no doubt curious to meet the person I had run off to greet. â€Å"It turns out that I was mistaken after all,† I mumbled, reluctantly rejoining Lydia and her mother on the path. They fell back into polite conversation, while I kicked along silently next to them, berating myself for my slowed reflexes. What was wrong with me? I was a vampire. Removing myself from the Sutherlands’ presence should have been no hard task, even in my weakened state. An unpleasant thought rattled at the back of my mind, an alternate explanation, that I was still with this family because I wanted to be. â€Å"Mr. Salvatore, you’re awfully quiet,† Mrs. Sutherland observed. I stole a glance at Lydia, who gave me a smile, clearly acknowledging that her mother did not deal in subtlety. â€Å"Forgive me. It’s been a while since I’ve been in the midst of people,† I admitted as we turned on to the bridle path. Mrs. Sutherland squeezed my hand. If she noticed its icy pallor, she must have taken it for a chill. â€Å"Since you lost your father?† she asked gently. I nodded. That explanation was easier than the truth. â€Å"I lost a brother in the battle with Mexico,† Mrs. Sutherland confided, as we passed a little girl and her father walking a long-haired dachshund. â€Å"We were the closest of nine brothers and sisters. Despite our numbers, none of my siblings could ever replace him in my heart.† â€Å"Uncle Isaiah,† Lydia murmured. â€Å"I barely remember him. But he was always kind.† â€Å"I’m sorry to hear that. I did not mean to turn this outing into a sad affair,† I apologized. â€Å"Remembering and mourning needn’t always be sad,† Mrs. Sutherland pointed out. â€Å"It is simply . . . what it is. Keeping their lives present in our own.† Her words cast a true light through all the confusing thoughts that had been clouding my mind of late: how to remain in touch with my human side even as I embraced becoming a vampire, how to not lose my soul. Keeping the past present was paramount. Just as my memory of Callie kept me from attacking Bridget, my connection to my family, to the life that had once been mine, would help me keep my humanity. Though she didn’t resemble my own mother at all, for one instant, with the sunlight shining down through her cap and illuminating her graying hair, her sharp blue eyes softened with feeling, I suddenly felt she could be my mother. That, were the circumstances different, I could be happy in her home. Oh, how I missed my mother. While my deep grief for her had abated in the years since she had died, there was a dull ache that was never absent from my heart. How much of the tragedy that engulfed our lives could have been avoided if she were still alive? I missed my father, too. Up until the moment I killed him, I respected and loved him. I had wanted to follow in his footsteps, to take on the family estate, to please him as much as possible. My deepest wish had been that he could respect and love me back. I even missed my brother, or rather who he used to be. Though he vowed to get revenge on me for turning him into a vampire, in life he had been my truest companion in the world, my playful competitor and my closest confidant. I wondered where Damon was right now, and what harm he might be doing. I couldn’t judge his bad behavior – I’d had my share of bloodlust after I had turned. I only hoped his humanity would return to him as mine had. â€Å"You are a wise woman, Mrs. Sutherland,† I said, returning the squeeze of her hand. She smiled at me. â€Å"You’re a remarkable young man,† Mrs. Sutherland noted. â€Å"If I was your mother, I should be very proud of you. Of course, I have no sons, and only one son-in-law. . . .† She sniffed. â€Å"But, Mother, Margaret and I are each very accomplished, in our own way,† Lydia said, ignoring the pointed remark about son-in-laws. â€Å"She does the books for Wally. And I am helping to form that charity for mothers who lack a stable income.† Mrs. Sutherland cast a private smile at me, and in that moment I dared to hope. Perhaps it was possible to stay here, to become part of this family. It would be a dangerous game, but perhaps I could master it. I could keep my hunger under control and take daily walks with Lydia and Mrs. Sutherland, accompanying them home for a cup of tea or a lively debate about the war with Winfield. Lydia continued on, making her case for her own independence, her mother sighing despite her apparent pride. The sun grew warmer as we made our way west, choosing paths at random until we came upon a familiar foot trail in the middle of the park that led straight to Seneca Village. My home. Perhaps it was my sudden distraction that caused Mrs. Sutherland to look at me so closely. â€Å"Mr. Salvatore,† she said, half-concerned, half-afraid. â€Å"You have a . . . spot . . . upon your collar.† Despite the laws of decorum, Lydia reached for it then, brushing a finger gently near my neck. I shuddered in excitement and fear at her closeness. When she withdrew her pointer finger, it wore a speck of blood. I grew ashen. For this was the fact of my life. Despite the pains I took to control myself, the exhaustive efforts at constant secrecy, one speck of blood was all it took to upset the balance. They would see me for who I was: a liar, a murderer, a monster. The tinkling of Lydia’s laughter broke the silence. â€Å"Just a bit of jam,† she said lightly, wiping her finger on the low-hanging branch of a passing tree. â€Å"Mr. Salvatore,† she teased, â€Å"I know we have made you feel very much at home, but while you are our guest, perhaps you should be more careful with your table manners.† Mrs. Sutherland began to chide her daughter, but seeing the happy relief upon my own face, she smiled as well. Soon we were all laughing gaily at Stefan Salvatore, the nighttime-hero-turned-careless-houseguest, as we made our way back into the sunlight. How to cite Stefan’s Diaries: The Craving Chapter 5, Essay examples

Businesses Receives the Raw Materialsâ€Free Samples for Students

Question: How to the Businesses Receives the Raw Materials? Answer: Introducation The value chain is being defined as the strategic tool which is used in the management of the firms analysis with showing the internal firm activities. Its aim is to identify the values of the activities which enables in differentiating the source and also the advantages can be easily shown by depicting the source of the cost. The improvement of the work can be depicted to be providing the competitive advantage and also the internal activities of the firm are being revealed by showing both the advantages and the disadvantages (Ayers, 2006). The firm must compete through the competitive advantages and the disadvantages that are identified by indicating the enhancement of the work and also the enhancement of the work can be made by showing the performance of its activities. This will show the improvement in the work which is being used by showing the appropriate structure of the company and also it will show the capability of producing the goods and the activities that are required for the enhancement of the work. The capability is being made by showing the internal activities as it is being defined the value chain and also the superior products can be provided with achieving a huge amount of the profits (Bozarth Handfield, 2016). The value chin model consists of the primary activities and the support activities. The primary activities consist of the adding value to the production process which is being used directly and also these are not so much important for the supporting activities. The support activities are referred to as the information that enables in showing the appropriate construction of the system which will enable the process by showing the innovations in the information system, R D, and the general management which are depicted to be the vital sources of the differentiation advantages (Burf, 2009). The costs can be easily identified by showing the enhancement of each activity and also the proper management of the costs can be appropriately fixed by showing the management of each activity. The integration of the more activities can be easily made by showing the vertically integrated processes that enable the establishment of the vertically integrated activities (Weele, 2015). The importance of this tool can be appropriately explained by the usages which are being measured in the form of the two various approaches which are the cost advantage and the differentiation advantage. The cost advantage is used in the form of organizing the costs which are used to compete (Chopra Meindl, 2016). The factors are depicted to be driving the sources of the costs that enables in identifying the firms primary and the support activities and also enables the appropriate establishment of the relative importance of each activity in the form of the total costs of the product. The identification of the cost drivers are depicted to be identified for the each activity and also the identification is being made between the links. The construction of the work is being structured by showing the appropriate enhancement of the activities that ensures in showing the opportunities for the purpose of reducing the costs (D'heur, 2016). The differentiation advantage is being described as the advantage that enables the establishment of the superior products or the services that thrive the differentiation creation of the advantage. The structure can be easily made by showing the advantage approach. The identification of the customers is made by showing the evaluation of the differentiation strategies that enables in establishing the improvement in the customer values. The identification of the best sustainable differentiation is showing the enhancement of the work, and the identification of the best sustainable ways can be easily measured. These are the overall description that can be provided in the case of the value chain analysis (Sen, 2008). Design of the value chains The value chain plays a significant role in innovation and quality systems. The central Queensland University relations are linked as the part of the innovation system. The value strategy can be implemented through the value chain. It is recognized that the technological advancement has changed the activities of the organizations. The central Queensland University delivers more than three hundred training and education offering from certificates and short courses through postgraduate, undergraduate and research degrees. The study areas include trades and training, apprenticeships, law and accounting, visual arts, humanities, built and engineering, information technology, digital media, health, social work and community services, psychology, environment, and science (Floyd, 2006). The materials and instruments are required by the university to carry out their work processes. Thus, the supply of all the materials is important for the University. The University conducts many courses, an d the main factor in processes and production in creating new results varies a lot. The requirement of instruments and equipment is related to the chemical and engineering process. Maintenance of the laboratory equipment, facilities, and many other operations are organized by the University. The administration implements strategies related to the ICT, legal advising activities, financial administration and engineering support activities (Human, 2008). The procurements can be transferred into the project funding arrangements. The primary activities begin with the idea development and generation. The relation with the suppliers is very much important for the adequate supply of all the materials. The materials are used for carrying out the day to day activities. The research and development department also need materials and equipment for the research process. The value chain model is used in the university for strategic management planning in order to keep the actions in focus. The ne twork development, subcontracting and project funding need to be the focus by the management (Pinnock, 2012). The value chain model of Rio Tinto Group is about understanding the safety, health, environmental, economic and social impacts of the operations which include materials for the manufacturing of the products. The main goal of the company is to obtain the status of the suppliers and recognition for the commitment to the environmentally, safe and socially responsible production, products use and transport (Kim, 2005). It is important for the company to understand the environmental, economic and social implications of the activities. It allows to decrease the negative impacts and optimize the benefits. The non-mineral and mineral waste are generated during the processing and mining operations. The suppliers are engaged to share their values and support the social license. The company works with the suppliers to create a sustainable supply chain that decreases environmental impacts and waste, drive the working capital efficiency and encourage economic development. The company also ensures that the products are transported safely to the customers and meeting the regulatory requirements. The product stewardship programs ensure that the products meet the regulatory requirement (Laric, 2004)n nations. The consumers and customers determine the sustainable activities of the company, and the company ensures they meet the quality specifications and product design. The products contribute to the sustainable development by enhancing sustainable markets, sustainable stocks and sustainable communities. The external stakeholders and employees are a significant part of the value chain. The company also focuses on improving the working conditions and conserving resources and environment. The company has completed its extensive research into the bauxite shipping operations and had the authorisation to continue the shipping bauxite. Supply chain visibility has become more important in the organizations all over the world. Comparison of the value chains The value chain comparison of the Rio Tinto Group and the Central Queensland University is being provided in the following points: - Rio Tinto Group A value chain analysis is defined as the chain of the activities which are conducted by the Rio Tinto Organisation for the purpose of delivering the high-quality product or the services to its customers. The value chain process is being determined by showing the appropriate process which begins by the Rio with the exploration and also it is depicted to be going through the several sections that enhance the development of the work and also enables the establishment of the work which is being shown by depicting the expansion of the work (Lindgreen, 2016). The appropriate establishment of the several sections can be easily identified by showing the increment of the investments and also the ultimate focus is being made on the enhancement of utility which is being focused on the development of the work. The structure of the study is showing the refining of the materials which is showing the extraction of the precious materials and also the representation of the Rio's value chain procedure can be appropriately constructed. Therefore, the margin of the mine tailing is being provided by showing the re-circulating in the upward movement and also the increment of the value is being made by showing the enhancement of the lowering the risk of the raw materials which are depicted to be available in the country (Papageorgiou Georgiadis, 2008). The new burdens arise with the enough risks that are available for the depicting the new burdens and also it arises with showing the creation of the values for the purpose of depicting the growth in the productive stage in the business. Central Queensland University The Central Queensland University is showing the creation of the work which is being shown for the development of the structure, and also the centralization of the concept can be shown by illustrating the Inbound logistics and the operations. The outbound logistics and the marketing with the sales can be appropriately explained by showing the enhancement of the work (Pinnock, 2010). The development of the work can be appropriately explained by showing the enhancement of the work with showing the main process regarding the consideration of the functional activities. These are provided in the form of the showing the institutional activities which are performed with showing the coordination in between the members of the organization. Conclusion The value chain helps to increase the efficiency of the organization. The value chain analysis results in the ability of the company to understand and optimizing the activities that increase the profit margin and lead to the competitive advantage. Thus, the main goal of the value chain is to strengthen or create a competitive advantage. The value chain of Central Queensland University is quite different from the Rio Tinto Group (Sabri Shaikh, 2014). The primary activities of the company can be carried with the supply of the materials, and it is important to establish a relationship with the suppliers. It an organization creates an advantage through the value chain then it can increase its profit margin. Thus, it can be said that the value chain is important and many organizations in the world are focusing on the value. References Ayers, J. (2006).Handbook of supply chain management. Boca Raton, Fla.: Auerbach. Bozarth, C., Handfield, R. (2016).Introduction to operations and supply chain management. Boston: Pearson. Burf, D. (2009).World class supply management. [Place of publication not identified]: Mcgraw-Hill Education. Chopra, S., Meindl, P. (2016).Supply chain management. Boston, Mass. [u.a.]: Pearson. D'HEUR, M. (2016).SUSTAINABLE VALUE CHAIN MANAGEMENT. [Place of publication not identified]: SPRINGER INTERNATIONAL PU. Floyd, D. (2006).Business studies. London: Letts. Human, J. (2008).Business studies. Cape Town: Nasou via Afrika. Kim, B. (2005).Supply chain management. Singapore [u.a.]: Wiley. Laric, M. (2004).The value chain and marketing. Bradford: Emerald Group Pub. Lindgreen, A. (2016).Sustainable value chain management. London: Routledge. Papageorgiou, L., Georgiadis, M. (2008).Supply chain optimization. Weinheim: Wiley-VCH. Pinnock, A. (2010).Business studies. Claremont [Cape Town]: The Answer. Pinnock, A. (2012).Business studies. Claremont [Cape Town]: The Answer. Sabri, E., Shaikh, S. (2014).Lean and Agile Value Chain Management. Ft. Lauderdale: J. Ross Publishing Inc. Sen, M. (2008).Business Management. New Delhi: Global Media Publications. Weele, A. (2015).Purchasing supply chain management. Australia: Cengage Learning.

Casino Gambling Approaching Rural America Essays - Gambling, Casinos

Casino Gambling Approaching Rural America Since the dawn of casinos, casino gambling was located mainly in Reno and Las Vegas, Nevada, and in Atlantic City, New Jersey. But now newer casinos are spread out across the United States, from Connecticut to California. Most are located on Indian reservations and the rest in rural areas of the United States. The Foxwoods Casino in southeastern Connecticut is one example where casino gambling is profitable: People wagered $482 billion in 1994 on all forms of gambling, 85 percent of which took place in casinos in 27 states, most of them built in the past five years (Shapiro 53). However rapid and profitable casinos may be, the casino is a short-term solution for business in rural areas, not a long term one. Bibliography Shapiro, J.P. (1996, January 15). America's gambling fever. U.S. News & World Report, 120, 53-61. Social Issues

Deceitful Relationships in the Secret Agent Essay Example

Deceitful Relationships in the Secret Agent Essay Example Deceitful Relationships in the Secret Agent Paper Deceitful Relationships in the Secret Agent Paper The Secret Agent was written by Joseph Conrad and published in 1908. It’s a classic novel based on actual events: the attempt to blow up the Greenwich Observatory in 1984. This fictionalized tale revolves around Mr. Verloc, a spy for his home country of France while living and working in London, Mr. Verloc’s wife, Winnie, a devoted wife and lives her life caring for her young brother, and Stevie, Winnie’s simple-minded brother who manages to get involved with Mr. Verloc’s dangerous politics. The family relationships in this novel, particularly Winnies devotion to her brother Stevie, are quite strong and relevant to the events of the story. The novel seems to be mostly about Winnie, though she appears to only be a minor character throughout the majority of the story. Winnie is the injured party when the scheme to blow up the Greenwich Observatory goes disastrously wrong, though the plan was engineered to save Mr. Verloc from the possibility of death. In a way, Mr. Verloc and Winnie are almost paralleled to one another in the story, both living behind secrets. While reading the novel, Winnie and Mr. Verloc’s relationship seemed odd and unfamiliar. Chapter VIII in The Secret Agent reveals a passage that makes the reader consider Winnie and Mr. Verloc to be strangers to one another: [t]his head arranged for the night, those ample shoulders, had an aspect of familiar sacredness- the sacredness of domestic peace. She moved not, massive and shapeless like a recumbent statue in the rough; he remembered her wide-open eyes looking into the empty room. She was mysterious, with the mysteriousness of living beings. (Conrad 148) The imagery in the passage seems cold, and lacking the passion that a man would use to describe his wife laying in bed next to him. By calling Winnie sacred, Conrad does add a little warmth, because unlike Winnie, Mr. Verloc does love her, but she is also described as mysterious. Winnie and Mr. Verloc have been married for seven years and the fact that she can still be described as mysterious is unusual. Lying in bed together at night is a very intimate moment between two people, and the passage portrays Winnie as being a statue, not moving at all. When in a comfortable marriage, the husband and wife should be able to move freely and talk because it is their time to be alone with one another, but instead Winnie is compared to a statue that is lying down, the imagery in the passage compares Winnie to a figure made of stone. There are other images in the novel where Winnie is completely still, and maybe not directly being called a statue, she acts as one, â€Å"[s]he remained mysteriously still† (Conrad 215) or: a white-hot iron drawn across her eyes; at the same time her heart, hardened and chilled into a lump of ice, kept her body in an inward shudder, set her features into a frozen, contemplative immobility addressed to a whitewashed wall with no writing on it. (Conrad 199) The passage shows that Mr. Verloc and Winnie have not completely opened themselves up to one another, hiding behind secrets. Mr. Verloc hides from Winnie that he is a secret agent working for the French Embassy, and Winnie puts on a front for her husband as a devoted wife so she and her brother, Stevie, can live with financial security. The passage shows the reader just how little Winnie is emotionally invested in her marriage. Winnie appears to an outsider, such as Comrade Ossipon, to be a devoted wife to Mr. Verloc, but in reality she has devoted her entire life to her brother, first protecting the poor boy from his own abusive father, then caring for him when their mother became disabled, and finally marrying Mr. Verloc with the intention that Stevie would always be cared for and not have to work. Winnie has given up freedom and love for her brother and thrown all her trust on to this man, who has a secret life that he has refused to disclose to her. Winnie and Mr. Verloc each hide behind a big secret, which stands in the way of their marriage. They are parallel to one another through their deceit. Both characters are morally corrupt, Mr. Verloc is in many ways self-deceived, since he does not admit to himself how grimy his methods of making a living are, and it seems that he even wanted to be rid of the mentally deficient Stevie with his lack of sympathy for Winnie, and Winnie allows herself to be sexually exploited by marrying Mr. Verloc, whom she does not love, but does it for the sake of Stevie and her mother, and by so carelessly throwing herself at the feet of Comrade Ossipon near the end of the novel. The excerpt shows the reader that Mr. Verloc and Winnie are almost strangers in this story by calling her mysterious, but then the narrator takes it a step further by saying she is mysterious, â€Å"with the mysteriousness of living beings† (Conrad 148). The description of Winnie from Mr. Verloc’s point of view seems very general and vague, not a loving, meaningful, or even familiar depiction of Winnie. But it is not the only time that Winnie is thought of as being mysterious, â€Å"Mrs. Verloc sat still under her black veil, in her own house, like a masked and mysterious visitor of impenetrable intentions† (Conrad 211). Even in her own house, Winnie is somewhat of a mysterious visitor, and Mr. Verloc is not able to relate to his wife, especially after she finds out the truth of Stevie’s death. It is obvious Mr. Verloc does not know Winnie’s true self by the sheer fact that he thinks he’s doing Winnie a favor by sparing his own life and letting Stevie be in control of the bomb, and this shows through Mr. Verloc’s persistent defense of his actions to his wife Winnie, â€Å"‘[d]o be reasonable, Winnie. What would it have been if you had lost me? ’† (Conrad 193). When Mr. Verloc asks Winnie that question, he must be assuming that Winnie would be more sorrowful had he died instead of Stevie. Mr. Verloc is clearly unaware of Winnie’s intentions for their marriage and just how much she truly cared about Stevie. Mr. Verloc and Winnie’s deceit ultimately brought them to their deaths at the end of the novel. Both suffering from moral corruption and a loveless marriage, Mr. Verloc and Winnie were paralleled through their secrets from one another. Conrad, Joseph. The Secret Agent. New York: Signet Classics, 2007.

HD-DVD versus Blu-ray Research Paper Example | Topics and Well Written Essays - 1000 words

HD-DVD versus Blu-ray - Research Paper Example stages of technology battle, the HD-DVD and Blu-ray technologies pulled efforts in gathering decoder and disk manufacturers, retail outlets, and media companies towards their respective sides. The Blu-ray gained endorsements from some major retail companies; Blockbuster and Netflix, acquiring a victories string. On 2008 January, Warner Brothers Production Company announced its exclusive support of the Blu-ray format. The top DVD retailers: Best-Buy and Wal-Mart announced their support for Blu-ray as opposed to HD-DVD. The HD DVD from Toshiba continued to get support from major Hollywood production companies such as Paramount pictures and Universal pictures (Jim & Michael, 2008. Blu-ray technology is developed by Sony and has a slower start though slightly more expensive than HD DVD. Its proponents argue that the larger storage capacity of Blu-ray is at 25GB, single layer disk, as well as 50 GB dual layer that is about twice the HD DVD capacity. Blockbuster announced its greater support for Blu-ray than HD DVD in the summer of 2006, hence predicting a shift towards Blu-ray as the major technology of high definition. On 2008 January, Warner Bros announced its release of its DVDs in Blu-ray format only thus joining other production companies, resulting in roughly 70% new releases in Blu-ray. The formats are incompatible with each other and the HD DVD buyers cannot play movies presented in the Blu-ray format (Michael & Philip, 2007). There are companies that find both technologies vital, for instance, NVIDIA’s graphics, Seagate and MIPS Technologies, Sigma Designs and Broadcom, and ‘Moses Baer India Limited’. The winners of Blu-ray technologies are Sony, Apple, Dell, LG, Panasonic, Philips and Mitsubishi, among others. The HD DVD winners include Microsoft, Lite-On IT, Intel and Toshiba (Mark & Charles, 2007). HD DVD had a chance of winning the competition due to its low manufacturing costs and cheaper products. The flexibility to have HD and conventional

THE BUSINESS PLAN Essay Example | Topics and Well Written Essays - 2500 words

THE BUSINESS PLAN - Essay Example We look at those management team who must have at least 10 or more years of experience on the field. The Island View Restaurant’s emphasis will be placed also on efficient management practices in almost all its functional areas of financing, directing, staffing and better decision making. Canvey Island is generally regarded to be in great need of friendly environment with excellent food and drinks. The restaurant will offer wide range of food ingredients and recipes from different countries food specialists. The Restaurant’s menu would be prepared considering wide range of food and drinks from different countries most marketed food and drinks. The restaurant would be a place where international food and drinks are provided to those who come from different areas of the world. So, our customers would be able to taste different international foods like Chinese food, Indian ingredients, Arabian meals etc. Moreover the staffs would be selected from both village and cities and will be given training programs so as to enable them prepare most quality foods and serve a friendly atmosphere within the restaurant. The target audience will be general public and rich people who generally need organic food and drinks. The targeted market includes Canvey Island population of more than 34,000 and more from other cities, islands, and even countries who visit Canvey Island. These keys of our mission will enable the restaurant achieve our mission goals. The business management primarily understand that any business can be successful only when it realizes why it is in the field concerned and what kinds of services it is supposed to provide to its customers. The priority is customer satisfaction. This customer satisfaction can be achieved by providing right service along with right information at right time and right place. We value this fundamental marketing principle. The mission is to provide great tasting food and drinks as well as to offer efficient

Education Research Paper Example | Topics and Well Written Essays - 2000 words

Education - Research Paper Example It can be argued that better education may be an inclination toward better life. The primarily role of education to an individual is the ability to offer knowledge, competence and the skills required of an individual to participate effectively in the happenings of the society as well as the economy. Education has the capacity to improve the lives of individuals within the society such that it helps in the development and advancement of political interests, health challenges, wellbeing and participation in civic activities. According to OECD Better Life Index, research studies reveal that educated people within the society lives longer and actively partake in political matters (OECD). Further, individuals with better education participate actively in the communities where they reside, engage less in criminal activities and do not depend on social assistance as their counterparts with no or little education. Better education is somehow equated to better life because of the increased opportunities and potential that quality education offers in securing good employment and pocketing good earnings. When compared to individuals with poor educational background, educated members of the society are affected by the unemployment tendencies to a lesser extent because the educational accomplishments make them more attractive to the labor market (Rouse). It is also argued that higher levels of education correspond to increased earnings in the employment market (OECD). As a result, highly educated people would have the advantage of having higher earnings with the advantage of accessing better services such as health services. Alternatively, individuals can achieve better life without necessarily having better education. The case of Malcolm X for instance, enjoyed better life but did not have the privilege to acquire better education. He had little education but still succeeded in life because the education he acquired was not imperative for his success but helped to understand the world in a much better way. He could communicate effectively with members of the society. He came to understand about several words that existed that he did not have an idea of. The little education that Malcolm got made him to go places, meet people and understand events that took place in the world (Wiener 84). Success in life can arise from individuals with low education but are innovative and productive with their lives. Nonetheless, education is important in helping individuals to improve their understanding of the world and relationship with the society. Talent, motivation and creativity in individuals are the most important elements in the success and prosperity of people (Thiel). These elements are not imparted in individuals through good education; therefore, education cannot be a necessity for better life. Good education is considered as a secondary factor in achieving success and prosp

An Introduction To Early Care And Education Young People Essay

An Introduction To Early Care And Education Young People Essay This essay will identify the range of early years settings involved in the care and education of young children. Then discuss the roles and responsibilities of the professional workers involved in the setting. The essay will also evaluate the curricula appropriate to two different settings that will be focused on. The essay will culminate with a personal statement. First, the history of education of young children will be reflected upon. When the Education system first started and when children became important. Focusing on Education legislation, (historical to present day). Also looking at the various types of Early Year education provisions and the professionals that work in the provisions and their roles. Followed by a discussion on theorists that have had an impact upon Early Years provision. Next, there will be a discussion on social care and health care legislation which is affiliated to the support of childrens health and safety (historical to present day). Looking at the range of health care settings for early years. Discussing the various health professionals and their roles in relation to health care. Subsequently, the essay will look at management styles of the different settings using a reflection diary and identify the role of the professionals that work in various setting, discussing the definition of reflective practice and the i mportance of reflective practice. Finally, conclusions will be drawn as to whether the objectives have been met. Pre 1870 there was no organised system of education. Some children attended schools run by charities and churches or dame schools (called because they were run by women) for young children. There were fee paying schools for those rich enough to afford them. In early Victorian England, most children never went to school at all and grew up unable to read or write. Instead they were sent out to work to earn money for their families. Only the upper and middle class children went to school. It wasnt until 1880 that schooling became mandatory. All children had to attend a school until they were ten years old. In 1889, the school leaving age was raised to twelve, and in 1891, the schools pence fee was abolished and schools became free. Children were first considered important to society after the Victorian era (1837-1901). The era has been described as a source of the modern institution of childhood. Ironically, the Industrial Revolution during this era led to an increase in child labour, but due to the campaigning of the evangelicals, and efforts of author Charles Dickens (1812- 1870) and others, child labour was gradually reduced and halted in England via the Factory Acts of 1802-1878. The Victorians emphasized the role of the family and the sanctity of the child, this attitude has remained dominant in Western societies since then. The needs and welfare of children today are met through a series of polices and legislation which aims to protect and provide for their welfare. These policies are informed and underpinned by historical policies and legislation. The first legislation passed by the government to protect the children of the country was The Factory Act passed by the Government in 1833. It was intended to improve conditions for children working in factories. It introduced a compulsory two hours schooling each day for children. This was the first time that children of all backgrounds in the UK had access to education. Thirty seven years after the Factory Act of 1833, the Elementary Education Act of 1870 provided education on an extraordinary scale. This new law set up mass primary education (education for everyone). It was introduced because the government was worried that the working class was becoming revolutionary and also because it was thought that Britains economy we falling behind the rest of the world. The 1880 Education Act made school attendance compulsory for all children up to the age of ten. The school education boards were abolished under the 1902 Education Act. In their place Local Educational Authorities (LEAs) were created to organize funding, employ teachers and allocate school places. During the 1920s and 1930s Sir Henry Hadow (1859-1937) was responsible for several important reports on education in England. In 1926, a report entitled The Education of the Adolescent looked at primary education in detail for the first time. It prioritized activity and experience, rather than rote learning and discussed, for the first time, the specific needs of children with learning difficulties. The report also made the important recommendation of limiting class sizes to a maximum of thirty children. In 1931, another report was published: The Primary School was influenced by the educational ideas of  Swiss psychologist, Jean Piaget and advocated a style of teaching based on childrens interests. The 1944 Education Act saw the introduction of the tripartite system. Devised by Conservative MP Rab Butler (1902-1982), the Act introduced three different types of school: Grammar schools for the more academic pupil, Secondary Modern schools for a more practical, non-academic style of education and Technical schools for specialist practical education. Pupils were allocated to a particular type of school by taking an examination called the  11 Plus, which was also introduced under the Act. Secondary education now became free for all and the school-leaving age rose to 15. The Plowden Report is the unofficial name for the 1967 report of the Central Advisory Council for Education (England) into Primary Education. The report was called Children and their Primary Schools and was named after the chair of the Council, Lady Bridget Plowden (1910-2000). It observed that new skills were needed in society, stating that,  the qualities needed in a modern economy extend far beyond skills such as accurate spelling and arithmetic. They include greater curiosity and adaptability, a high level of aspiration, and others which are difficult to measure. (The Plowden Report 1967; Chapter 31; p433; verse 1175). The National Curriculum was introduced in the 1988 Education Act. It made all education the same for state-funded schools, ensuring that all pupils had access to a basic level of education. A selection of subjects were made compulsory including Mathematics, English, Science and some form of Religious Education. It also introduced sex education for the first time. The 2002 Education Act introduced the existing Foundation stage to become a new stage of the National Curriculum and Nursery education became inspected by Ofsted. There are many different types of organizations offering Early Years Education and childcare. There are independent private settings working for profit owned by companies or individuals, ranging from large nursery chains with hundreds of settings to owner-manager with only one setting. The nursery manager and deputy manager in all of these settings have the same responsibilities they are responsible for ensuring the nursery provides the best possible standards of care and education; ensuring the environment is safe and secure, where the children are valued as individuals through a loving and child centred approach in all aspects of the way the nursery is run. It is also the managers responsibility to ensure that the children have access to learning opportunities throughout their time at the nursery; providing learning activities which are educational, stimulating and fun. The Nursery staff need to have the correct level of qualification to work with children. Also they are required to have a working knowledge of Ofsted standards and the ability to work in partnership with parents. Workplace nurseries are classed within the private sector even though they may be run for the benefit of particular employees the professionals working there still need to have all the relevant qualifications to work with the children. Nannies and child minders are similar. Nannies are sometimes self-employed, but more often are employees of a family. Some nannies work for agencies. Childminders are self-employed individuals working from home. Ofsted require childminders and nannies to carry out a Paediatric first-aid course (first aid for children) as well as introductory courses in childminding. Voluntary sector comprises groups operated by a voluntary management committee and run for the benefit of the community rather than for profit (e.g. pre-school playgroups, parent/toddler groups, community day nurseries and sure start centres). Despite its name, most workers in the voluntary sector are paid employees, not volunteers. Public sector provision includes school-based services, such as nursery classes, and nursery schools, local authority day nurseries and nursery centres. These setting will have to have a trained Nursery teachers and a nursery nurses. The entire list of professionals mentioned above will have to have an enhanced Criminal Records Disclosure (CRB) and are required by law by anyone who works with children. In England 1700-1800 people became reformers and saw that they werent benefitting from the lifestyle. England was the first country in the world to undergo the Industrial Revolution and it created large numbers of working class people. A key figure that recognised the way children were treated was Robert Owen (1771-1858), he was a utopian radical socialist reformed mill owner who set up crà ¨ches for the children of his workers as well as housing and health facilities. His reform began around 1816. Pestalozzi (1745-1827) an Italian educationalist attempted to recognise the stages of development in childrens education. In 1836 the Pestalozzian Centre of Home and Colonel Education Infant school society began training teachers for infant schools in its college in London. Also very influential was the kindergarten movement. Froebel (1782-1852) first opened in England in 1851. Froebels vision was to educate the whole child, outdoor activities played significant part, but his vision was of the children as plants in the garden of school flowering and blossoming under the correct care and attention as you would a plant. Gradually though more precise nature of Froebels pedagogy and philosophies got taken over by a wider emphasis on play combined with domestic tasks as defined by the theorists of psychologists Stanley Hall (1884-1924) and John Dewey (1859-1952). Also these kindergartens were rescuers of the children of the urban poor so teachers became more like social workers. Another significant figure was Maria Montessori (1870-1952). Her work came to be seen as more a preserve of middle class private nurseries. Originally she worked with deprived children in Naples and aimed to develop cognitive physical linguistic social and self care skills through carefully structured play activities and equipment. She was a big advocate of natural material such as wooden blocks, sandpaper letters and thought that too many brightly coloured toys and pictures could over stimulate the children. Children were taught to concentrate on one activity then put it away and move on to the next activity. During the First and the Second World War committees argued the importance of child care. Margaret McMillan (1860-1931) and Rachel McMillan (1859-1917) were Christian socialists and were the originators of the Nursery School concept. In 1913 the first open aired nursery was opened in London, it focused on sense training and the health of the young children. Sand, water, clay and paint were used and free cooked meals were given and the children were encouraged to enjoy fresh air as much as possible with covered area outside. In 1960 the Playgroup Movement (1961-1987) was started by Belle Tutaev. She started a Campaign for Nursery Education and organised a petition collecting three and a half thousand signatures that she sent to those in authority. She wrote letters to Councillors and knocked on doors pleading for some provision to be made for the under fives. So, being a trained teacher, she decided to do it herself ! She hired a hall, raised funds and opened her own Nursery/Playgroup. It proved such a success that she felt sure others could do as she had done, so she penned a letter to The Guardian that appeared on 25 August 1961. A small committee was formed and the National Association of Pre-school Playgroups was formally constituted on 10 July 1962 and registered as a charity. Historically, child health surveillance and screening have been central to monitoring childrens health and development (Luker and Orr 1996; Hall and Elliman, 2004). There is no doubt that health throughout life is influenced by the experiences in early years of childhood. Recent government policy has highlighted the importance of health professionals working with families and children to improve their health outcomes (Acheson, 1998). Looking back at past legislation there have been indications since the Industrial Revolution of the need to protect children. In 1834 New Poor Law placed duty on parents to protect their children. The children not cared for would be looked after by the state as an apprentice. The aim of the Act was to reduce poverty but in fact perpetuated it. The children were also still counted as the fathers property with their welfare in his hands. This would not change until Childrens Law Reform Act 1990. 1847 Public Health Act aimed at improving the environment and childrens health, education added to local authoritys responsibility. The Act laid foundations for todays health provisions. The late 19th century was a time of social deprivation and great hardship for many children. On 8 July 1884, The London Society for the Prevention of Cruelty to Children was established. Lord Shaftesbury (1801-1885) was appointed as president and the Reverend Benjamin Waugh (1839-1908) and Reverend Edward Rudolf (1852-1933) as joint honorary secretaries. Waugh was to be significant in shaping the Societys future. After witnessing the levels of deprivation and child cruelty in Greenwich, London where he lived, Waughs urgent priority was to draw public and government attention to the plight of children. At the 1889 annual general meeting the Society changed its name to the National Society for the Prevention of Cruelty to Children (NSPCC). By 1945 we had uniformed child welfare services, but local authorities continued to hold overall responsibility for social care or services and child care. Legislation aimed at evolving the development of childrens rights and care embedded in health, education and social care legislation, but childhood becoming more and more regulated and controlled. Political theorists of this time such as Mill (1773-1836) and Locke (1632-1704) lobbied for the protection of children whilst Paine (1737-1809) and Neill (1883-1973) campaigned for the liberation of children. Currently there are over 4,000 non-statutory agencies worldwide, helping millions of people and children, none of whom are part of any government organisation (Harrison 2004, in Wyse, 2004). As Stone and Rixon (2008)state in (Foley and Rixon, 2008), the drive for services to work more closely together is not a new phenomenon, it has existed as long as there have been different groups of people providing services to families. In his 2003 report into the death of Victoria Climbie, Lord Laming highlighted the need for all parties involved in the care and education to engage in more collaborative working practices. His enquiry led to enhanced legislation, as the findings of the report were incorporated into update of the Children Act (2004) and in response to the recommendations, the Every Child Matters green paper was published in 2003. The reports became fundamental to the development of child health services. They required health professionals and families to form relationships of partnership rather than supervision, in which parents could be empowered to make use of services and expertise according to their needs. The Fourth Edition of Health For All Children (Hall and Elliman 2004), included recommendations for a streamlined surveillance programme, with even greater emphasis on health promotion and primary prevention. Although the health of children is predominantly a parental responsibility, society has a vested interest in ensuring that parents are supported to improve the health and well-being of their children. This will help to ensure the needs and rights of our children are respected. There are five main types of childrens services there are Health services, Social services, Education and Leisure and Recreation. The health services that are available in schools for children are mainly School Nurses and support workers, working in a team or network to offer needs based approach to the provision of healthcare within schools for children. School Nurses have a public health role with school-aged children, their families, schools and the surrounding communities to promote health. Also there is the early years and health visiting service. This service refers to multi disciplinary early years teams delivering a family centered public health role. The services that hospitals provide are General paediatrics. This service refers to all non-tertiary hospital based activity. Maternity staff also cover Antenatal care, Intrapartum care, and Post natal care. The Health Visitor is a qualified registered nurse, midwife or psychiatric nurse with specialist qualifications in community health, which includes child health, health promotion and education. The role involves promoting health in the whole community and the health visitor is particularly involved with families who have children under five. Every family has a named health visitor, the role is to offer support and encouragement to families through the early years from pregnancy and birth to primary school and beyond. They work closely with GPs and cover the geographical area of the GP practice. Most health visitors work alongside midwives preparing parents for the birth of their baby by their involvement in pre-birth classes. One of the practical placements visited was a preschool. The preschool was without a manager at present so the deputy manager was in charge. There were eight members of staff all female, only one was a full time member of staff. The preschool is situated at the back of the school in a porter cabin, it does have all the facilities needed for the children but could use an update. A definition of a preschool or a play school is to be an educational institution for children too young for elementary school. For parents, it is a common place where toddlers meet, play and spend time together under the supervision of qualified adults. It is also where the children gain experience to enable them to transition into reception class. The pre-school deputy managers role is to provide inclusive play and learning opportunities for all children attending and to maintain a safe, stimulating and enjoyable environment. She or he will assist the pre-school manager in curriculum planning within the pre-school. They will manage the provision in the absence of the pre-school manager. The Statutory Framework for Early Years Foundation Stage (EYFS) states that all early years providers must by law deliver, regardless of type, size or funding of the setting, follow the EYFS framework. The EYFS comprises a set of welfare requirements and a set of learning and development requirement that all childcare providers must comply with. (Ref) The second practical placement visited was an Ormiston Childrens Centre. Ormiston is the biggest childrens charity in the East of England. They work to improve the wellbeing of children, young people and their families, whatever their circumstances. The Ormiston Centre is an exciting community project with excellent facilities for supporting children, young people and families through a range of health promoting physical activities, sport and learning opportunities. The emphasis is on providing fun activities which promote physical and social well-being rather than ability or excellence. The service manager of Ormiston Centre Colchester states that, as service manager  I have  responsibility to develop play and learning and address issues related to childcare.   With this in mind I have close contact with all pre-school, parent and  toddler groups. I  help to develop good practice built on experience and identify support where appropriate. The author assessed her own placement settings and found that the management styles were allot different from each setting. The evidence of this was discovered by observing the the different styles of management at both settings and comparing them (see appendix 1 and 2). Looking at the different style the author focused on three areas: all round management, sudden decision making and involvement with the children. Also looking at the three main categories of leadership styles: autocratic, paternalistic and democratic and observing which category the different placement managers follow. Autocratic managers like to make all the important decisions and closely supervise and control workers. Managers do not trust workers and simply give orders (one-way communication) that they expect to be obeyed. (Ref). This approach derives from the views of Taylor (1856-1915) as to how to motivate workers and relates to McGregors (1906 1964) theory X view of workers. This approach has limitations (as highlighted by other motivational theorists such as Mayo (1880-1949) and Herzberg (1923-2000) but it can be effective in certain situations. Paternalistic managers give more attention to the social needs and views of their workers. Managers are interested in how happy workers feel and in many ways they act as a father figure. (Ref). They consult employees over issues and listen to their feedback or opinions. The manager will however make the actual decisions. The style is closely linked with Mayos Human Relation view of motivation and also the social needs of Maslow (1908 1970). A democratic style of management will put trust in employees and encourage them to make decisions. They will delegate to them the authority to do this and listen to their advice. This requires good two-way communication and often involves democratic discussion groups, which can offer useful suggestions and ideas. Managers must be willing to encourage leadership skills in subordinates. (Ref). This style has close links with Herzbergs motivators and Maslows higher order skills and also applies to McGregors theory Y view of workers. Looking at appendix 1 the observations of the deputy managers behaviour on page 17-19 confirms the authors opinion that within the preschool the management style seems to be extremely autocratic. This could be down to not enough training, lack of confidence or negligence of position. Comparing this attitude to Taylors theory of Scientific Management argued the idea that workers are motivated mainly by pay. This could be the case at the preschool as the management doesnt seem to get involved with the children which is the main reason that professionals are present. As stated earlier the deputy managers role is to provide inclusive play and learning opportunities for all children in a stimulating and enjoyable environment. This doesnt seem to be happening. When observing the management style of the Ormiston manager it seems that she understands her role and has a great deal of passion for the position. After carful observation it felt like the management style of the Ormiston manager was paternalistic with a little witnessing of a democratic style. This can be seen in appendix 2 on page 20. In fact, comparing these two different management styles it appeared to the author that the management style of the Ormiston Centre seemed more successful than that of the preschool. Hopefully the preschool will obtain a manager to fill the position soon. Reflective practice is not a new concept. Boud, Keogh and Walker (1985) stated twenty years ago that it features the individual and his or her experiences, leading to a new theoretical view or understanding. They included the element of learning, as well as involvement of the self, to define reflective practice: Reflection is a forum of response of the learner to experience (Boud et al. 1985, page18). Johns and Freshwater (1998) also described the value of reflective practice as a means of learning. Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice (Reid, 1993 p.305). Reflective practice is something more than thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice (Jarvis, 1992 p.180). According to the educator Professor David Boud, effective learning will not occur unless you reflect. To do this, you must think of a particular moment in time, ponder over it, go back through it and only then will you gain new insights into different aspects of that situation. According to Kolb (1984) reflecting is an essential element of learning. This is shown through an experiential learning cycle. To conclude, the range of early years settings involved in the health care and education of young children has been explored by examining the history of education and the history of the health service using legislation and key theorists. The essay has also examined management within the settings and the various roles of professionals working with different settings and how government legislation has changed over time. It has been learnt that it is essential that all families and children are aware of the different types of education and health care services provided in the early stages of child development and that there are a lot of different settings available to all different needs and backgrounds. Also that a good management style in child care is fundamental in producing an all round successful setting no matter what the circumstances. For future practice the key points that the author has taken away is that there are a lot of different professionals out there that are able to offer the support and help that is needed for young children and parents to have successful and happy lives. Also that a successful manager is not all about paper work, delegation and targets. Its about getting stuck in to all areas of Early Years and proving to yourself and your staff that you are a team. Reference List (* denotes those referenced in-text) *Acheson, D. (1998). Acheson Report : Indepent Inquiry into Inequalities in Health. London: Her Majestys Stationery Office Arià ¨s, P. (1962). Centuries of Childhood: A Social History of Family Life. New York: Alfred A. Knopf. Atherson, J.S. (2009) Learning and Teaching; Reflection and Reflective Practice [online] http://www.learningandteaching.info/learning/reflecti.htm (Accessed 26 May 2010) *A Sure Start Childrens Centre (2003-2010) Colchester Childrens Centres [online] http://www.colchester.surestart.org/index.php?page_id=1 (Accessed .) *Barrow, M. (1999) Project Britain: The Victorians Schools during the Victorian Times. [online] http://www.woodlands-junior.kent.sch.uk/Homework/victorians/children/schools.htm (Accessed .) Boas, G. (1966). The Cult of Childhood. London: Warburg * Bray, J. Conway, J. Dykins, M. Hawkins, W. Slay, L and Webster, I.(2008) Memories of the Playgroup Movement in Wales 1961-1987 [online] pdf Wales Pre-school Playgroups Association http://www.playgroupmemorieswales.org.uk/Memories_of_the_playgroup.pdf (Accessed .) Bruner, J. (1997) Lord Ashley [online] http://www.spartacus.schoolnet.co.uk/IRashley.htm (Accessed .) Cole, G.A (2004) Management Theory and Practice. Sixth Edition Thomson *Corbett, B. (1985) Centuries of Childhood [online] http://www.webster.edu/~corbetre/philosophy/children/aries.html (Accessed .) Reference List (continued) Cunningham, H. ( 1995). Children and Childhood in Western Society since 1500. London: Longman. Department of Education Statutory framework for the Early Years Foundation Stage [online] pdf http://nationalstrategies.standards.dcsf.gov.uk/node/151379 (Accessed .. Department of Health Durham University (2005) Child Health, CAMHS and Maternity Mapping Service types used in the mapping. [online] http://www.childhealthmapping.org.uk/help/servicetypes.php#srvctyp_34 (Accessed .) Department of Education Northern Ireland (1997) Curricular Guidance for Pre-school Education [online] pdf Northern Ireland Council for the Curriculum, Examinations and Assessment. http://www.deni.gov.uk/preschool_curricular-2.pdf (Accessed .) DfES, (2004). Every Child Matters: Change for Children. London: QCAA Dickens, C. (1854) Hard Times. Barnes and Nobble Classics. *Elliman, D and Hall, D.M.B (2003) Health for all Children. Revised Fourth Edition. Oxford University Press. Foley, P (2001) Children in Society, Contemporary Theory, Policy and Practice. Basingstoke: Palgrave Freeston, M.(2006) Pre School Learning Alliance: Children First [online]. http://childrenfirst2006.co.uk/the-early-years-foundation-stage.html (Accessed .) Foley, P and Rixon, A (2008) Changing Childrens Services: Working and Learning Together. The Open University.

Downfall of the Roman Empire :: Ancient Rome Roman History

Downfall of the Roman Empire The Roman Empire was strong for a time. It was founded on geography, family values, military strength, and wise leadership. It flourished because of social, economic, political, military and religious strengths. However, when the very things that make a civilization flourish start to decline, the civilization will also lead to a downfall. The first reason for the fall was economic decay. The rulers of Rome had expensive lifestyles. To aid their image, they needed money. They gained money through taxation on the poor. In response to the torment of tax collectors, the poor fled to barbaric lands. The poor made up a large percentage of the Roman population. Barbarians disrupted trade on the Mediterranean sea. Rome's gold and silver were being drained into buying luxuries from China, India, and Arabia. The government decreased the silver content in money. The value of the money also decreased. Diocletion attempted to curb the inflation. He issued an edict that fixed maximum prices and wages throughout the Empire. It was an unrealistic and unenforceable idea which failed. The emperors still felt the tax issue needed to be addressed. They decided to make the hereditary class of tax collectors pay the difference. In other words, if a poor person could not pay their full share, the tax collector paid the rest. This concept wi ped out a whole class of moderately wealthy people. Later, slavery split communities. Rome believed the workers of society should not benefit from slavery. Slaves then had to reason to try hard or improve. Eastern slaves started doing technical work. Thus, all technical work was looked down upon. Labor was cheap and worthless. Upper-class Romans were content with what they had become. They felt no need to improve their inventions, they were content with slaves. Another reason for the fall of Rome was political issues. Citizens no longer displayed patriotism, they were indifferent. Only the rich ran for office. Only the rich could run for office. It had become too expensive to hold office. The officers were forced to pay for public engagements themselves. The wealthy men destroyed Greco-Roman civilization. The loss of Greco-Roman civilization led to the decline of classical civilization. The general pattern of the classical civilization was based upon slavery being at the root of society. The army had proven itself to produce many leaders. The army needed to be maintained. Again, taxes were forced mainly on the poor or made more people impoverished.