Palermo and Genoa

This is an individual assignment to discuss culture characteristics and its effects to a cuisines environment. Thus, this assignment will show the understanding of the culture importance, and providing the methods for cross culture management. For the full-scale of culture application to business environment cognitive competencies, this assignment will discuss the culture characteristics, analyze the culture for international business operation, study the culture synthesis, and then give recommendations according to the applications of business environment in particular.According the requirement of this assignment, I have chosen the country f Italy to complete the tasks of this assignment. 2. The Background of Italy Italy is a unified peninsula country in the south of Europe, and it looks like a boot in the world map. The neighbor countries of Italy are surrounded by Andorra, Monaco, France, Switzerland, Slovenia, Croatia, Albania and Greece. The total size of Italy is 116306 square miles. Italy has total 1120 cities; the largest cities are including Rome, Milan, Naples, Turin, Palermo and Genoa.Giuseppe Amazing formed the Resorting being the foundation of Italy unity. Mr.. Count Camille Did Cavort, the leader of House of Savoy in Sardinia united Italy in 1852, and he obtained the lands of Lombardy, Roman, Tuscany, Pram, Sicily, and Naples. In 1861, Italians claimed Victor Emmanuel II as their king, who received Venetian in 1886. Finally, the papal of Rome announced Italy is a unified peninsula nation independently with one constitutional monarchy on 20th September 1870 (infeasible. Com, 2014). Italy is a republic country with its own constitution desiring for peace and harmony.Italians dislike fighting in the wars. Thus, Italy declared its neutrality in the World War l. Even through, Italy fight with Allies in 191 5 and gained some lands, but after the postwar, Italy returned the lands Allies. After the Fascist Party dictatorship of Mr.. Mussolini from 28th O ctober 1922 to 28th April 1945, Italians plebiscite voted to have a republic nation in June 1946 successfully. Moreover, Italian returns the lands to Greece and France according to the peace treaty on 15th September 1947. Italy constitution was created in 1948 (inconsiderableness. Com, 2014).Italy strategy builds its economy successfully by being an integral member of NATO & joining the European Economic Community. In Jan 1999, Italy currency was permitted by Treasury Secretary Carlo Scampi. Nowadays, the economics of Italy is diversified by many industries, and the well-developed industrial in the north are most held by private companies. Although Italy has experienced the global crisis in 2008, but Italy GAP of Italy increased from US$1737. 8 billion in 2004 to US$1982. 94 billion Jug 2014 (Satanist. Com, 2014). According to the source of the Italy history, the main religion of Italy is Roman Catholicism.The Roman Catholicism centre is in the Vatican City, and the pope also stays in it. Islam is the second religion in Italy sources from the immigrants of Muslim. Non-Catholic Christians is the third religion in Italy, but it is in a small group due to the only few Jews left after the War II (Kim, 2014). Actually, Italy has a long Roman history, because the Rome Empire controlled Italy with the Roman leadership for about 22 centuries, which covers the most of the Italy history and made Italy a Roman Catholicism country from its root. Therefore, Italy becomes the cultural center for the Western world during the period of 13th to 16th century.According to the religion characteristics of Roman Catholicism, family is the most liable social structure, because family can stabilize their family members by supporting each other with emotion and finance. In the religion of Roman Catholicism environment, you can see the Catholic churches in Italy are more than any other country. In this kind of religion country, you can see them in many lobbies and buildings, and you wi ll find people's names, and trade in particular patron saint. The church proclaims transparent hierarchy to Italy. Respect is provided to older people, successful businessman, and well-connected people (quintessential. O. UK, 2014). This part will give the recommendations for doing business in Italy according to its culture of history, geography, language, education, religion, social structure, political, and economic philosophy. 4. 1 Respect Different cultural customs Although, it is 96% of them are native Italians and speak Italian, but they may have different mother tongue or dialect and culture customs. Therefore, we have to respect each of them accordingly. To an international business, knowing the local culture is as knowing the needs of the local people.If you can provide the thing to hat area's people, you will have business opportunity (La Verne, 2008). 4. 2 Well-managed Cross Culture Management There are cultural conflicts between cultures. Therefore, international busines smen need to understand the difference and culture conflicts between each of them. Hence, the cross culture management needs to be created and studied by businessman and his staffs. Because you will have contact with local staff and customers, developing a well-managed cross culture management will help the stabilization of the employees and increase your business market share Sweatshops, 2010). . 3 Follow the religion characteristics of Roman Catholic As we know that the Roman Catholic is one of the largest and biggest religion in Italy, and Italy is the culture centre of Europe. To follow the Roman Catholic characteristics is one of the best and fastest ways to fit into global international business to the local and the whole Europe (Mary, 2011). If you can put your business to fit into the Roman Catholic quickly, your business can be accepted by the Roman Catholics easily (Italy Mineral and Mining Sector Investment and Business Guide, 2014).

Community Corrections Essay

Introduction: 1. Corrections and the tools used to punish and rehabilitate offenders. 2. Introduce Community Corrections. 3. Introduce Thesis- A community corrections sentencing strategy applies a range of intermediate punishments and would better meet the needs of the penal system, convicted offenders, and the community by lowering costs and prison overcrowding, while keeping intermediate crime offenders out of jails and prisons. Body Paragraphs: 1. How Community Corrections provides alternatives to imprisonment. 2. How Community Corrections is designed to consider both the safety of local residents as well as the treatment and rehabilitation needs of the offender. 3. How Community Corrections reduces prison overcrowding. 4. How Community Corrections allows judges’ a more graduated sentencing system that offers an selection of intermediate sanctions including fines, community service, electronic monitoring, house arrest, intensive probation and boot camps. Conclusion: How a Community Corrections sentencing strategy is effective in its ability to help rehabilitate offenders and keep prisons clear of intermediate offenders. Reference Page: APA formatted reference page. Using community corrections to better meet the needs of the penal system, convicted offenders, and the community. The United States correctional system serves two main specific functions in relation to criminal offenders. The correctional system serves as a tool for punishing offenders and forcing the offender to pay for their crimes, it also serves as a means for rehabilitating offenders and preparing them for successful reentry into society. The correctional system today uses probation, parole, imprisonment, and the death penalty to both punish and rehabilitate offenders. A community corrections sentencing strategy applies a range of intermediate punishments and would better meet the needs of the penal system, convicted offenders, and the community by keeping intermediate crime offenders out of jails and prisons. Community corrections describes programs that provide alternatives to the imprisonment of offenders in jails or prisons. These programs include activities located in the same areas in which offenders live and work. Community corrections options are designed to consider both the safety of local residents as well as the treatment and rehabilitation needs of the offender. According to (Morris & Tonry, 1990), a more comprehensive sentencing strategy that relies on a range of intermediate punishments including; fines, community service, intensive probation, and electronic monitoring would better meet the needs of the penal system, convicted offenders, and the community. Community corrections can be very beneficial to the individuals who are placed on probation in a sense that it gives them a second chance to redeem their wrongs in society. (Foster, Burk, 2006). Community corrections vary from city to city and state to state, and were originally decentralized under the control of local courts. (Foster, Burk, 2006). Currently, community based alternatives to prison are either state run programs, or county run programs subsidized by the state. Community corrections affect society in a number of positive and negative ways. The positive effect is that probation cuts down on prison and jail costs, and can save hundreds of thousands of tax payer dollars that it would cost to feed and house offenders if they were sentenced to prison or jail. A negative effect on society is that you honestly cannot determine whether, the probationer or parolee will abide by the terms of release. Most prisons are experiencing overcrowding. Several states in the south were ordered by federal mandate to either relieve the overcrowding of the prison system or adapt to other forms of corrections (Petersillia, 1998). This created the concept of intermediate sanctions. Intermediate sanctions are the end result of the idea that imprisonment and probation are both used excessively. (Morris and Tonry, 1990). It was argued that intermediate sanctions could relieve overcrowding, enhance public safety and rehabilitate offenders while producing cost saving to the jurisdictions that imposed them (Petersillia, 1998). (Morris and Tonry, 1990) argued that imprisonment and probation are both used exceptionally, with a near emptiness of useful alternatives in between. They argued that judges should be allowed a more graduated sentencing system that offers an selection of intermediate sanctions including fines, community service, electronic monitoring, house arrest, intensive probation and boot camps. This, they felt, was crucial as different punishments are viewed differently by various criminals. Boot camp prisons were designed to relieve the overcrowded prison system by reducing the financial costs to the state with the secondary goal of rehabilitating offenders (Mackenzie and Shaw, 1990). (Mackenzie and Shaw, 1990) found the majority of boot camp participants showed stronger positive feelings about their prison experience and were more motivated about the possibility of personal change rather than those who served their sentence in traditional prisons. (Hermes, 2008) stated, â€Å"From 1987 to 2007, the amount that states spent on corrections increased 127 percent, more than six times the 21 percent increase that states directed to higher education over the same period, according to the report. The report written from the Pew Center stated that, â€Å"the Pew Center on the States also shows that increases in states’ corrections budgets are far surpassing those for higher education.†(Hermes, 2008). The report from the Pew Center also showed that Connecticut, Delaware, Michigan, Oregon, and Vermont spend more on corrections than on higher education. Corrections expenses are higher than ever and are on the rise. If the corrections system does not change it will continue to cost states more and more every year. Funding these prisons this way takes money away from higher learning universities and colleges and the students of our future, the time for change is now. A community corrections sentencing strategy is effective in its ability to help rehabilitate offenders, keep prisons clear of intermediate offenders, all while serving the community by lowering costs of prisons and leaving room for the most violent offenders out in the community. Reference Page Community Corrections. (2002). In World of Criminal Justice, Gale. Retrieved from http://lib.kaplan.edu/login?url=/login?qurl=http://www.credoreference.com.lib.kaplan.edu/entry/worldcrims/community_corrections. Deschenes, E. & Petersilia J. (1994) . What punishes? Inmates rank the severity of prison vs. intermediate sanctions. Federal Probation, Vol. 58 Page: 3 Gale. (2008). West’s Encyclopedia of American Law, Edition 2. capital punishment Hermes, J. J. (2008). 5 States Spend More on Prisons Than on Colleges. Chronicle Of Higher Education, 54(27), A17. Mackenzie, D. & Shaw J. (1990). Inmate Adjustment and Change during Shock Incarceration: The Impact of Correctional Boot Camp Programs† Justice Quarterly, Vol.7: 1:125-150 Morris, N., & Tonry, M. (1990). Between prison and probation: Intermediate punishments in a rational sentencing system. New York: Oxford University Press. Pearson Education, Inc. (1995-2010). Sentencing and the Correctional System Summary, Chapter 11. Petersilia, J. (1998). A Decade of Experimenting with Intermediate Sanctions: What Have We Learned† Federal Probation. 62:7-20. Schwarzenegger, A. Governor (2010).http://www.kpbs.org/news/2010/jan/08/overcrowded-and-expensive-governor-addresses-calif

Is Chinua Achebe Correct in Asserting That Heart of Darkness Is Essentially a Racist Novel Essay

Chinua Achebe’s’ expresses his view on Heart of Darkness as an essentially racist novel and he is correct in saying this. His essay focuses mainly on the portrayal of the Congo as an ‘other world’ in which Conrad describes it to be an antithesis of Europe and the European standards and overall of civilisation as a whole. The racism presented by Conrad in the novel is evident through his manipulation of perspective and dehumanisation of the native Africans as discussed in Achebe’s essay. Joseph Conrad manipulates the perspective of the reader and the attitude they have towards the natives and Europeans alike through the bestowal of human expression to Europeans and the withholding of it from the Africans, as Achebe explains. When comparing the description of the two women, the African woman and European woman, the reader is able to depict a subtle yet definite difference in the way each woman’s expression is characterised. The African woman, who is seen to be as a mistress to Mr Kurtz, is illustrated as a very mysterious figure ‘’with an air of brooding over an inscrutable purpose’’ making her character unidentifiable. Whereas the European woman is talked about more clearly and the reader can easily recognise her character because she is given emotions and feeling, ‘’she had a mature capacity for fidelity, for belief, for suffering’’. In Conrad characterising each woman in such different ways, the reader feels as though the European woman is more relatable as opposed to the native woman who is not expressed with feelings. This lack of human expression in the description of the African woman, as commented on by Achebe, created a noticeable barrier between the complexity of natives and Europeans. For the most part, the natives are not given any dialogue but instead their speech is replaced with ‘’a violent babble of uncouth sounds’’. Achebe however, refers to two significant parts of the novel when native Africans are given English dialogue. These are when the cannibals request the humans to eat, ‘’catch ‘im. Give ‘im to us. ’’. As well as the famous announcement, ‘’Mistah Kurtz—he dead’’. When first read, the reader thinks of these as high points for the natives because they appear to be at the same level as the Europeans in terms of getting dialogue ithin the novel. Chinua Achebe opposes this by stating that in reality they constitute some of his best assaults as these examples of dialogue in fact degrade the natives. This changes the reader’s perspective into assume that through the use of grunts and incoherent speech they are inferior and inarticulate in comparison t o the language used by the Europeans. This difference in amount and quality of dialogue between the Africans and colonising Europeans contributes to making Heart of Darkness an essentially a racist novel. The novel reveals the Africans being reduced to metaphorical expanse of dangerous and dark jungle of animals into which the European colonists venture. Chinua Achebe is correct in criticising Heart of Darkness as a racist novel, this is seen particularly through Conrad’s dehumanisation of the Congolese natives. Throughout the novel Conrad’s descriptions of the natives are used to create the idea of uncivilised, savage being whom cannot be of the same standards as the Europeans. Conrad’s most effective way of dehumanising the African people is through his use of imagery, ‘’a whirl of black limbs, as mass of hands’’. This does not give the impression that these are human beings but instead that they are just parts of humans, therefore making them seem incomplete and inferior in comparison the way Europeans are described. This imagery is also important when Conrad describes native workers as ‘’decaying machinery’’, this creates the image that the Congolese are not valued as humans, as Europeans are, but rather as disposable articles who can easily be replaced after they have done their work. The language choices in which Conrad has made also have a great impact on the way the natives are perceived. By using phrases such as ‘’the beaten nigger groaned somewhere’’, the Congolese natives are referred to in a very uncivilised manner. A way in which no European would ever be described leads the reader to believe that the Africans are in fact inferior to the Europeans, making them less of a human. These descriptions make it evident that Conrad’s writing involving the natives made them appear beast-like and savage therefore dehumanising them in a way that can only be seen as racist. Although these racial depictions may not be used to knowingly dehumanise and objectify the Congolese people, Chinua Achebe rightly criticises Heart of Darkness as a racist novel. The constant comparison between the two cultures, African and European, are simply explained as one being civilised whereas the other is portrayed as savage. The unavoidable reality that Conrad’s descriptions of the natives were accurate expressions of the European perspective justifies Achebe’s assertion that Heart of Darkness is essentially a racist novel.

Homeless People Should Get Shoulder by Government Essay

Homeless People Should Get Shoulder by Government - Essay Example The struggles of the homeless people are so much that their plight can no longer be ignored by the government. Since nobody desires to live such kind of life, but instead is forced by circumstances such as poverty or unemployment, it is important for the government to realize that it is its responsibility to take care of the less fortunate. Every human being deserves to lead a somehow dignified life. It is simply inhuman to watch someone sleeping in an open ground or on rags somewhere along a major street. Also, it is inhuman to allow an innocent child to continually roam in the streets with nowhere to go when the night falls. These events are enough to cause any person with some sense of humanity to consider helping these people. But since the structures of offering assistance are best carried out by the government, it is important for the people in leadership position to come up with mean of helping the innocent the homeless people (Ontario Municipal Social Services Association). It is important for the government to help homeless children so as to prevent them from engaging in acts of crime. It is basic knowledge that most people who engage in criminal activities either lack knowledge that what they are doing is wrong, or are driven by circumstances to engage in such activities. Statistics carried out concerning criminals activities in America reveal that most of the criminals trace their roots to living a care-free life in the streets of America. Also, further research indicates that these criminals are drug addicts.

Poverty Impacts on People's Health and Well-Being in Britain Today Essay

Poverty Impacts on People's Health and Well-Being in Britain Today - Essay Example This paper is aimed at providing a detailed analysis of the impact of poverty on people’s health and well being in Britain and the role of nursing intervention in their treatment. Different effects of poverty on health of Britain: Economic inequality is said to be closely associated with the level of social and healthy inequalities in different countries across the globe. In the developing countries existence of income inequality is expected to form the greatest level of negative effects on the development of health status of people living in the country. However, in the developed countries of the world, such as Britain, income inequalities in the form of poverty are negatively influencing the health conditions of people. Following the prevalence of the global crisis due to early period of 1970s, the process of restoration of class power has been set in the developed part of the world. This restoration has created the existence of significant amount of negative association bet ween the prevalence of poverty and the decline in the health status of people in the country (Smith, 2001, pp. 348-350). ... The purpose of this report has been to persuade monitoring, to allow comparison, and also to encourage the discussion as well as the development of different policies in the process of improving children’s lives. The report has represented the fact that an important progress on previous reports on the topic has revealed the fact that income and poverty are used as proxy in measuring the overall level of well-being of children and young people in the country. Particularly, the paper tries to measure as well as compare the level of well-being of children and young people under the six wide ranges of dimensions. These dimensions include material well-being of these people, the health and safety status, the level of education, â€Å"peer and family relationships, behaviours and risks, and young people’s own subjective sense of well-being†. These aspects are considered as very important ones in the development of the health status of the people living in the country ( Child poverty in perspective: An overview of child well-being in rich countries, 2007, p.43). The level of poverty in the country is negatively affecting the number of people having employment opportunities. This fact is again affecting the purchasing power of these people across the country. One of the most important associations between the level of poverty and the choice and purchasing power of the people in the country suggests, the lower their level of income, the lower is amount of health services they can demand. Those people in the country who are badly suffering from poverty and unemployment are getting mentally affected. This mental effect arises from the fact that these people are not only being deprived of possessing several effective health

Internet Privacy and Consumer Essay Example | Topics and Well Written Essays - 500 words

Internet Privacy and Consumer - Essay Example Apart from this, with the growth of online technology, companies can now monitor every move of a consumer once the consumer is on the website. Though internet privacy is a major concern to many consumers today, data collection is considered a benefit by online companies. Many consumers are concerned that their personal information is accessed and monitored by different companies. According a poll released by the Consumer Reports National Research Center, 72 percent are concerned that their online behaviors were being tracked and profiled by companies, while 82 percent of consumers are concerned about their credit card numbers being stolen online. A vast majority of consumer want to have control over what information is being monitored by Internet companies and want to have more control on their private information. of information is being monitored. Many companies argue that using data-monitoring and data tracking software is useful in building better products for the consumers. "The definition of the Internet as fully public rather than semiprivate is an important distinction to make since legal opinion tends to be built on the reasonable expectations that individuals have about how their information will be handled" (Cronin 4). Internet privacy is a big concern these days though consumers have had issues with privacy long bef

Formal Report case study Research Paper Example | Topics and Well Written Essays - 4250 words

Formal Report case study - Research Paper Example Employees need to know that it is an offense to smoke or drink within the boundaries of the workplace. However, they should not feel as though the company is punishing them. This is why they should be included in the policy making to prevent such misconceptions. The company ought to be clear on rewards and punishments as a way to control smoking and drinking. Most employees fail to take care of their health for lack of information. Books, movies, and seminars should be availed to enable employees get the information required for change of behaviour. The company should consider using the services of experts in dealing with critical issues such as smoking and drinking prevention programs. Putting employees in darkness about what is happening within the company creates a sense of isolation and powerlessness. This is especially if they are not included in the decision-making within the company. This may kill their morale about work and become victims of alcohol to fight their frustration s. As normally said, ‘work and no play make jack a dull boy.’ Employees need to have activities that enable them to unwind. These include gym and other exercising equipment. Employees can use them over lunch break to exercise. Other resources include programs that might assist employees to stop drinking and smoking. Ensure that food eaten within the workplace is healthy to prevent the lifestyle complications. Finally, managers are also trained to detect problems in employees and address them instantly. There is a positive correlation between stress and drug use amongst the employees. For that reason, it would be imperative to ensure that employees are trained to cope with stressful situations. To ensure employees are not stressed, the company should ensure favourable working conditions. If possible, the company should create an employee and family assistance programs. Professional help is offered not only to

Technology and education Essay Example | Topics and Well Written Essays - 1250 words - 1

Technology and education - Essay Example Ethical issues, however, surround some technologies especially the collection and management of information. The internet, for instance, has immensely contributed to the corrosion of morals but yet an important learning platform that has been used to standardize and globalize knowledge acquisition. This article will explore the dilemma of incorporating technology in education and training. Significantly, technology itself can process moral and ethical qualities, but the issues to be considered are how application of technology in education creates ethical conflicts. According to Shilton et al. (2014), design decision affordance and social norms are part of engineering. Social aspects of a design process will, therefore, involves ethical issue (Shilton, et al., 2014 7). Technology has modified the approach to education and learning modes. Online-Based learning and virtual schools is a result of incorporating technology in education. More people are benefiting since classes are more flexible and affordable. There is no all evil in technology. â€Å"Regardless of a student’s socioeconomic status, the number of students carrying their own mobile devices is growing exponentially every year† (Antonioli et al., 2014. 99). This means the platform communication will be available for almost every student in the future. Advancement in technology has increased the use of energy in most cases the oil reserves. This has led to global warming and exposure of radioactive waste on people and the environment. Responsible technologies aim to reduce energy requirements of equipment and generation of environmentally friendly energy. Incorporating technological aspects of learning creates a generation that is receptive to technology, and these create a risk of the irresponsible implementation of the technologies in the future. Technologically oriented education will create efficiency-oriented work that will consider

Information Technology Project Research Proposal

Information Technology Project - Research Proposal Example Being an IT student, keeping only objectives in hand don't completes my traits. Though it is the world of proofs and proving objectives with the presentations and documentations. Every deliverable clutches some fundamentals of this project. Deliverables till the end of the project will be as per defined: This is the first deliverable that embrace the contents about Information Technology. What is Information Technology When it is started Since then how it is improved What is the status of Information Technology now days What kinds of projects and their importance in real world Etc. This document is a small thesis on Information Technology with a little introduction to the real topic. This deliverable accomplish first three above-mentioned objectives of the project. A sample of professionals is gathered to have a little talk upon the topic. Few famous and well-known software houses are being listed. Moreover to reach these software houses and contact the entire professionals, references are gathered. This list along with the professional names holds their contacts, their references and name of people they are reference by. Reason to make them our samples. This deliverable, strengths up our project research and help in the accomplishment of our forth above mentioned objective. Questionnaire For IT Professionals This deliverable is a complete document carrying related questions focusing the topic and finding what may be the reasons or strategies to avoid projects to be failed. This deliverable is submit to get the approval from the supervisor for proceedings. The questionnaire holds both close-ended and open-ended questions related to their experience and professionalism. Interview Details With Project Managers A detail interview is held with different project managers of different software houses who talk about different strategies to manage a project and keeping things sufficiently arranged that it wouldn't cause a failure. This is all documented and is shown to the supervisor so that they also can agree with the conclusion at the end comes out. List of samples; Questionnaire, and this document; all three helps to achieve successfully the fourth objective. Analysis Report It includes the combine result that can be concluded from the questionnaire and interview statistically. They are represented graphically in charts and add it with their details. Thesis Last but not least, a document prepared after a complete research from interviews, questionnaire, Internet and book on the reasons for and strategies of avoiding project failure. This document includes objectives in detail, all research work, and how each and every objective is

Starbucks - traditional coffee market Case Study

Starbucks - traditional coffee market - Case Study Example These products are marketed through retail stores. It also markets coffee and tea products through other channels of distribution. Starbucks relies chiefly on an efficient market system and product improvement. The traditional market for coffee is not in maturity one, and today it offers a limited opportunity for high profits, so it sets about developing products, that are both distinctive and could be sold at a premium price. A specialized product range, namely coffee beans necessitated a clear identification of target market. The original mission had made it clear that it was in the relatively unexploited 'adult' sector that Starbucks saw its clearest opportunity for innovation. Starbucks set out to create a range of high-quality products that were distinctive in shape, and especially appealing to people who had acquired a taste for coffee. A wholesome, appetizing and, at same time, slightly exotic taste experience was what Starbucks wanted to offer. An insight into possible consumer reaction to product and packaging was obtained by arranging for big groups, drawn from the relevant market segments, to meet in a social setting where reactions could be observed and impressions and comments recorded. The favours were often an 'acquired' taste and the products were typically consumed with alcoholic beverages, at the night clubs and restaurants, including fast food. Starbucks has maintained high-speed growth through continuous optimization of is product mix and constant technological innovation. It has also realized rapid expansion through capital injections. In addition, it had begun to follow a strategy of withdrawing from small markets with limited potential for its core products and to look for markets in countries with a major growth potential for coffee products. The main markets of Starbucks are the United States, Denmark, Finland, Holland, Germany. If there are few, large competitors in the industry, it is likely that this is due to high entry barriers. Conversely, an industry of many, smaller competitors is likely to be the result of lower entry barriers. The nature of competition for Starbucks differs from other industries. The main competitors of Starbucks are: tea, juice, soft drinks, and alcohol products. Competitive rivalry on both a price and a non-price basis is higher in the industry comprising the more, and smaller, competitors. If the product is mature and the industry is subject to 'shake-out', then competition will be more intense. The main competitors in the industry are Peet's, Caribou Coffee, the Second Cup, Coffee Station, etc. In general, Starbucks is well-positioned to take on this important global leadership role. It has the global resources and certainly has the technological capability. Clearly, some comapnies in the same industry are more successful than others, lending support to the view that competitive advantage is largely internally developed. Equally, however, there is a danger of ignoring the environment, as customers and their needs, competitors, changes in technology, etc., can play an important role in determining competitive success. Bear in mind Porter's 5 P's or five "competitive forces" which include: the threat of entry of new competitors (new entrants); the threat of substitutes; the bargaining

The Peasant’s Changing Face in Chinese Literature Essay Example for Free

The Peasant’s Changing Face in Chinese Literature Essay The peasant has figured in modern Chinese fiction as a central character, through which point of view the political and social atmosphere in China can be seen. The peasant has been used a vehicle to communicate the concerns of modern China: the lack of food and supplies, the inaccessibility of education, the poverty, the uncertainty of the future. The peasant in China was regarded as the means towards progression; yet they were mere workers, insignificant compared to the grand dream. In the selection of Chinese fiction however, the peasant figures prominently as the heart and soul of its society. Even though the peasant has become the subject of Chinese fiction, it is important to understand that the peasant is a general term, and it is composed of great number of people characterized by their station in life; thus, peasants all over have similar qualities: they are uneducated, poverty-stricken, and largely overworked-underpaid. Further, it is equally important to see that the peasant is not singular and all-encompassing; there are different depictions of the peasant, to capture their different facets. In this paper I will discuss the changes in the image of the peasant in modern Chinese fiction. In Lu Xun’s â€Å"My Old Home†, the peasant was presented as a person who first saw the world as a human being just like his master; in Gao Xiaosheng’s â€Å"Li Shunda Builds a House†, we see a persevering and ambitious albeit a naà ¯ve peasant; in Qiao Dianyun’s â€Å"A Wordless Monument† the peasants were shown as self-interested, lazy and short-sighted individuals; in Mo Yan’s â€Å"The Cure† the peasants were too superstitious for their own good; and in Li Rui’s â€Å"Electing a Thief† we saw that peasants were dependent and passive. In this paper, I would like to show that although the peasant in modern Chinese fiction remains largely as an uneducated and subservient class, these manifest in more ways than one. In Lu Xun’s â€Å"My Old Home†, the peasant was introduced through the eye of Master Xu going home. The master saw the peasant, Jun Tu, from memory. They were young, and although Jun Tu was the son of their servant that automatically makes him his servant, they became friends. From the text it was clear that the young Master Xu looked up at Jun Tu because he knew how to catch birds, have seen many different colored seashells, and knew so many stories outside the young master’s experience. For the brief time that they were together, the boundaries of master-servant collapsed and they were simply children who knew friendship. It is through this that we see an image of the peasant as equally human as any – first and foremost, before he is a servant he is an individual, he has dreams and aspirations, he was once a child. Jun Tu the child saw the world as brightly as his young master, if not more so. He had seen more of the world and loved it. However, as Master Xu realized when he saw the grown up Jun Tu, the child was no longer there. The harsh realities of life have forced the wonder out of his eyes, and in its place set eyes who have known suffering intimately. In â€Å"Li Shunda Builds a House†, we see a different kind of peasant – Li Shunda was naà ¯ve and almost childlike in his simplicity, but he is persevering and ambitious, and although he believes in being a follower, he learns to think for himself in small ways. The family willingly sacrificed to build their dream of a house, starving themselves to save money to but the materials only to be duped into contributing the fruits of their sacrifice to the commune. In this story we see a cast of peasants – Li Shunda, his sister, his wife, his son. The wife showed more sense than Li Shunda, despite her being a beggar before, when she saved and hid a number of belongings from being donated to the commune by her husband. Even with her sensibilities, she kept silent because of the political atmosphere during that time which was hostile to objections, and because in Chinese culture women are submissive to their husbands. His sister Shunzen stayed with him despite wealthy suitors so she can help him pursue his cause; after all, Li Shundan had taken care of her since she was small. She grew old and ended up with an utterly destitute man, which did not bother her since she was used to hard work. In Li Shunda’s sister we see a peasant who values paying back the family more than seeking better opportunities. Clearly, this behavior is borne out of culture and lack of education – in her case, she did not realize that by marrying into a wealthy family she would be in a better position to help her brother. All she knew how to do was manual labor, and that what was she was going to pay him back with. Li Shunda was a loyal follower – he believed the leaders and he followed what was said even though he did not quite understand it. He worked hard and never lost sight of his dreams (although from the two-storey house he eventually conceded to building just a one-storey), despite having lost his money and investments one way or another through a cunning official or a failed revolution. Still, not losing faith in the power of an honest work, he kept on despite his disappointment in the leaders he loyally followed. In Li Shundan we see an image of a hard-working peasant who does not get the appropriate compensation for all his work. In the end of the story he manages to build his house, but the questions begs whether it was all worth it. If he was in a different place and time, if he knew what the ideology of socialism and communism meant, if he understood what was happening in his country at that time, maybe he could have built his house sooner, all the sacrifices and failures he had to endure were unnecessary. Perhaps what separates Li Shundan from the other peasants in the collection is that he has a dream he was willing to give up anything just to reach it. In this story, the image of the peasant is one who never gives up irrespective of the hardships he has to endure. On the other hand, in Qiao Dianyun’s â€Å"A Wordless Monument†, we saw the events unfold through the eyes and voice of a peasant. The peasants lived blissfully in their village going about their and followed what was handed down to them even if they did not understand what it was about. They worked to survive and feed themselves, and although they have an idea of what will be a more efficient system for them, they did not do it because their old ways are working just fine for them. In this attitude we the peasant as having no ambition or desire towards progress – they are content and comfortable with their lives. They dislike hard work – they knew that no matter how hard they worked the fruits of their labor will not be for them anyway, so they find excuses not to toil. Also, they dislike those who do not conform, who they do not understand. As a peasant village generally unsatisfied with their lives and yet unwilling to work hard because it offers them no incentives, they are naturally miserable. They passed their days not thinking and analyzing their actions, not knowing why they do the things they do. To vent out their misery they picked on the things they do not understand, like the monument which they turned into a bridge, and later on picked on the old school master Xu Shuge. They were particularly angered with Xu Shuge who will not bend according to their ways, who will not walk on the bridge, who will not even speak despite torture. They cannot understand why Xu Shuge chooses to suffer when he can easily opt out and join their protests. It reflects their behavior – they dislike suffering. They want money and better lives without working hard for it. They get easily jealous of somebody else’s good fortune, and gossips and fights ensue. In a nutshell, the peasants were depicted as self-interested, lazy individuals who cannot comprehend the value of working together as a group to build their community, and they have no desire to learn; for them, what they need is food and money, not education or learning about the past or future. Mo Yan depicted a more sympathetic peasant in his â€Å"The Cure†. Although it is tempting to credit the peasant’s overly superstitious nature as rooted also in the lack of education, it could be that the violent and vicious atmosphere at that time has forced people to search for and turn to anything that could offer them hope. In this story, we see a peasant and his son driven by desperation and out of love for the grandmother to take out the gall bladder of his masters. He reasoned that the master is not bound to live because of the gunshots, but nevertheless he asks for forgiveness even before he takes out the gall bladder, sending his master to his already certain death. The feudal system of servants and masters, and of children and parents have trapped the peasant to do what is only available for him to perform his duties, if not as a servant then at least as a son, no matter how absurd these are, since no other alternative is possible. The fallacy of superstition then becomes the only way for the peasants, the only truth they can grasp. Lastly, in Li Rui’s â€Å"Electing a Thief†, we are faced with a dependent and passive image of the peasant. First, we saw the peasant as getting even with the team leader by electing him as the most possible thief, and it seemed like a victory for them to finally take over their lives and their production of grain. And yet, when the team leader resigns in disgust, the peasants find themselves lost and unable to lead themselves. The peasant have been used to being subservient that they cannot imagine being responsible for themselves; even if being a peasant meant hard work and measly pay, it is better than being burdened with responsibility such as securing grain. After all, they have grown accustomed and comfortable with that kind of feudal system, that they can no longer imagine how they could survive outside of it. We see here that even though the peasants were given the opportunity to be free, they would probably seek the old limitations that hindered their growth and industry because they have been trained to look down at themselves as incapable of handling such a huge task of leadership, and they see themselves as workers of the community not as producers or providers for themselves. From the selections, we have gleaned that although the recurring problem of the peasants stem from their lack of education and their subservient mentality, there are varying depictions of the peasant’s life. Also, we saw how the peasant tries to cope with the challenges of his time. The image of the peasant might be the poverty-stricken and desperate peasant, but let us remember that the peasant wears different faces, has different images. That for every lazy peasant who disliked work there is also the peasant who persevered and gained the respect of men despite his simple-mindedness, that the peasant was once a child and owned the world, and that there is always the peasant who was handed freedom and refused to drink from it.

The literature concerning Essay Example for Free

The literature concerning Essay The literature concerning welfare rights movement at least in the 1960s can be characterized by the growing cry to bring radical positive changes in the welfare system of the United States. For these scholars, the current welfare system of the United States is producing a new form of inequality despite the resources that it is providing to the poor. The current system of welfare which is limited and somehow rigid had failed to erase the problem on poverty. In this sense, these scholars are providing a new light in solving the problem on welfare and its effectiveness. Numerous scholars like Richard Cloward and Frances Fox Piven had argued for the radical extension and expansion of the current welfare system of the United States. For them, the existing system of welfare which is rigid and limited had failed to really help and provide assistance for the poor. The system of welfare that existed is somehow impotent in nature in relation to its capacity to erase poverty. What they are recommending is a radical change in the system that will allow more people that eligible for welfare to be subsisted on it. They also argue for an increase in amount of welfare that will not just feed the people subsisting it but will also allow them to move forward in the hierarchy that will enable them to prosper at least domestically. This can also be related to the situation of minimum wage. Minimum wage are kept at bay not on the basis of economic sustenance or company stability. Rather, wages are kept low for the workers and employees not to really prosper to come up to a point that can rise and leave their jobs. The era of individual pursuit of interest had proved to be inadequate in easing poverty among Americans. Though there are real and concrete examples of people escaping poverty on the basis of their individual merits and actions, the other people who failed to move up in the hierarchy should also be taken to consideration. The system should not just support the exceptional people who can manage to rise. Rather than providing individual reforms, what must be embrace are collective terms of actions that will provide a fertile ground for groups of people to grow and prosper. This is comparable with labor unions that push reforms, benefits and wage hikes not on the basis of individual levels but on the basis and scope of the group. For these scholars, this is the way to go if we are really aiming for the problem of poverty to be solved. References Blumer pp. 303-306 Cloward, R. Piven, F. (1966) The Weight of the Poor: A Strategy to End Poverty. Common Dreams. Web. Accessed. 10 August 2010. Retrieved from [http://www. commondreams. org/headline/2010/03/24-4] OConner, pp. 158-169 Spitzer pp. 112-115

Emotional intelligence leadership

Emotional intelligence leadership Abstract It is apparent that implementation of emotional intelligence in organizations require the use of soft-skill tools that are beneficial for most organizations. The challenge of convincing an organization to commit to a particular method and to provide resources for this kind of development will be explored in this paper. The results indicate that true change in leadership skills requires in-depth experiential training and on going support. Emotional Intelligence Leadership Organizations have been thrust into a highly competitive environment that is in continuous states of change. Leaders need to begin building a learning organization that includes every person in every position. Leaders with a passionate inspiration will motivate their people by including them in the creation of the corporate vision. Empowered employees require a leader willing to devote time, effort, and energy to establish a core of shared values. Leaders that invest themselves, their resources as well as time are the foundation for building an emotionally intelligent organization. Promotion of emotional intelligence (EQ) requires a broad scope of soft-skills that leaders can use for the benefit of their organization. Foundations of Emotional Intelligence Emotional leadership is the spark that ignites a companys performance, creating a bonfire of success or a landscape of ashes (Goleman, Boyatzis Mckee, 2001). Goleman (1996) defines emotional intelligence as the capacity for recognizing ones feelings and those of others, for motivating ourselves, and for managing emotions well in relationship with self and others. His framework includes four major branches that have grown from the seed of EQ: self-awareness, self-management, social awareness, and relationship management. Kreitner Kinicki (2010) affirm the first two are personal competencies and determines how we handle ourselves; the second two are social competencies and determine how we handle our relationships with others (p. 145). Daft (2005) defines emotional intelligence as the ability to recognize, comprehend and assimilate emotions in self and others and stresses that everyone has the ability to increase their EQ (p. 145). According to Daft, (2005) Managing emotions does not mean suppressing or denying them but understanding them and using that understanding to deal with situations productively (p. 146). Benefits of Emotional Intelligence Skills It is easy to understand the importance of emotional intelligence in regards to managing stress, increasing motivation, and productive conflict resolution, as these have been linked to improved overall organizational effectiveness (Daft, 2005). Individuals and organizations that can learn to operate in emotionally intelligent ways will remain vital and dynamic in todays competitive marketplace. Leaders with high levels of EQ are able to instill unity and create high performance teams that are cohesive in their work efforts. In todays fast paced, static environment, organizations that introduce and implement EQ are able to create sustainable changes in an established corporate culture and build a new culture of shared responsibility with a united purpose (Daft, 2005). Emotional intelligence is exactly what the name implies. The basis of an emotionally competent leader is one with an inspiring vision for change with increased adaptability. The emotional stability of a leader can affect the whole organization by being a positive role model that is able to motivate and inspires others by their empathetic abilities (Daft, 2005). Golemans research, over several years with diverse types of organizations has shown the ability to predict high performance individuals and teams through soft skill competencies associated with EQ. Organizational training and development of EQ for leaders and managers have been shown to increase employee productivity, reduce apathy, and increase employee fulfillment, and job stability. The Process of Organizational Emotional Intelligence Emotional Intelligence is not just managing emotions: it involves engaging emotional intelligence insights and tools combined with the potential of the current rational tools. The process for learning EQ follows a logical progression. First the organizations top leaders should be comfortable with using EQ competencies, such as self-awareness to build empathy, coach others, resolve conflict, and improve their political awareness and teamwork. Organizational leaders need a clear definition of the critical importance of EQ through conducting a detailed self-assessment of EQ competency skills for all staff members. This is not something that can be accomplished in a one-week seminar. It requires repeated application of basic competencies of EQ at home, work or social gatherings. This requires insight into leadership capacity and increasing organizational performance by benchmarking and strategically leveraging diversity (Druskat Wolff, 2001). Leaders and managers provide coaching or men toring support and should establish a 360-degree feedback for visible improvements, as well as a high return of the organizations initial investment that can improve corporate culture for a lifetime. It has been determined that consistent utilization of emotional intelligence encourages staff members towards intentional communication, in terms of people issues and individual response to change (Fariselli Ghini, 2005). Extensive research by Goleman, Boyatzis Mckee (2001) have shown that high levels of emotional intelligence, create organizational cultures where learning, trust, sharing of information, and healthy risk-taking increases on a consistent basis. Organizations that have committed to EQ change initiatives do benefit from frequent and random monitoring for talent retention, staff performance, and customer service with adjustments made as indicated. References Daft, R. L. (2008). The leadership experience (4th ed.). Cincinnati: South-Western. ISBN-13: 9780324539684. Druskat, V. U. Wolff, S. B. (2001, March). Building the emotional intelligence of groups. Weatherhead School of Management. Harvard Business Review; 81-90. Retrieved March 21, 2010 from http://nootropics.com/social-intelligence/emotionalgroup.html Fariselli, L. F. Ghini, M. (2005). Optimizing manufacturing reengineering with emotional intelligence: SAP, LEAN, and people at CIBA Specialty Chemical. Six Seconds. Bologna, Italy. Retrieved March 21, 2010 from http://www.eqtoday.com/modules.phname=Newsfile=articlesid=317 Goleman, D. (2000). Emotional intelligence: Issues in paradigm building. Consortium for Research on Emotional Intelligence in Organizations. In Goleman, D. Cherniss, C. (eds.). The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco. Jossey-Bass. Retrieved March 22, 2010 from http://www.eiconsortium.org/reprints/ei_issues_in_paradigm_building.html Goleman, D., Boyatzis, R. Mckee, A. (2001, December). Primal leadership: The hidden driver of great performance. Harvard Business Review. Retrieved March 20, 2010 from http://hbr.org/2001/12/primal-leadership/ar/1 Kreitner, R., Kinicki, A. (2010). Organizational behavior (9th ed.). New York: McGraw-Hill. ISBN: 9780073530451

Parents Want Vouchers and School Choice :: Persuasive Argumentative Essay Examples

Parents Want School Choice Choice-based reforms, such as vouchers and charter schools, depend on the idea that schools will have to satisfy parents to keep their customers. Thus the wisdom of choice-based reforms depends on what parents want. If parents place a high priority on academics, then schools with strong academic programs will do well under school choice. If parents want their children to learn disciplined work habits, then schools that teach such habits will thrive under school choice. If parents choose schools based on their sports programs, then schools emphasizing sports will succeed. In short, the question "What would parents look for in schools?" is central to the debate on school choice. One way to answer this question is to survey parents. When surveyed, parents overwhelmingly say that their first priority is learning, especially in core areas: reading, writing, mathematics, science, and history. Parents also say that they want schools to uphold standards of hard work, honesty, courtesy, and responsibility. Although parents do not ignore extracurricular activities such as sports, they give them little weight compared to academics and standards of behavior. Many people in the education establishment are skeptical of parent surveys, saying that parents who do not care about academics are embarrassed to say so. They point out that it is not enough for parents to say that they want high standards for academics and behavior. What matters, they say, is how parents respond when their children get bad grades or face the consequences of breaking school rules. Another way to find out what parents want is to see what sorts of charter schools they choose. Most of the 1,700 charter schools in the nation emphasize academics, although their approach varies from back to basics to high technology. Charter schools also strive to create students who are upstanding human beings. No known charter schools so far have academics taking a back seat to sports. The same people who are skeptical of parent surveys, however, are skeptical of evidence based on charter schools. The movement is still in its infancy, they say, and today's charter school parents are atypical. So the toughest test of what parents want may be in areas where it is easy for parents to choose a school because there are so many public school districts. In some medium-sized metropolitan areas, such as Boston, there are more than one hundred school districts.

Pepsin and its Funciont as a Gastric Gland Cell :: essays research papers

A gastric gland is a tubular structure in the vertebrate stomach that secretes gastric juices. The gastric glands have three types of cells that secrete different components of the gastric juice. One of them is being a chief cell, which is a rust color and is an inactive form of the digestive enzyme Pepsin. Pepsin begins the digestion of proteins in food. Pepsin is a Peptidases, which is an enzyme that breaks peptide bonds of proteins.   Ã‚  Ã‚  Ã‚  Ã‚  Pepsin is found in the mucosal lining of the stomach that breaks down the protein in the food we eat. A protein is an organic compound that consists of aminio acids joined by peptide bonds. Pepsin is one of three principal protein- degrading enzymes in the digestive system the other two being chymotrypsin which catalyzes the hydrolysis of peptide bonds and trypsin that acts with the other proteins to break down dietary protein molecules to their peptides and amino acids which will be absorbed by the intestinal lining. Pepsin is synthesized in an inactive form in the stomach lining; it is necessary to convert the inactive enzyme and to maintain the optimum acidity (pH 1–3) for pepsin function.   Ã‚  Ã‚  Ã‚  Ã‚  Secreting pepsin in the inactive form of pepsinogen helps to protect the cells of the gastric glands, and mucus helps protect the stomach lining from both pepsin and acid. Pepsinogen and HCl are secreted into the interior of the gastric gland. Then HCl converts pepsinogen into pepsin. Then pepsin activates more pepsinogen starting a chain reaction. Pepsin begins chemical digestion of proteins. It splits the polypeptide chains of proteins Into smaller polypeptides. Polypeptide chains are chains of amino acids linked by peptide bonds. This primes the proteins for digestion in the small intestine.

Goethe’s Statement :: essays research papers

Goethe’s statement, â€Å"Treat people as if they were what they ought to be and you help then to become what they are capable of being† is commonly used in both a positive and negative form in today’s society. When a person looks the statement carefully over, they will find the meaning into what he is saying. From the Bible, the quote â€Å"Do unto others as you would have others do unto you† is very similar to Goethe’s statement. If a person acts in a certain way toward somebody, then the environment and the people in which that person is surrounded by affects his attitude directly. When a person believes somebody has the capability to be more than they are, and the person pushes that person to succeed, the person will live up to those standards. By having another source other than yourself see what you are capable of doing, it lets people see themselves from a different perspective. There are many examples in modern day society of Goethe’ s statement. A positive example of a modern day Goethe statement is in the Army. When a person thinks of the Army, the first thing that a person will think of is the quote â€Å"Be all that you can be.† The is an encouraging statement for people, and this will make people feel as if they can be part of something more helpful and proud. If a person exerts their whole self into becoming a soldier, and if other people tell them that they have the power to be more than just average, then, they put forth more effort, and feel better about themselves. Another positive example is in the acting business. While an actor is on stage saying his lines, he might meet the criticism of the director. The director of a play should know the ability of an actor, and by criticizing him; it is helping them become a better actor. There are also people with professions that, on a daily basis, they help people better themselves. These people are teachers and tutors. Teachers and students interact with each other more out of a day than most students interact with their parents. Teachers help us expand and open our mind by giving us skills throughout students’ early life to help students when they are older. By learning information from teachers, students become better people, in a couple of ways. Besides inquiring knowledge from their teachers, students learn to work with one another, open their mind to other peoples’ thoughts and ideas, respect one another, and learn different techniques for life’s issues.

The Reasons And Effects Of Climate Change Environmental Sciences Essay

One of the most define issue of our epoch is planetary clime alteration. It is the biggest menace to the hereafter of life on Earth. Rising mean temperature, high tide degrees, ocean salt and sourness ( pH ) , air current forms and utmost conditions events including drouths, heavy precipitation, heat moving ridges and the strength of tropical cyclones like hurricanes and typhoons are some utmost conditions events as a consequence of clime alteration. So, clime alteration confronts humanity arguably with the most serious challenge that it has of all time faced. The more it is studied it shows that there are some elements of this serious menace. These elements need to be understood to cut down these alterations and do things slower as the concluding result will be ‘Catastrophe ‘ due to these alterations. 2. What Is Climate? Climate is the long term prevalent conditions conditions of an country. The general or mean upwind conditions of a certain part including temperature, rainfall, and air current is called clime. 3. What is Climate alteration? Climate alteration is a long term alteration in the statistical distribution of conditions forms over periods of that scope from decennaries to 1000000s of old ages. The alteration may be in the mean conditions conditions or a alteration in the distribution of conditions events with regard with an norm. These alterations may be limited to a specific part or may happen universe broad. The definition of clime alteration given in the United Nations Framework Convention on Climate Change is considered best as it is â€Å" A alteration of clime which is attributed straight or indirectly to human activity that alters the planetary composing of planetary ambiance and which is in add-on to natural clime variableness observed over comparable clip periods. † Any sort of alteration has a direct consequence and clime alteration is no different. It affects human civilisation. But the alterations we talk about are planetary and different. These alterations will convey calamity might stop human civilisation. The American HeritageA ® New Dictionary of Cultural Literacy, Third Edition Copyright 2005 by Houghton Mifflin Company. Published by Houghton Mifflin Company. All rights reserved. Dictionary.com Unabridged Based on the Random House Dictionary, A © Random House, Inc. 2010. 4. Reason of clime alteration: Change in planetary clime has some peculiar grounds. The chief ground of planetary clime alteration is addition of Carbon gases in the ambiance. a ) Greenhouse consequence: Certain gases in the ambiance behave like the glass on a green house, leting sunshine to come in, but barricading heat from get awaying. During twenty-four hours earth becomes hot as it absolves heat and at dark clip it releases heat. But some C gases block the heat and Earth can non let go of heat usually. So, our Earth becomes hotter and temperature rises which causes alteration in clime. B ) Addition in emanation of Carbon gases: Carbon gases are heat shriving, such as CO2. Increase of C gases in the ambiance makes earth hotter than normal. So, inordinate emanation of Carbon gases cause rise of temperature in the environment which is one of the major ground of clime alteration. degree Celsius ) Deforestation: Deforestation is one of the major causes of planetary clime alteration. Cuting trees is non good for environment as tree consumes CO2from the environment. Deforestation does non assist to cut down C gases from the environment. vitamin D ) Volcanic eruption: Volcanic eruption disposes dozenss of C gases in the ambiance which is largely responsible for the addition of planetary temperature. vitamin E ) Massive population growing: Massive population growing is an indirect cause of clime alteration. Peoples cuts tree, uses fossil fuel and does many other things to carry through their demands. These activities are non good for environment. So the addition in population agencies addition in the rate of clime alteration. degree Fahrenheit ) Dependence on fossil fuel: Peoples of the Earth are extremely dependent on fossil fuel. As they have really limited resource on alternate energy beginning they largely use fossil fuel as energy beginning. But fossil fuel is a really high beginning of emanation of Carbon gases. Intergovernmental Panel on Climate Change ( IPCC ) , 2001. â€Å" Working Group I Third Assessment Report. † Cambridge University Press. Cambridge, UK. 881 pp. National Academy of Sciences ( NAS ) . 2001. â€Å" Climate Change Science: An Analysis of Some Key Questions. â€Å" National Academies Press. 42 pp. Cynthia Rosenzweig, Goddard Institute for Space Studies ( hypertext transfer protocol: //www.giss.nasa.gov/ ) William Solecki, Hunter College, City University of New York hypertext transfer protocol: //www.hunter.cuny.edu/ ) 5. Effectss of clime alteration: Climate alteration has terrible consequence on humanity and life on Earth. Day by twenty-four hours our Earth is altering and it ‘s acquiring a difficult topographic point to populate on. Climate alteration is the ground for assorted natural catastrophes of recent clip. It has made the whole environment system unpredictable. a ) Average temperature rise: As a consequence of clime alteration the mean temperature of the Earth has increased. It has made the environment inconsistent and the Earth ‘s season circle has collapsed due to this ground. 1990 was the warmest decennary in last 1000 twelvemonth and in this decennary temperature increased about at consecutive graph. B ) High tide: As a consequence of temperature rise ice of south and North Pole will be melted fast and the H2O will eventually make the ocean. So, the sea degree will lift significantly and high tides will go a new job. Coastal civilisations like SriLanka, Maldives and Fiji will be destroyed. Rising sea degree will hold sever consequence on states like Bangladesh, Australia, India, Indonesia as most of their land will travel under H2O. degree Celsius ) Increase in ocean salt and sourness: Scientists have found oceans are able to shrive some of the extra CO2 released by human activity. So the more CO2 in the ambiance means the more in the oceans. This will increase the salt and sourness of sea H2O. Research show that some of the sea H2O ‘s Salinity and sourness will increase approximately 30 % after the terminal of twenty-first century. vitamin D ) Extreme conditions events: Global clime alteration will convey utmost conditions events like ‘Super Storm ‘ . These storms will hold air currents velocity of more than 200 stat mi and will destruct anything at its manner. Global heating will engender many ace storms. vitamin E ) Massive tropical cyclone: Climate alteration will increase the denseness of tropical cyclone. These cyclones are monolithic and destructive. Hurricane Katrina is the worst possible illustration of that in recent clip. Economic harm due to Katrina was 81 billion USD and estimated recovery needs more than 200 billion USD. Sometimes tropical cyclone brings high tide and boom storm. ‘Abdu'l-Baha , from a Tablet translated from Persian, quoted in a memoranda on â€Å" Gaia and Nature, † to the Universal House of Justice from its Research Department of the Baha'i World Centre, 8 June 1992. See World Commission on Environment and Development ( Brundtland Commission ) , Our Common Future ( Oxford: Oxford University Press, 1987 ) . Bouma-Prediger, Steven, For the Beauty of the Earth ( Grand Rapids: Baker Academic, 2001 ) P 6. International jurisprudence to cut down clime alteration: A political understanding such as the Copenhagen Accord may be considered as a measure frontward if it is taken earnestly by those who want to continue with its executing. The authorization of such understanding will basically depend on whether its executing can be effected through political force per unit area from Governments, civil society. There are two ways the Accord could assist the clime treatments to predate in 2010: a ) It could function as an input to the AWGs. During treatments, the working groups could mention to the papers and the determinations agreed by Heads of State. B ) The Accord could go the karyon of a new international clime policy program to develop clime policy outside the UNFCCC with a limited figure of states back uping it and working under the commissariats of the papers. With respect to its contents, the chief elements of the Copenhagen Accord are that: a ) Countries officially commit to the 2 degree mark but it neither translates this figure into GHG emanations ( including a peak twelvemonth ) nor describes processs for attempt sharing. B ) By the terminal of January 2010, Appendix I to the Accord will consist of economy-wide marks for 2020 pledged voluntarily by developed states through a bottom up procedure. Developed states can perpetrate to implement separately or jointly quantified emanation lessening marks, to be Measured, Reported and Verified ( MRVed ) based on guidelines bing under the UNFCCC. Following the analysis of Egenhofer and Georgiev ( 2009 ) , the most determined upper bound of the pledges for 2020 submitted before Copenhagen, combined with the executing of the national programs in China and India, would convey the Earth towards a 3.2A °C addition by 2100 at best. C ) Improvement of actions in developing states will be supported instantly through new and extra, predictable and sufficient beginnings of support. To this terminal the corporate committedness of developed states is nearing US $ 30 billion for the period between 2010-2012, turning to US $ 100 billion a twelvemonth in 2020 with balanced portion between version and extenuation. Thereby, for the first clip promise to a end of reciprocally mobilise is set and could let go of the fiscal dead end giving farther drift to the betterment of C markets. It is normally stated that the Copenhagen Green Climate Fund shall be well-known to back up undertakings, coders, policy and other actions in increasing states related to betterment. A high degree panel will be established to analyze the part of the likely beginnings of net incomes. vitamin D ) A Technology system shall be established by the understanding, even though no inside informations of this system or thoughts behind the term have been provided. vitamin E ) The comparative importance of, every bit good as interaction between, these three paths will merely go clear over the following months, peculiarly in February when it will go evident which Parties have authorized the understanding. On the other manus, even if all of the chief emitters support the chief consequence of COP 15, the Copenhagen understanding, there will still be the demand for extra treatment. There are, for illustration, many more chances for set uping a more sustainable international betterment class, some of which have been identified by the AWG-LCA and the AWG-KP, that are non recognized in the Copenhagen understanding. degree Fahrenheits ) Low C conveyance systems require an included attack that lessening distances traveled prioritizes low-carbon manners and decreases the carbon-emissions of vehicles. For this ground, engineering is non limited to the energy effectivity of vehicles and bio-fuels but refers to power efficient conveyance systems as a whole, on top of any size from the local to the national. Technology Transfer under the UNFCCC is treated every bit supplying the capableness to invent and use engineerings. It is hence in theory well-matched to the conveyance system position and a engineering mechanism should provide capacity constructing sing all manners of sustainable conveyance. g ) The Copenhagen understanding endorses the significance of C markets as a agency to acquire emanation cut down but it does non propose the creative activity of a sector crediting system. In rule, Parties agree to extra work with the instrument but the hereafter of the Kyoto Protocol is still dubious and the treatments of the AWG-KP in Copenhagen resulted in advancement. The same applies to likely developments of the CDM under the AWG-KP, which could function to do the system more suited for undertakings in the conveyance sector. This would be helpful for conveyance as to day of the month there are few CDM conveyance related undertakings. Several recommendations have been developed for ways in which barriers to the greater engagement of the conveyance sector in the CDM flexible system could be overcome. Egenhofer, Christian and Georgiev, Anton ( 2009 ) : The Copenhagen Accord – A first pang at decoding the deductions for the EU. CEPTS Commentary, 25 December 2009. Niklas, Michiel Schaeffer, Claudine Chen, Bill Hare, Katja Eisbrenner, Markus Hagemann, Christian Ellermann ( 2009 ) , Copenhagen Climate Deal – How to Close the Gap, Briefing paper, Ecofys & A ; Climate Analytics, 15 December H ) UNFCCC adopts a jurisprudence of â€Å" common but differentiated undertakings. † The parties fixed that: * The biggest portion of historical and modern planetary emanations of nursery gases originated in developed states ; * Per capita emanations in developing states are still relatively low ; * The portion of planetary emanations arising in developing states will raise to acquire together societal and development necessities. 7. Recommendation: * International: Require states to information on national schemes in the field of conveyance through their National substructure. Construct up a sector attack for international conveyance. Implement a sector halt working in a Nationally Appropriate Mitigation Action. Provide Parties with ordinance for conveyance NAMA. Develop control for Programmed of Activity ( PoA ) in the conveyance sector. Develop attacks for even transport baselines under the CDM Develop counsel for how both public and private sector conveyance Stakeholders can entree money for accommodation For a more elaborate treatment of conveyance NAMAs see Dalkmann, H. , Sakamoto, K. , Binsted, A. and Avery, K. ( 2009b ) Schemes to convey land conveyance into the clime alteration dialogues. Discussion Paper. Available from possible conveyance NAMA commissioned by the ADB and IDB. * National: put sector emanation lessening end on a national degree Particular conveyance Nationally Appropriate betterment Action must be developed specially in states that have a immense portion of emanations from the conveyance sector, otherwise who are likely to in the coming old ages? Conduct pilot undertakings to demo climate proofing of conveyance systems, largely in metropoliss. Submit indexs for farther combination of the conveyance sector into National Adaptation policy. 8. Decision: So what ‘s following? The challenge that climate alteration airss to mankind requires the international society to maintain on pressing frontward. The sum of options, options and bracketed text in bill of exchange AWG paperss demonstrates the big sum of negociating work that still needs to be done. It is besides likely that even if an understanding under the UNFCCC could be reached in 2010, there will still be a batch work needed to place the implementing necessities by 2012. In a procedure presently characterized by so much uncertainness, two things are clear – 2009 saw a major addition in the repute of the conveyance sector in the clime alteration argument, and the energy must be maintained to do certain that the nexus between conveyance and clime policy is strengthened in 2010.

Unit 304 Promote Children and Young People’s Positive Behaviour

Unit 304 Promote children and young people’s positive behaviour 1. 1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are †¢ Behaviour policy †¢ Code of conduct †¢ Rewards and sanctions †¢ Dealing with conflict and inappropriate behaviour †¢ Anti-Bullying †¢ Attendance Behaviour policy A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy. Code of conduct A set of rules/guidelines for the pupils so they understand how they should behave and what is expected of them. It is important that the children are reminded of the code of conduct so that it becomes their routine and they fully understand it. It is essential that positive behaviour is always promoted, praised and used as children notice when adults behaviour is out of character, if positive and professional behaviour is continually used it is more likely that the pupils will also behave in that way. . Providing a school environment that is safe and stimulating for the children in our care. In order to ensure that this is so, there is a policy with set procedures to create a calm, secure and happy working environment for all. There are, however, occasions when individual children exhibit behaviour that is unacceptable. As part of the Discipline Policy of rewards and sanctions, all staff use behaviour modification strategies to change an individual child’s behaviour. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focusing on positive achievements. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focussing on positive achievements. All members of the school community should respect one another. Primary School expects children to be well-behaved, well-mannered and attentive. Children should walk (not run) within the school. All children should respect their own and other people’s property and take care of books and equipment. All children should show regard for their fellow pupils. If a child has a grievance against another child, it should be reported to a member of staff, who will take appropriate action. Children should wear the correct school uniform. Jewellery and trainers should not be worn. Children should not bring sharp or dangerous instruments to school. . Foul or abusive language should never be used Chewing Gum is banned Mobile Phones are not allowed Rewards and Sanctions Physical violence is never acceptable, neither is retaliation. Repeated or serious incidents will lead to a managed moved which means the student will be transferred to another school. Although good behaviour is encouraged in schools, children will still behave inappropriate at times. Consequences for bad behaviour†¢ Name on the board (sad face) †¢ Miss time out from golden time, break or lunch play. †¢ Be sent to the head of year/deputy head †¢ Be sent to the head teacher and a meeting arranged with parents Continuous bad behaviour, the student is put on report these reports are filled in by the teacher in every lesson on the day, saying whether the student has behaved in class, the student can be on report for a week or longer depending on the response of the student producing good behaviour. My response to inappropriate behaviour on a daily basis within the classroom. Examples continuous disruption to a lesson, I would ask the student to come outside of the classroom where I would speak to the student in a stern but positive voice, reminding them of the consequences of their behaviour, and in some cases I would take them their team leader, if the student wasn’t responding . Good Behaviour When promoting positive behaviour in schools there are policies and procedures that all staff needs to be aware of. The main policies relating to behaviour will be the behaviour policies but other policies will also have an impact for example the health and safety policies, child protection policies and anti-bullying policies. All adults in school are expected to act as good role models and to behave in a consistent manner. We make sure that good behaviour is recognised and praised as well as praising children for good work, effort and achievement. Recognitions for good behaviour can be any of the following. A smile and a compliment and verbal praise Phone calls home to parents to give praise about how well their child has done. Post cards can be sent home relating to how well their child is doing. Vivo can be given; children can save these up and buy things from our vivo shop like pens pencils chocolate etc. When they save a lot of vivo then can then buy more expensive item like iPods, mobile top-ups and a whole range of different things. Certificates are awarded for student of the week and also for students who have achieved awards for things like sport performing arts and in all other aspects of school work. 1. 2 Evaluate how the policies and procedures of the settings support children and young people to: Feel safe Make a positive contribution Develop social and emotional and skills Understand expectations and limits When planning indoor and outdoor activities, there are many factors of health and safety that we have to take into account for example: Age, you have to make sure that the activity and equipment is suitable for the children's age group. Abilities & individual needs: you have to assess to see if each individual child is able to do it and if their personal needs are met. Risk & Hazards: before you plan the activity you must do a risk assessment and reduce any risk involved and make sure the area is suitable and large enough for the activity. Making a child or young person feel safe is essential for their well-being; every practise is aimed at safety and security for students and staff. Within school we have a security person who checks in and around school all day, every day. Students make a positive contribution by following rules and procedures in and around school, also through their attendance, having respect for others, wearing the correct uniform and through their behaviour. Students develop social and emotional skills by knowing how to communicate in a correct manner towards other students, teachers and outside staff that may come in time to time always showing respect. Students show empathy by respecting someone’s misfortune or sadness by showing emotions that they are capable of showing they care that a person is unhappy or sad from a situation that may have happened. Expectations of students are that they follow rules and regulation that they know are in place to help protect them within school, also that they respect each other and they know their limits in doing wrong and except the consequences of their own choice. 1. 3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the olicies and procedures of the setting. It is important for all staff to communicate with each other to evaluate student’s progress, emotionally and physically, and set fair boundaries for students who don’t get it right. Teachers and all staff work together to ensure fair rules are set to ensure the learning environment isn’t disrupted, minimi sing loss of quality learning. All children have the right to be educated to be treated equally in a classroom. There are set boundaries within a classroom that have to be followed to promote a safe and good learning environment, if these rules are not met there are consequences’. Detentions can be set for students, or they could lose their breaks to make up for time lost. Children and young people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the same apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour Please refer to the above 1. 1 2. 2 Demonstrate ways of establishing good ground rules with children and young people which underpin appropriate behaviour and respect others. Ground rules are important in a learning environment as they help to establish what is expected from the learner in terms of behaviour and mutual respect for each other, as well as identifying what is considered to be good manners in class. I would encourage the learners to word the rules in a positive way, for example, do turn up to class on time, rather than in a negative way, as in don’t be late to classes. Examples of ground rules would be Respect each member of the class when they are talking, always put your hand up if you want to speak not just shouting out. Ground rules set the boundaries within which the students must work; they enable everyone to have an equal opportunity to carry out their study whilst in the classroom. An ideal way to do this would be to put the class into 2 groups and asking them to discuss in a team, and write down things they think a classroom rules should be, then each group should read out their ideas. This enables a neutral ground for discussion giving the students a feeling of teamwork and achievement. When reviewing the lists you have to have a fair and balanced view to all points identified, your objective is to do much more than lay down a few rules. In negotiating with the students you give them a sense of worth, this helps you gain their trust. Any rules agreed upon within the group are more likely to be adhered to by the students, if broken, peer pressure will hopefully prevail and the student in question will respond. This is much more constructive than having their Teacher point the finger of authority, which may then lead to a negative response. 2. 3 Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting. Please refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, consistent and supportive responses to children’s and young people’s behaviour. (Please refer to 2. 1) 2. 5 Rewards for good behaviour Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting Being a role model to children and young people is important for you, showing respect to children and young people, colleagues and people you meet on a daily basic is a basis to earn respect back. As a role model showing that you respect their feelings and take into consideration their point of view, shows them you are willing to listen and let them have their say which also shows them you are interested. So often in this society children and young people are told to shut-up or told to go away, so when they come across someone willing to listen the child or young person will come back to you again and again because they feel comfortable with you, it also shows them the difference between what’s right and what’s wrong. Everybody has a voice and have the right to be listened too. Manage inappropriate behaviour 3. 1 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people Some strategies used to minimise disruption and inappropriate behaviour are for children and young people to firstly abide by the rules and regulation that are in place within school and within the classroom. Using simple verbal reprimands when misbehaviour occurs. Making sure that they are to the point (e. g. â€Å"Stop talking and work on the task set for you please†) Give praise to the entire class as frequently as possible telling them how well they have worked. Students who continually show unacceptable behaviour: E. g. Always out of their seat and walking round. Talking over the teacher when the teacher is talking. Shouting out Being verbally inappropriate towards another pupil. If there is anything troubling them, sometimes a few minutes out of lesson is enough for them to calm down and they are ready to return to the classroom and do their work On a more serious situation I would take them to their team leader. . 2 Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting. Within a classroom when a student isn’t doing it right but at the same time is not being disruptive, by using facial expressions to convey to the student that the misbehaviour was not totally overlooked. As a teaching assistant I would also walk around the room frequently, to avert potential behaviour problem s. Students can be put on report, on these reports there is a comment written on the report explaining why they are on it. Every lesson they are in, their behaviour is monitored and at the end of the lesson the teacher signs the report and adds a comment saying how they have worked also giving praise by awarding vivo if they have been exceptionally good. Students stay on this report until their behaviour has improved to the standard of acceptance. If a student is being extremely disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some occasions depending on the nature of the behaviour a student will be put in what we call the study room. When a student is put in the study room it means they can no longer go to the classroom to do their learning and have to do their work in the study room, they could be in the study room for as long as a week or depending on their behaviour, sometimes it could be just for a day or for a few days. Phone calls home to parents are often done to let parents know that their child isn’t doing it right in school and detentions are set, with the approval of the parents. 3. 3 Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people. Please refer to 1. 3 above 3. 4 Provide support for colleagues to deal with inappropriate behaviour of children and young people As a teaching assistant providing support for colleagues could be various things like in a situation when a student is acting in an inappropriate way, I would help by getting another colleague to deal with the situation. This could be the teacher in the next classroom depending on the urgency of the situation. If the situation was really serious I would go to the first point of contact for help, which again would be the teacher in the next classroom. On occasions when a teacher has had to take a student out of class to talk to them, my role would be to ensure everybody stays on task and continue working silently until the teacher comes back in. Other support could be taking the student out myself and taking them to the appropriate person to deal with the situation. On witnessing inappropriate behaviour I would along with the teacher fill out an incident form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred Behaviour that should be referred to others is behaviour that: Threatens other students or colleagues. Any student with an offensive weapon Fighting Bullying Inappropriate conversations that could suggest child abuse Signs of neglect Concerns about a child’s or young person’s home environment Most of the problems listed above would be reported to our child protection officer Jenny Clarke who is situated in school. Please refer to unit 334- section 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points Depression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, rudeness boredom etc. Disengagement† is the major reasons for behaviour problems in the classroom. Each learner has a defined attention span and teachers must try to re-engage them as soon as they appear to be disengaged from either the teacher or the rest of the group. Walking around the group, could be an extremely effective re-engagement technique. Using praise rather than focusing on the misbehaving learners, praises the learners near them who behaving more appropriately. It is hoped that the misbehaving students will then model that appropriate behaviour. Recognising body language can show some signs of disagreement, and must be acted upon straight away, stopping quickly any angry feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and try resolved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * Brushing hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * Playing with equipment * Swearing * Singing * Crawling on floor * Attacking pupil or teacher All these actions contribute to unacceptable behaviour within the classroom, and as a teaching assistant I have the opportunity to look round a nd walk round the class, sometimes being the eyes and ears for the teacher when students seem restless. As well as supporting the students, if they take the choice of not doing work and are causing disruption, I will sit with them prompting them to do their work reminding them of the consequences (Detention after school to do the work) which hopefully will prompt them to do their work. Sometimes students who are disruptive work better if I take them outside of the classroom to the learning area where they can get on with their work as there is no-one there for them to cause disruption with. T. A role models they must always express positive body and verbal language and support classroom rules. T. As should be confident and professional so that children in turn become self confident and express positive behaviour. Leading by example they should express encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour, also being observant. 4. 2 4. 3 4. 4 4. 5 Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting. The Education and Inspections Act 2006 brought in new clear-cut legal powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Equality of opportunity is about providing equality and excellence for all in order to promote the highest standards of learning and achievement. This applies to all members of the school community – pupils, staff, governors, parents and community members. Every child matters. Everyone is equally important, equally valued and given equal opportunities. Our school community provides a happy, secure, stimulating learning environment. Everyone is encouraged to work together to develop self-esteem, become successful learners and to reach his or her potential. Through our Positive Behaviour policy we aim to create a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, leading to increasing independence and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour management throughout the school praising acceptable behaviour and enforcing firm boundaries for unacceptable behaviour. We will lead by example in the way that we treat each other and the children in our care. If as adults we behave inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are aware of appropriate behaviour in all situations, and we must be aware of all children's behaviour in class and around the school, dealing with every incident appropriately, giving mutual support to colleagues. We will follow the rules of rewards and sanctions, and be as consistent and fair as possible in the use of rules and sanctions taking into account each child's individual needs, age and ability. We will ensure each child has work appropriate to their level of ability achievements. Parents will be informed as soon as possible that an incident has occurred and that it has been dealt with, and we will work in partnership with parents in dealing with behavioural issues. It is important as an adult to act as a role model for desired behaviour, treating all adults and children with respect and to deal with all problems calmly. If necessary we will work closely with outside agencies implementing advice and strategies in dealing with a child with behavioural difficulties. To achieve our aims pupils should follow the school rules, co-operate with all school staff and be responsible for their actions. Parents should support the school's rewards and sanctions, and help children understand the rules and the need for them in an ordered society. They should work in partnership with the school to promote high standards of behaviour at all times and ensure their children attend school regularly/punctually and notify the school of reasons for absence. Sanctions include 1, Warning 2, Reminder of rules 3, Time away from group 4, Loss of Golden Time , Sent to Deputy Head 6, Head Teacher 7, Parents There are several types of behaviour or discipline problems that should be referred for continued incidents or more serious cases of inappropriate behaviour there are further sanctions. If a child is involved in continual minor incidents such as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanctio n will apply to children who are involved in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property. A child involved in more serious incidents such as stealing, racism, violence, bullying or refusing to comply will be placed on daily progress monitoring and have a 'cause for concern' book. They will be monitored daily by class teacher and weekly by Head/Deputy teacher with a meeting taking place with the parents and the child being kept under review. If there is no improvement in a child's behaviour or for a serious, one-off incident of violence the child will be given fixed term exclusion. If a child has a series of exclusions a Pastoral Support Plan meeting will take place. If there are still no improvements and other children are being put at risk on a daily basis, the child will be permanently excluded from the deferred to others. As a teaching assistant you may feel confident in dealing with inappropriate behaviour, but there are some situations in which you should always refer to others for support. These situations include; .When pupils are a danger to themselves or others around them. If you are not comfortable dealing with an unpredictable situation or pupil . If you are dealing with a difficult situation alone. .When you are not in control of a situation because pupils are not carrying out your instructions. On occasions it may be enough just to have support from another adult within the school, such as another teaching assistant or class teacher. Though if needed there is a wider range of support offered within the school and outside of the school. Additional support within the school setting includes; The SENCO/BECO for first point of contact for behaviour support. .Senior management team – Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes; .Behaviour Unit – will offer support for dealing with pupils who have Behaviour problems, and may come into school to work with these children. .Educational Psychologist – visit all schools to support children and the Adults who work with them regularly. They are involved in the assessment of children, and offer help and advice. .Rewards include Vivos Star of the week Attendance awards (Certificate) Postcards home Telephone calls home Achievement certificates Parent/teacher consultations – positive comments and report on target sheet – recognising good behaviour and attitude to school. Rewarding children for their good behaviour is important in maintaining their motivation and sense of self worth. Rewarding children for positive behaviour will help develop their social and emotional skills. The schools behavioural policies and procedures help to support children and young people. By consistently responding to and dealing with inappropriate and challenging behaviour, and applying clear and consistent boundaries, children feel safe and supported. This will encourage quality relationships with adults, leading to a positive impact on their behaviour. Children will also be able to engage in decision-making and develop appropriate independent positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fairly apply boundaries and rules for children and young people's behaviour in accordance with the policies and procedures of the school. Children need to have boundaries that they can understand and which are regularly reinforced by adults. Children are more likely to respond positively to school rules and boundaries if all members of the school including teachers, support staff and parents are using the same principles and strategies when managing behaviour. If it is not clear to children how they are expected to behave or if adults give them conflicting messages, children will become confused and upset, and find it hard to know how to behave next time. All children will test boundaries for behaviour; if they are met with the same response each time they will be less likely to repeat it. Children need to understand the boundaries and what is expected of them, as well as being aware of the rewards and sanctions, whoever is speaking to them about their behaviour. It is important that support staffs are given status within the school so that they are respected in the same way as teaching staff. Rules and rewards should always be appropriate to the age or ability of the child, and language used should make the expectations of the adult clear. It is important to respond appropriately and within school policies and procedures when dealing with challenging or inappropriate behaviour. The more you observe children's behaviour and get to know them, you will become aware and be able to recognise triggers which may lead to inappropriate behaviour. This knowledge of pupils will help when managing behaviour as you will know what responses work and what do not work for an individual child. Written records of identified triggers should be kept, allowing others to be kept informed. These records will enable staff to refer to individual children's behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be avoided if possible. There are many reasons why children behave in an inappropriate way, and it is important to be aware of other factors that could affect their behaviour. If there are no signs of progress with an individual’s behaviour, children may undergo an assessment and a behaviour plan will be put in place. Teaching assistants will work alongside teachers and other professionals to provide additional support identified within the plan. When dealing with challenging behaviour it is essential to assess and manage risks to your own and others safety. The schools health and safety policy and risk assessment procedures should always be followed, these policies should also give guidelines for the use of restraint. Young children are not always aware of dangerous situations or risks, so when speaking to them about their behaviour we should always point out the consequences involved. If a child is becoming distressed within a situation, it may be necessary to remove them or speak to them. It should be possible to speak to a child you are supporting, and discuss with them any situations they find difficult to manage. It may be necessary to discuss individual children’s behaviour with the schools SENCO, and if necessary involve outside professionals to assist in strategies for dealing with challenging behaviour. It will be necessary at times to contribute to reviews of behaviour policies and the effectiveness of rewards and sanctions. Opportunities to discuss attendance, bullying and behaviour and the effectiveness of school policy reviews will be reviewed by all staff. Any children that have specific behavioural difficulties should have their behaviour reviewed on a regular basis. They should have the opportunity to discuss and think about what they do and how their behaviour impacts on others. To be able to be involved in a review of a pupil, it is essential that the pupil is comfortable working with you and that you know them well. If I was involved in a review with a pupil I would remain sensitive in my approach to them and the questions I use. I would encourage the pupil to think about what they have done and the impact their behaviour has had on their learning and achievement, and the consequences of their actions for others. A review will involve other members of staff and at times the child's parents will be present. As well as reviewing the behaviour of the pupil, new targets can also be developed and all outcomes considered. Outcome5 Contribute to reviews of behaviour and behaviour policies . 1 Behaviour strategies are in place to manage behaviour. The effectiveness of behaviour management strategies should be reviewed on a regular basis, giving opportunities to discuss and make recommendations regarding behaviour (including bullying) and the effectiveness of rewards and sanctions. Forms of behaviour management that work for one child will not always work for another. Class teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school. By monitoring and recording the effectiveness of strategies, these records can be used to evaluate the strategies against the outcomes. Being the eyes and ears working as a support teacher gives us the advantage to notice things like bulling, harassment and other inappropriate behaviour within the classroom. Acting immediately on any of these situations is essential for the well-being of all children and young people. 5. 2 Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets. Children and young people need to abide by the policies, procedures, and rules of regulations within the setting to ensure their full potential as students is gained in their education, behaviour strategies are set in place to provide this. Ways of supporting children and young people are firstly by listening, giving them a chance to voice their views, giving them the respect that you would expect back as an adult, also letting them know it’s their own responsibility to realise that it is their choice to misbehave. Reminding children and young people of the expected pattern of behaviour in the school setting and the consequences. Giving students behaviour targets depending on the serenity of their behaviour would be reviewed on a daily basis giving them a set target which could be the student being put on a daily report where they have to have it signed by the teacher after every lesson, written on these reports would be the reason they have been put on it. The teacher would sign the report and put on a comment saying if the student had reached their target of behaviour in that particular lesson. The student would be kept on a daily report until their behaviour has improved, this could last for a week or more. It is therefore the student’s responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behaviour. 5. 3 Demonstrate own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. In my role as a teaching assistant when inappropriate behaviour is happening within a lesson I. e. verbal abuse, bullying, demonstrating disruptive behaviour, continuous talking ,coming to the lesson late all add to the teacher being unable to carry on with the lesson. Sometimes inappropriate behaviour is hiding learning difficulties when a student misbehaves it’s their way of hiding their learning difficulties. On occasions like this I would take the student out of lesson and talk to them to try and find out the problem, calm them down by having a sympathetic ear and reminding the student that every child has the right to learn and that they were responsible for stopping that happening by disrupting the lesson and hopefully return them to the class room so they aren’t missing their own education. If it were the case they found the work task to difficult I would sit with them and simplify the task, as some words in the vocabulary are difficult to understand and simplifying the word can help them along and I would encourage them to complete the task set. I have done this on occasions and it does work. Giving them praise for doing the right thing making the student feel good about themselves promoting self- belief. Also praising them to the teacher about how well they have done leading to a praise phone call home, postcard sent home, and giving vivo rewards. Promoting good behaviour can also be done by recording good behaviour on the sims network where other teachers around school can read saying how well the student has done in that particular lesson. All these things promote good behaviour giving pupils encouragement and making them feel self worth. On a more serious challenge, bullying I would remove the student from the class and take them to the appropriate person to deal with the matter which in the first instance would be their team leader. Attendance would also be managed by the team leader of the student. If I had concerns about a student’s attendance I would report it to the appropriate person who would make a phone call home to see why their attendance was poor. 5. 4 Provide clear and consistent feedback on the effectiveness of behaviour management strategies to inform policy review and development. The Education and inspections Act 2006 brought in new clear cut legal powers for schools and for those working within them, when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Keeping students engaged it is keeping them motivated. Good communication between teacher and student means that group work flows well as instructions are well followed and easily understood. Giving feedback to teachers and other colleagues is effective in behaviour management as it promotes positive behaviour management when praise encouragement and a sense of self belief is given to student who find work tasks difficult, causing bad behaviour. Giving rewards for the smallest achievement is a good development strategy and makes the students feel good about themselves.