Outline Current Legislation Affecting the Safeguarding of Children and Young People Essay

â€Å"Safeguarding and promoting the welfare of children is defined as: †¢protecting children from maltreatment †¢preventing impairment of children’s health or development †¢ensuring children are growing up in circumstances consistent with the provision of safe and effective care. â€Å" (Dept for Education www.education.gov.uk) There are numerous laws and guidelines in place which aim to protect children from harm, and promote their health and wellbeing. The need for improved legislation has been highlighted by high-profile cases, such as the death of Maria Colwell in 1973 and, more recently, Victoria Climbià © in 2000. These cases shocked the nation and showed weaknesses in procedures. These policies are constantly reviewed and amended so it is important to keep up to date with these changes. The Children Act 1989 This Act identifies the responsibilities of parents and professionals who must work to ensure the safety of the child. This Act includes two important sections which focus specifically on child protection. Section 47 states that the Local Authority has ‘a duty to investigate when there is a reasonable cause to suspect that a child is suffering, or likely to suffer, significant harm’. Section 17 states that services must be put into place to ‘safeguard and promote the welfare of children within the area who are in need’. The Education Act 2002 This outlines the role of Local Education Authorities (LEAs), governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. The Children Act 2004 This is not a replacement of the Children Act 1989. This provides the legal framework for Every Child Matters and sets out the process for providing services in a way which allows every child to achieve the five outcomes of Every Child Matters (described below). It requires local authorities to lead multi-agency children’s trusts, to develop a children and young people’s plan, and to set up a shared database containing information relevant to a child’s welfare. This allows all the organisations involved in children’s welfare to access relevant information and work together to provide the best possible service. Childcare Act 2006 This act aimed to transform early years and childcare services in England. Local authorities are required to: †¢Improve the Every Child Matters outcomes for pre-school children †¢Provide sufficient quality childcare for working parents. †¢Provide a better Parent Information Service. Every Child Matters This was launched in 2002, at least partly in response to the death of Victoria Climbià ©. It is one of the most important policy initiative and development programmes in relation to children and children’s services of the last decade. It has been the title of three government papers, leading to the Children Act 2004. Every Child Matters covers children and young adults up to the age of 19. Its main aims are for every child, whatever their background or circumstances, to have the support they need to: †¢Be healthy  Ã¢â‚¬ ¢Stay safe †¢Enjoy and achieve †¢Make a positive contribution †¢Achieve economic well-being Each of these themes has a detailed framework attached whose outcomes require multi-agency partnerships working together to achieve. The agencies in partnership may include children’s centres, early years, schools, children’s social services, primary and secondary health services, and Child and Adolescent Mental Health services (CAMHS). In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each other’s roles or to work together effectively in a multi-disciplinary manner. Every Child Matters seeks to change this, stressing that all professionals working with children should be aware of the contribution that could be made by their own and each others’ services. Protecting children from harm can be best achieved by effective joint and partnership working between agencies. Working Together to Safeguard Children This provides guidance on what you should do if you have concerns about the welfare of a child. It also recommends ways of working for people who work with young people and their families. What to do if You’re Worried a Child is Being Abused (DfES 2003) This is a guide for practitioners, helping them understand how to work together to promote children’s welfare and protect them from harm. It reinforces Every Child Matters by stressing the importance of joint working. United Nations Convention in The Rights of The Child 1989 This treaty sets out the rights and freedoms of all children in a set of 54 articles. Included in those rights are those which ensure that children are safe and looked after. Article 19 states children’s rights to be ‘protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them’. Those countries which signed up to the Treaty, including the UK in 1991, are legally bound to implement legislation which supports each of the articles.

How Personal Educational Experiences Influence Teaching Education Essay

Teaching is an extraordinary calling that requires love, regard and dedication and good instructors would ever desire to convey large alterations in kids ‘s lives. So as pedagogues we need to be equipped with subject, accomplishments, and develop new thoughts and techniques and germinate with altering political orientations to heighten kids ‘s acquisition who would invariably necessitate motive and support. Teachers seeking life-long acquisition must admit and follow alteration to better pattern ( Vossler, Waitere-Ang, & A ; Adams, 2005 ) . As we go through life, it is indispensable that we learn who we are, and have the ability to recognize and turn from our ain personal strengths and failings. Knowing what we are good at and what we are weak in is the lone manner we can genuinely turn as persons. This cognition helps us to carry through the ends we set for ourselves in life. Pulling on a scope of literature below are my contemplations which province my emerging doctrine of instruction and acquisition supported by artifacts from my instruction experiences along with the spreads in my instruction pattern and my action program on how I would turn to these spreads. Metaphor To me kids are alone, competent and confident scholars like crewmans who explore the sea which can be compared to a multi-literate and bi-cultural environment that provides eternal chances. The instructor ‘s function in my metaphor is like a usher who works in partnership with parents to follow the kids ‘s involvements. I strongly believe the relationships between the kid, instructor and parent is a cardinal factor which brings out the potency, creativeness and thought of kid. The instructor as a usher celebrates the diverseness of larning kids conveying from their universes as travelers due to assorted temperaments. As a usher the instructor creates wealth of fantastic larning chances or high spots natural chances that arise. As a scholar, a instructor engages in enquires created by kids with kids – in both functions teacher will see kids ‘s enquires as valuable, inspire advanced ideas, provoke admiration and act as a compassionate being. Both the instructor ‘s and the kid ‘s function is based on the construct of Ako where they teach every bit good as learn together. The relationship between the instructor and the scholar is based on trust and the function of the instructor is to construct positive, respectful and antiphonal relationship with the kids and their households and work collaboratively and take multiple positions into position. The instructor as a usher observes, aids, suggests and when things are traveling good melt into the corners of the schoolroom since the scholars as crewmans know their finish. As a usher the instructor provides right degree of challenges for kids to research but at the same clip takes attention of their safety facets. The kids ‘s functions as crewmans involve taking the lead and research the universe through all their senses. In my metaphor kids are active scholars who look frontward for larning experiences which value their involvement and utilize their linguistic communication and concluding for assorted intents. Children are empowered to portion their involvement and civilization with others and recognize themselves as competent and confident scholars. The instructors should move as positive function theoretical accounts and do certain the outlook of kids ‘s journey is meaningful, exciting and reliable. The pupils will see themselves reflected on this journey and come up with inquiries on this journey and both instructors and pupils will hold the power to assist them happen the replies. How my personal educational experiences influenced my metaphor As a pupil I was influenced by the talks of my wise mans and through content cognition and researches I became cognizant of how critical it is for instructors to supply a stimulating and safe environment where kids ‘s involvement can be followed and sustained. I understood how societal constructivist theories underpin much of early childhood teaching method and the importance of developing the multi-literacy accomplishments of kids for which as pedagogues we need to reconsider a methodological analysis and context for kids ‘s acquisition. My Lectors imparted me with the importance of supplying rich art programmes to enrich the optimum acquisition chances. As a instructor from my perspective ocular images are powerful signifier of communicating since we live in multiple communities. So during my TE I set up aesthetically delighting environment by traping up pictures stand foring the diverse civilizations of my schoolroom which stimulated the kids to research and detect the work of their equals and this encouraged societal interaction among kids. Teachers should expose kids to multiple chances and back up them in their preferable activities ( Young-Loveridge, Peters & A ; Carr, 1997 ) I was able to back up kids ‘s literacy acquisition by placing their personal penchants. During both my Teaching Experiences I communicated with parents personally and besides through letters bespeaking them to place their kids ‘s front-runner narratives and vocals and convey it to category for sharing it with others which involved parent engagement. I besides made certain I was wholly cognizant of the intrinsic inside informations of my civilization before turn toing the cultural literacy demands of my scholars which I feel is really important. I learnt to correctly pronounce Karakia from Maori kids and their parents which reflects the construct of Ako in my metaphor. During my first Teaching Experience a yearling James showed great involvement in reading his front-runner book which had the image of Mama and his babe sloth. I encouraged and reinforced his involvement by rereading his favorite book whenever he wanted me to and engaged self-generated conversations with him to construct positive relationships. I understood James had demonstrated strong assurance in me and trusted that I would read his book whenever he needed. I besides did a research about why he was so affiliated to this book by speaking with my Associated Teacher and his parent and found out this was due to the reaching of his new babe brother. I found kids are fond of making their ain readings based from their experiences. All these experiences had an overall impact on my metaphor of instruction. Doctrine What does it take to be a good instructor? I believe the undermentioned qualities shape up a good instructor. A good instructor has to be passionate about his occupation. The instructors should see all kids as confident, competent scholars in multi-literate and bi-cultural environments and observe the diverseness of larning kids conveying from their universes. A instructor needs to hold positive, respectful, antiphonal relationships and interactions with their scholars and households and happen out the multiple positions. Good instructors would be caring, empathic and connect at personal degree with the kids and show echt involvement in their universe. â€Å" Good instructors are universally identified by pupils as those who care † ( Day, 2009, p.5 ) . Teachers should value the impression of partnership and work hand in glove and collaboratively with parents and co-workers to heighten and enrich kids ‘s involvement and critical thought. â€Å" Teachers need to set up positive relationships based on courtesy, common trust and unfastened communicating with parents/families and ne ed to work hand in glove, portion expertness and cognition with co-workers † ( Groundwater-Smith, Ewing & A ; Le Cornu, 2007, p. 334 ) . Good Teachs should function pattern good behavior, show heat, enthusiasm and be more resilient. Teachers have an consciousness of the societal and cultural experiences of their scholars and make concrete larning experiences by supplying a stimulating environment to do kids ‘s acquisition explicit. Teachers should efficaciously measure, assess kids ‘s acquisition, supply utile feedbacks and highlight the positive side of the scholars and portion it with parents. More importantly instructors need to listen to their scholars and admit them at all times to promote and actuate them. â€Å" Teachers can do seeable the kids ‘s acquisition procedures and their ain instruction patterns as they interact and listen to kids † ( Taguchi, 2006, p. 262 ) . Good instructors will hold high outlooks for their scholars and will take an inclusive attack and critically reflect on their acquisition. â€Å" Having high outlooks of scholars and holding a well informed program of ac tion is besides of import † ( Ball, Russell & A ; Smales, 2005, p. 290 ) . What sort of environments enhance pupil acquisition? I believe we should supply a nurturing and stimulating environment for the kids to hold a sense of belonging and heighten their anterior acquisition to do connexions and ease societal interactions with equals. The environment should authorise them by supplying chances to research for holistic development. As pedagogues I believe the environment should value kids ‘s thoughts and parts and back up their temperaments. The resources should back up kids ‘s demands and acquisition. The kids should be seen as active scholars and equal chances should be provided for all pupils. â€Å" Teachers will necessitate to develop inclusive attacks and a schoolroom environment where all kids are valued as persons in which there are high outlooks for all † ( Smith, 2008, p. 50 ) . Overall the environment should ease activities based on kids ‘s involvement and instructors should see the societal facets which promote kids ‘s acquisition to develop a love of acquisition and attending to do them womb-to-tomb scholars. â€Å" It is critical when believing about the acquisition environments instructors must besides see the societal facets that contribute to the acquisition procedure † ( Perry, 2004, p. 101 ) . What portion should household and whanau drama in pupils ‘ acquisition? Parents should work in partnership with instructors in measuring the course of study and supply concrete feedbacks and portion their aspirations, outlooks and positions for their kids. Parents should supply information about their kid ‘s involvements, experiences and anterior cognition and take portion in the appraisal. â€Å" Families should be a portion of the appraisal and rating of the course of study every bit good as of kids ‘s acquisition and development † ( Ministry of Education, 1996, p.30 ) . Parents should promote and actuate their kid ‘s temperaments by widening it in place scenes and have responsive relationships and interactions with instructors to further their kids ‘s acquisition. From my perspective parents should promote their kid to portion their linguistic communication, civilization and involvement in school. â€Å" The cognition and expertness of the kids and whanau is recognised and they are encouraged to lend these † ( Tho rnton, 2010, p. 5 ) What does bi-culturalism mean to you as instructor? To me as a instructor bi-culturalism is to value Maori linguistic communication, civilization and cognition in order to supply equal chances for Maori kids to accomplish success and for these instructors should hold mutual interactions and dealingss with their scholars and whanau. Bi-culturalism is to recognize both the spouses of pact of Waitangi every bit and admit Maoris as Tangata whenua and handle them with regard. Teachers should admit and encompass Maori cognition, linguistic communication, civilization and values in their pattern by guaranting equal chances to Maori kids. They should understand Maori ways of instruction, power sharing and seek Maori parts and have mutual relationships with Maori kids and whanau. The Kaupapa Maori attack requires that pedagogues non stand back as aloof but involve themselves enthusiastically in the procedure and the jubilation of acquisition and success ( Rameka, 2007, p. 135 ) . My ain values and beliefs To me my values and beliefs are profoundly held strong beliefs which guide my behaviors and determinations and I see them as constituents of a life of unity. I accumulated my values and beliefs from childhood based on instructions and observations of my household, instructors and other influential people. To esteem, recognise and appreciate other civilizations along with mutual interactions and relationships with other people are some of the values I ingrained from the people of my land. I believe my hereditary land gave our household an individuality which gave me a sense of belonging. Similarly I believe that my scholars should associate to their topographic point in order to construct effectual relationships and to cognize who they are. Dewey says that the kid is isolated if its involvement is non connected with his topographic point ( Smith, 2002 ) . I besides believe that each scholar has an innate capacity to larn. How my values and beliefs have been affirmed During my Teaching Practice through my mutual interactions I was able to derive the assurance of kids, households and co-workers and this helped me in holding positive relationships with them and by confidently utilizing Te reo I was able to link myself with the Maori kids and their households through which they felt valued. I was able to supply concrete acquisition experiences for my scholars utilizing Place Based Education which stressed the importance of their topographic point and I believe they were empowered and gained a sense of belonging. Topographic point Based Education challenges all pedagogues to believe about how the geographic expedition of topographic points can go portion of how course of study is organised and conceived ( Gruenewald, 2003, p. 8 ) . So from my practical instruction experiences my ain values and beliefs were affirmed. How one of my values and beliefs has been challenged Having studied in India where the acquisition environment was teacher directed and fixed course of study was followed, as scholars we believed that we need to follow our instructors in contrast to the New Zealand early childhood course of study where we follow kids ‘s involvement. Initially it was rather disputing to accomplish the balance between kid initiated and teacher initiated activities. How they have changed Now I personally believe being a instructor I belong to the scholars ‘ environment. So during my Teaching Experiences when I followed the kids ‘s involvement I was able to enrich and widen kids ‘s every twenty-four hours larning experiences. As Bishop & A ; Glynn ( 1999, p. 132 ) urge our instruction should be child- or learner-centred, wherein pupils should larn to believe for themselves and go independent scholars. I practically found one scheme will non work for everybody and as a instructor by using multiple schemes I was able to run into the single demands of each scholars and was able to ease acquisition experiences where kids were able to do more of ego find. This I believe helped in supplying kids with optimum larning experiences. By understanding each and every kid in my Centre I was able to link good with them and back up them in making their ain readings based from their experiences. This helped me in accomplishing a balance between kid initiated and teac her initiated activities. III ARTEFACTS Below are my artifacts which support my emerging doctrine of instruction and acquisition in action. FIRST ARTEFACT My first artifact is feedbacks from parents in the signifier of electronic mail and missive. daksha chettiar to me Oct 14 Hi Meera,AHow are you and your household?AMeera is good organized and really efficient instructor. Under her counsel I could happen outA Noels hidden endowment. He started reacting to others, to narratives and imagined thoughts.AOne twenty-four hours he bought a missive the thoughts expressed by Noel and missive written by Meera I was shocked to read the love and fondness he had for his household. This was possible merely because of Meera, because of her particular attending towards him.AShe takes a particular involvement in cognizing the kid and recognizing his involvement in an activity.AIts because of her attempts Noel gained assurance with the rites, modus operandis and regular events at kindergarten.AMeera is loving, caring and really sort to all the kidsAATHANKS, Daksha. The above artifact of feedbacks reveals how imperative it is for instructors to hold positive relationships and interactions with their scholars and how they impact their acquisition. I have chosen these feedbacks as my artifacts since they clearly support my doctrine of lovingness, respectful and antiphonal relationships that are reliable within the larning community. â€Å" Warm, supportive relationships between grownups and kids are of import in advancing acquisition † ( Arthur, Beecher, Dockett, Farmer, & A ; Death, 2005, p. 270 ) . It is apparent that I was able to back up my scholars cognitively and emotionally in different contexts by understanding them and their positions. By supplying them assorted chances I believe I was able to construct up the kids ‘s self-pride, their rational and societal competences. The electronic mail was sent by the female parent of a kid, Noel, a pupil in the Kindergarten where I had my Teaching Experience where the female parent had expressed her feelings about how I had helped in conveying out her boy ‘s endowments and his fondness for their household. I was able to understand through her email the trust and assurance which Noel and her household had imposed in me which was due to our positive relationship. I was elated and at the same clip this made me understand how critical it is for instructors to derive the assurance of households. Though English was his 2nd linguistic communication Noel was really acute in showing his thoughts in different ways and loved to pass on a batch. I understood his positions, involvements and interacted a batch with him which built Noel ‘s trust in me and we connected good. Besides through my interactions with Noel ‘s parents I was able to cognize his fond regard with household members. One twenty-four hours when Noel ‘s male parent left to Auckland he told me that he wished his pa was at that place to take him for shopping. So I suggested him to compose a missive to his parents and this I believe excited Noel and as he expressed his ideas I wrote a missive for him which explicitly described his love for his household. And on having this missive from Noel his parents were overwhelmed by their boy ‘s fondness which is apparent from the above electronic mail. I supported and acknowledged Noel and gave feedbacks on several occasions to pass on and stand for his thoughts through which I believe Noel was able to research himself which boosted his ego assurance and regard. A missive from Nicholas ‘s parents in response to my larning narrative Nicholas felt sad about traveling to Kindy. When it was clip to go forth place and caput off to Kindy he would state he did n't desire to travel and get down to shout†¦ .. He came place from Kindy and told us about the shadow game†¦ †¦ At the weekend we went to Te dad and looked at our shadows under different limelights. Nick told us once more about the shadow game at Kindy. We talked about how he would travel to Kindy the following twenty-four hours and alternatively of his usual â€Å" I do n't wish Kindy, he gave us a large smiling! We noticed a large difference in Nick ‘s assurance and willingness to come to Kindy. Meera helped Nick to come out of his shell. We are thankful for the learning narrative so that we could see what was behind his displacement in attitude. This missive highlights how I supported and helped the kid Nicholas to get the better of the challenges he faced during the passage through my antiphonal relationship with him and household. This missive clearly shows the instructor ‘s demand to be sensitive to the scholar ‘s demands and run into them efficaciously which is one of my emerging doctrines in learning. Te Whariki ( 1996 ) states that â€Å" kids trust their emotional demands will be responded to † ( Ministry of Education, p. 50 ) . During my Teaching Experience I noticed Nicholas shouting a batch and seldom commixture with other kids. I found he was unsettled and was non able to link himself with the Kindergarten since he was happening it hard to organize relationships. So holding understood Nicholas I decided to pay particular attending and support him for a successful passage. By recognizing his involvement in shadows I encouraged him to play shadow games with me through which easy he was able to org anize friendly relationship with his equals. Through the shadow drama I co-constructed Nicholas to exhibit his leading qualities by playing with the shadows of his favorite ace heroes. When his parents learnt about the alteration in Nicholas through my learning narrative and interactions with me, they felt really happy and thanked me. When the other instructors appreciated me I felt elated and I realised how of import it is to back up kids ‘s involvement during hard times. Close secure relationship provide an chance for kids to larn, play and research ( Watson, 2001 ) . Second ARTEFACT ( exposure ) The feedback on the above exposure on my bi-cultural undertaking work by Visiting Lecturer reads as follows.. Excellent group work on your bi-cultural undertaking. The completed work was exciting to look at and at the same clip really much â€Å" owned † by the kids. Well done. You are really positive, unfastened and enthusiastic in learning in a bi-cultural manner. stands as an grounds to back up my bi-cultural pattern during my teaching experience at Lyall Bay Kindergarten where I incorporated Place Based Education. I chose the above exposure as my artifacts because they clearly make it seeable how I supported Maori kids along with other kids by supplying culturally appropriate acquisition environment and authorising kids to be active scholars. Research shows that instructors with positive focal point are committed they create appropriate cultural ways of acquisition and do alterations in the accomplishment of Maori kids ( Erb, 2010, p. 4 ) . The above artifact besides supports my emerging doctrine on bi-culturalism where I feel kids should be given equal chances to research and portion their civilization, linguistic communication and values and have a voice in determination devising. One of my doctrines is as pedagogues we should understand Maori ways of learning through which Maori kids and their families/whanau feel included and valued. Children achieve better when there is a close relationship in footings of linguistic communication and civilization between place and school ( Ministry of Education, 2004, Book 3, p. 3 ) . I besides believe that instructors ‘ cognition about Maori civilization and their linguistic communication will hold a strong, positive impact on the Maori kids. This was seeable when I interacted a batch with the Maori kids and their Whanau to understand their aspirations and positions. When instructors have face to confront relationships and interactions with Maori kids it will hold a important impact on their educational accomplishment ( Penetito, 2008, p. 15 ) . The artifacts besides reveal how I was influenced by the Place Based Education which I was inspired from my academic acquisition. When I went to Lyall Bay Kindergarten for my Teaching Experience through my interactions with instructors, parents and kids I found the Kupe narrative had an of import function to play in linking them to the environment and I learnt about its history by sing the local Maori community which gave me an penetration about the significance of the topographic point and its civilization. So I decided to make a undertaking utilizing the local narrative ‘the fable of Kupe ‘ to beef up kids ‘s connexion with their topographic point. As Dubel and Sobel ( 2008 ) conclude there is better result when you know your ain topographic point foremost which contributes to better larning temperaments. I foremost read the Kupe narrative to kids and used a batch of Te reo words and encouraged the kids to state the narrative in their ain words. The following twenty-four hours I made a chart with keywords of Kupe narrative along with the map of Aotearoa, showed and explained to the kids and invited them to lend their drawings. I besides brought an Atlas and showed them where geographically Aotearoa was located. This stimulated the kids to show great involvement in pulling images. The kids worked collaboratively and drew images for the narrative by sharing thoughts by revisiting the narrative. â€Å" Children can pattern utilizing sense doing procedures they bring to the relationship and portion these with others as of right † ( Bishop, 2003, p. 226 ) . The kids worked with great engagement and subsequently enacted the drama of the narrative by looking at their ain drawings from the char and practised the constructs of Tuakana/Tena. Tuakana/tena is an of import moral force of wh anaungatanga and hence Tuakana to her or his tena is acceptable and in fact is encouraged from an early age ( Royal-Tangaere, A, 1997, p. 50 ) . I facilitated them with cultural resources and invited parents and co-workers to go the audiences and this triggered a batch of interaction between me and the kids. This attack encouraged the holistic manner of kids cognizing their individuality and topographic point and their well being was nurtured and they were empowered as scholars. The kids shared the thoughts about the narrative of Kupe with their household and friends. â€Å" Within a socio-cultural position kids ‘s development and acquisition is a map of their engagement within their households, communities and institutional scenes ( McLachlan, 2008, p. 110 ) . And besides during this undertaking I learnt from kids and parents the right manner of stating karakia and some of their customary pattern which reflects the construct of Ako. â€Å" In the Maori universe it is an acceptable pattern for the scholar to switch functions and go the instructor and for the instructor to go the scholar † ( Royal Tangaere, A, 1997, p. 50 ) . IV GAP Identification and analysis How am I traveling – two countries of strength I believe that my caring respectful and antiphonal relationships along with interactions with kids, household and co-workers as one of my strength. This was apparent during my Teaching Experience when I took attention of my scholars and was sensitive to their demands. By listening to my scholars I was able to demo that I respect their respect involvement, values and cognition. I frequently supported and acknowledged kids. From many cases I understood that when kids trust a instructor and cognize that their voice really matters it strengthens in constructing up positive relationships. This was apparent when my scholars invariably shared their positions and sought my aid when needed and one small miss introduced me to her female parent as her friend and I felt elated. This incident made me gain that kids see instructors in assorted functions. I consider relationship edifice is of import and I genuinely enjoyed meeting parents and acquiring to cognize them and I feel it was priceless fo r me as a instructor. I besides took pleasance in seeking the suggestions, accomplishments and positions of other instructors which helped me in constructing positive relationships with my co-workers. Through my interactions I was able to inquire many unfastened ended inquiries which I believe enhanced kids ‘s cognitive thought and through my warm interactions. I was able to supply emotional support to kids in times of demand. I believe this strength of mine is apparent from my feedback given by my visiting Lecturers, Associate Teacher, parents, kids and PDM. When I see the freshness in my kids ‘s faces when they learn something new it gives me a sense of accomplishment. Strength II I consider myself as a brooding individual and this trait is besides apparent as a instructor where I often looked back on my instruction experiences so that I could understand my ain pattern and do alterations and accommodate myself to accommodate the changing demands of my scholars. This is apparent from my PDM and Visiting Lecturer ‘s study. Reflecting on my public presentation as a instructor I believe is one signifier of feedback. Keeping a diary and composing down my twenty-four hours today experiences as a instructor helped me to reflect and larn from experience and by rereading the diary I found that overtime I have developed and need to develop schemes to cover with peculiar learning jobs. I feel it is besides a manner of continually disputing my current behavior and guaranting that my instruction is developed and enhanced. I besides reflect to inform my believing about a specific activity to measure any developments and its affiliated appraisals which could help in my instruction pattern. During my TE being reflective has helped me to recognize the influence of my co-workers around me which aided me to back up my scholars in their acquisition. This was apparent when I sought frequent and constructive feedbacks from parents and co-workers and used it my personal and professional development. I realise that my co-workers can state me more about my instruction than I can detect by myself. This has helped me to work more towards in heightening kids ‘s acquisition and be cognizant of diverse positions. Two countries of challenge and further development When I tend to make things with enthusiasm sometimes I may lose detecting the cues of other kids while I am engaged with a peculiar kid. So I need to regularly scan the wider environment to detect safety issues and look into for kids ‘s cues and do some personal research. At times when kids have struggles I find it difficult to manage the state of affairs due to my soft nature. For farther development I need to detect how my co-workers cover with struggles and larn more schemes of positive counsel accomplishments. Where am i traveling Gaps and the possible grounds Though I believe instructors enthusiasm has positive effects on the scholars ‘ accomplishment, at times due to my over indulgence I may non detect larning chances for larger group. I feel the ground for this spread is I ever seek to make my best and sometimes I get profoundly engrossed with a peculiar kid or an activity. The end for this spread would be to further a existent sensitiveness in what is go oning farther off but still around me and acquire changeless support and petition for constructive feedbacks from co-workers and make some personal research and learn schemes of clip direction and positioning people. I need to understand the assorted state of affairss and grounds for kids ‘s struggles in order to manage them. I need to be more effectual in the manner I handle kids ‘s struggles because merely so I will be able to back up and steer kids how to manage struggles. My end for this spread would be to develop repertory of effectual schemes of positive counsel accomplishments to learn kids accepted options, to see the grounds and put in practical footings. And besides I would exert effectual responses by get downing from low intercession to high intercession depending on the state of affairs. ACTION Plan My action program for bridging the spread of over enthusiasm would be to reign my over enthusiasm, step back, observe and utilize my strength of refection to place under what fortunes I involve profoundly. The specific actions would be to make some personal research on how I can accomplish a balance of my enthusiasm. In order to be more effectual I plan to work on larning specific learning techniques like placement, grouping and scheduling which I believe would assist to better my instruction pattern. As a first measure I would utilize the technique of positioning people and would do myself available near a acquisition experience where I can easy scan the environment on a regular footing to guarantee kids ‘s safety ( McNaughton & A ; Williams, 2009, p. 143 ) . This I believe would assist me to detect kids ‘s cues and notice larning chances of a larger group. As the following measure I would acquire suggestions from my co-workers and state them and kids about what I say an d do in order to widen their acquisition. I understand it is really of import for instructors to pull off their clip because as a instructor you need to assign your clip for assorted undertakings. So I would utilize the technique of Scheduling to strike a balance to pass clip with all scholars. For this I would organize and be after clip by taking into consideration the different demands of the kids. I will allocate my clip every bit between my scholars. I shall utilize the technique of grouping to cognize my instruction and acquisition ends for my kids and its influences on how I group kids ( McNaughton & A ; Williams, 2009, p. 108 ) . I would besides observe the grouping schemes of the Centre and discuss with my co-workers about the pros and cons of grouping ( McNaughton & A ; Williams, 2009, p. 113 ) . I will measure my advancement by acquiring changeless feedback from my co-workers about my instruction pattern and by entering the different ways in which I place myself in relation to kids and observe how long I stayed in each topographic point and see how I ensured safe supervising and notice peculiar acquisition experiences. I would besides look back at my appraisals in the signifier of remarks and feedbacks, categorize them together along with my larning narratives and utilize it like a research to consolidate information of what I did with the kids and what alterations I could do in the hereafter. For accomplishing this action program I would put a clip frame of two months to larn one scheme. So by the terminal of the twelvemonth of my hereafter pattern I believe I could larn all the coveted schemes in deepness and set into pattern boulder clay I evolve to make it in flawlessness. My action program to cover with kids ‘s struggles would be to detect in deepness the manner my co-workers handle conflict state of affairss and develop positive counsel accomplishments. Besides I would be after alternate schemes I could utilize in peculiar struggle state of affairss for illustration inquiring the kids to utilize their words and assisting them to read another individual ‘s feelings and if this does non work shall seek to happen out why it did n't work. Initially I would construct my consciousness of happening out my kids ‘s purpose in order to assist them do clear their ain apprehension of the struggles. I would co-construct and steer kids to work out their struggles and allow kids to work out things themselves. â€Å" Teachers who use counsel provide leading so that kids can interact successfully within the sensible boundaries of the schoolroom community † ( Gartrell, 1995, p. 27 ) . To get down with I would get down covering from low interce ssion struggles and so travel to high intercession depending on the state of affairs. During times of high intercession degrees of struggles as a get downing instructor I would seek the changeless support of my co-workers and at times request them to be with me to detect how I handle struggles and acquire their feedbacks on what I could make in a different manner during those state of affairss. My specific actions would be to avoid kids ‘s struggles by happening out the causes which lead to the state of affairs and on my portion I would make positive environment and do simple physical alterations by supplying ample stuffs which are easy accessible to kids. I would inquire kids ‘s sentiment of what points they like while puting up the environment. I shall besides promote parents to portion their thoughts about how they deal with struggle state of affairss at place. During struggles I would explicate to kids that it ‘s merely their behavior which is incorrect and acknowledge their feelings. I shall inquire the kids to explicate what they would make otherwise and have the kid agree on a feasible thought, assist them to seek it out and eventually look into how the thought works by appreciating the attempt made by the kids. I would measure my advancement by self-monitoring invariably, by oppugning my actions during struggles and I would besides detect if the kids are with me or am I losing control of them during struggles. And I believe the value attached to self-monitoring is, it is immediate, changeless and meaningful. I shall measure my advancement by seeking my co-workers ‘ positions on how I handle the state of affairs. This feedback would be by a individual who has professional expertness in the same field and I believe would be honest whether positive or negative since it does non affect their personal interest. Decision Through taking the personal stock list of my strengths and challenges in my instruction pattern I have determined what I need to make non merely to better understand where I am as a instructor but besides how to better my hereafter learning pattern and back up my scholars. In future I would modify my learning schemes as I move into a new context as a instructor and add it in my portfolio. By reenforcing my strength and get the better ofing my challenges I believe I will be more successful in my professional life.

Bio Lab Essay Example for Free

Bio Lab Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints What is the basic structural feature that distinguishes plants and animal cells from bacteria? Unlike bacteria cells, plants and animal cells contain a nucleus. 2. In what way do blood cells resemble unicellular organisms? Blood cells resemble unicellular organisms in their function. 3. Why are blood cells considered a tissue? Blood cells are considered a tissue because they contain red and white blood cells. All tissues are made up of cells. 4. Can mature erythrocytes be classified as cells? Why or why not? Mature erythrocytes cannot be classified as cells because they lack a nucleus a few organelles. 5. What is the general shape of a typical plant cell? A typical plant cell is shaped like a rectangle. 6. In what ways are the cells of onion epidermis and Elodea similar? The cells of onion epidermis and Elodea are similar because they all have a cell membrane and a cytoplasm. Also, their cells are single-layered. 7. In what ways are the cells of onion epidermis and Elodea different? Unlike the cells of onion epidermis, the cells of Elodea contain chloroplasts that are used for photosynthesis. . What characteristics can be used as evidence for classifying a specimen as a plant? The observable characteristics that can be used as evidence for classifying a specimen as a plant: rectangular shaped cell wall, central vacuole, and chloroplasts. 9. Inside the mouth, the epithelial cells are joined together in a sheet. Why are they scattered on the microscope slide? Do not over think this question! Epithelial cells are scattered on the microscope slide because they are exposed to oxygen. 1 0. How many different cell types can be seen in the human blood slide? Three different cell types can be seen in the human blood slide: red blood cells, white blood cells and platelets. 11. How are the blood cells similar to the epithelial cells? Blood cells are similar to the epithelial cells because they all contain a nucleus, cytoplasm and a cell membrane. Only red blood cells do not contain a nucleus. 12. How are the blood cells different from the epithelial cells? Blood cells are different from the epithelial cells because they not all blood cells contain a nucleus. For example, red blood cells do not contain a nucleus. 3. In what ways are animal and plant cells structurally similar? The observable ways animal and plant cells are structurally similar: plasma membranes and cytoplasm. 14. In what   ways are animal and plant cells structurally different? Plant cells are structurally different then animal cells because they contain a cell wall, chloroplast, and a central vacuole. 15. Onions are classified as green plants. Where in the onion plant are the green cells located? Green cells are located at the root of onion plants. Bio Lab. (2018, Oct 23).

Trend and pattern of armed conflicts since the Cold War Essay

Trend and pattern of armed conflicts since the Cold War - Essay Example the period that followed ‘the dissolution of the Soviet Union in 1989 and the disintegration of the USSR in 1991’ (Colas et al. 2006, p.71). It is proved that the post-Cold War period has been characterized by the change in trends and patterns of armed conflicts internationally. It seems that the end of confrontation between the East and the West – as this confrontation has been developed through the Cold War – led to the beginning of new forms of armed conflicts in countries around the world; at the same time, certain forms of armed conflicts, as existed in the past, have still remained active; for instance, the Civil Wars (the Rwanda and the Sudan wars) and the Interstate armed conflicts (Gulf war). In any case, since the Cold War armed conflicts have been changed drastically, being characterized by the end of phenomena, like the short – term duration of conflicts and the fight towards a country’s enemy; armed conflicts in the post Cold-War era have been characterized by the development of terrorism, the control of Black market and the increase of their duration, in the context described below. 2. Armed conflicts in the post – Cold War era; trends and patterns 2.1 Conflict - overview In order to understand the change in the nature of armed conflicts since the Cold War it would be necessary to refer to the term ‘conflict’ as used today in order to describe the battles developed internationally. Traditionally, the term ‘conflict’, as a concept referring to military interventions, has been related to the following two missions: a) the protection of a country’s borders from invaders and b) the invasion in other countries and the occupation of their territory aiming to improve the invader’s strategic or economic position. Today, the term conflict describes a different situation: the use of weapons for protecting specific interests or to gain access to critical natural/ energy s ources. Of course, such conflicts existed also in the past – i.e. in the pre-Cold War period; however, at that period, these conflicts involved in countries and not in groups, as today. Reference should be made at this point to the categorization of armed conflicts, in order to understand the level of their effects internationally. Armed conflicts are likely to be categorized in accordance with the related deaths; in this context, the following three types of conflicts can be identified worldwide: a) the minor armed conflict – ‘at least 25 deaths annually’ (Feste 2003, p.153), b) the intermediate armed conflict –‘at least 1,000 deaths in total, but fewer than 1,000 deaths annually’ (Feste 2003, p.153) and c) the war – ‘at least 1,000 deaths annually’ (Feste 2003, p.153). On the other hand, armed conflicts can be state-based, i.e. supported – directly or indirectly – by the state, in terms of the partici pation of the national army; there is also the case of the non-state armed conflicts, which are developed among groups or communities without the active involvement of the local government. It should, further, noted that the state-based conflicts can be further categorized into interstate (between states), intrastate (within the state), extrastate (between the state and a group outside the state), the Civil wars and the state-formation conflicts; these categories must be taken into consideration when having to characterize and evaluate the type of armed

Case analysis Essay Example | Topics and Well Written Essays - 1000 words

Case analysis - Essay Example So mergers take place when two or more existing companies decide to wipe out their business identities and activities and assumes a new identity jointly as a single entity. The topic of current discussion is the merger of two companies, that is England’s Royal Biscuit Company and Germany’s Edeling. According to Sir John Callaghan, Chairman of the London based, Royal Biscuit Company, there is no evidence available to suggest that both these executives, Mr. Michael Brighton, Head of HR of Royal Biscuits Ltd., and Mr. Dieter Wallach, his counterpart of Edeling worked together on this leadership development plan. The new company ‘Royal Edeling’ which would amicably blend both those existing companies, that is the merger of equals. By taking the two sides-one which is an entrepreneurial Powerhouse that had veritably single- handedly transformed British Snack food industry, and the other, a 120- year old, Munich based family, with a German brand. In this particular Case Study, it is the Royal Biscuits’ proposed merger with German Biscuit-maker major. The major problem for mergers are of integration planning, which was dreadfully behind schedule and merger of the leadership between the two Companies. Seven out of the 10 seats in the new Company’s Management Board of Directors would be held by Royal Biscuits. Regarding the composition of the executives, less than half of the positions on the Supervisory Board would go to Edelings stockholder. However, it was felt that in a merger of equals, leadership assignments should be shared equally. Should the merger take place, according to laws in Germany, the new company would be managed by a Management Board, that would look after operations and also by a Supervisory Board that would supervise the management and would represent all stakeholders Then, the national differences between both British and German

WEEK 8 DISCUSSION Essay Example | Topics and Well Written Essays - 500 words

WEEK 8 DISCUSSION - Essay Example Additionally, the use of a Professional Development Plan and the use of a Personal Technology Contingency Plan in studying are quite as it ensures continuity when power fails. More so, the use of the Walden University library site and its research databases in the search for articles and Scholarly Peer Reviews was most fundamental in our research. Nevertheless, time management was the ultimate strategy that propelled us to success. Indeed, identifying the best time and the most conducive environment for studying is significant in ensuring that one uses power time to study, down time for leisure, and few distractions during studies. In addition, it is always effective to study the difficult subjects first and adequately distribute the learning time to ensure understanding comes in handy. At the same time, it is necessary to create time for relaxation, entertainment, eating, and sleeping as they replace consumed energy in learning and ensures a fresh mind for further studies. Time management enables timely collection of data, analysis, documentation, and presentation. At the same time, adequate supervision and direction from the instructor is equally significant in a research study. We also discovered that group discussions offers open chances for more understanding on the research topics. Similarly, remain focused to the objectives of the research is also another strategy that guarantees success. However, to enhance success in a group, one must ensure teamwork and participation. I equally took keen interest on Walden residency and the Research Center (Center for Research Support), watched the Webinar, and learned more on Doctor of Business Administration. As a as a doctoral student, one has to participate in a Walden residency for purposes of research and scholarship. The terms and conditions guiding academic residency stipulate that one may only register for one residency per term. The PHD residency

Hotel Service Operations Management Assignment Example | Topics and Well Written Essays - 4000 words

Hotel Service Operations Management - Assignment Example The company intends on becoming a four-star hotel by increasing professionalism as well as the auxiliary services that characterize its dealing in the working calendar. The business is outstanding the test of time with reference to the returns on capital employed index. Thus, the company in the fourth year of its practice will improve on the pricing, the promotion, the distribution, the staffing and the environmental measures. In accordance to the fields, the company anticipates in growing past the mark that is evident in the third-year net income. The HOTS hotel is a three star in the rating of services. The reason is that the services that the hotel offers are much more affordable. The services include a swimming pool, a telephone, a television set, a private bathroom, twenty-four hours front office and an available room service attendant. The hotel also provides a fitness center as well as massage services plus sauna services. In the last three years, the hotel did not quite reach full potential. However, the hotel did have several achievements. The first is the development of careers especially the workers who have become more professional. The hotel has found special links that pose as a vast consumer base. The company is also gaining popularity from the consistent adverts of good services in the services industry. The hotel as per the graph shows a positive growth in terms of the total income in the first year. However, there is no stable income since the seasons in the hospitality industry creates the instability. However, the total revenue tends to increase as the second year of practice. The firm starts at a significant pace but does not sustain the bigger number of the total revenue. Thus, the total revenues drop again as the year elopes. The scenario repeats in the third year thus creating s cyclic history of the practice. The net income tends to be negative since the firm does not reach the cutoff point

Management (Organizational Behavior) Essay Example | Topics and Well Written Essays - 1000 words

Management (Organizational Behavior) - Essay Example In this essay, the most important qualities of a manager to make a positive impression on others and group skills that are needed to manage a team and the leadership roles that have to be played by the manager are discussed. Interpersonal skills such as coaching, counseling, offering supportive communication, exercising influence, motivating others and managing conflicts are very essential for managers to create a favorable impression to the other members of the organization. Of all these interpersonal skills the ability to offer supportive communication is very essential. According to Golen (1990), supportive communication is the communication that seeks to preserve a positive relationship between the communicator and the group while still addressing the problem at hand. It allows the manager to provide negative feedback or to resolve a difficult issue with another person and as a result can strengthen the relationship. Another factor that increases effectiveness of a manger is his enthusiasm. His passion on the job and his belief in the vision makes himself more desirable in the organization. There can also be some psychological barriers in the mind of the manager such as, premature evaluation which is caused by premature judgments made without proper analysis, lack of attention when a message is sent across, undue reliance on the written word and ignoring the value of face to face interactions and distrust of the communicator. The personal barriers to creating a favorable impression include, attitude towards superiors, fear of challenge, red tapism, lack of trust on the subordinates, lack of awareness of role expectations, lack of sensitivity to the environment and ignoring environmental cues. When manager can listen to the team members more carefully, able to manage personal and job stress more effectively, capable of influencing

Money and banking Essay Example | Topics and Well Written Essays - 500 words

Money and banking - Essay Example The Central Bank can grant overnight credit on a regular basis through a standing liquidity facility to banks and non-bank institutions in the financial system as part of its functions. This automatic provision of liquidity provides assurance to all participants in the system that they will be able to cover provisional shortfalls in settlement balances. The Central Bank provides emergency lending assistance to various deposit-taking institutions that are deemed solvent and which require additional credit. This assistance is given to institutions which have a significant share of their liabilities as deposits and hold assets that are illiquid. In an economic crisis where the Governor of a country’s Central Bank believes that there is a severe stress on a financial system, he can allow the Bank to be a supplier of liquidity by purchasing securities issued by local and foreign entities. The Central Bank makes this move to maintain financial stability. (Sharma, 2003) The loans gra nted by the Central Bank are made on a secured basis. The collateral eligible to secure credit from the Bank refers to highly liquid assets such as government securities. New issues may impact on the lender of last (LLR) resort role. One issue is with respect to the expansion of the types of institutions eligible to become members of the financial system and able to participate directly in the payments system. A second issue is the international linkages created with the entry of foreign bank branches into the country. The third issue is the greater sensitivity to the potential need by local institution for foreign currency liquidity changes in the supervisory framework. The fourth isssue is to craft a lender of last resort regime in a globalized banking environment as a way to promote financial stability. The lender of last resort (LLR) facility cannot be handled by the financial banks of the private

The Media War; Iran, America & Israel Literature review

The Media War; Iran, America & Israel - Literature review Example They continuously label the state of Israel as a Zionist nation which Iran and other Islamic states call a terrorist state. In more recent times, Iran has been fingered for developing nuclear capabilities. Although similar accusations which led to the invasion of Iraq in 2003 by the Bush administration were proven to be unfounded, the Iranian government continue to suffer a similar accusation. However, in the case of Iran, hard evidence from diverse sources have been put forward to show that Iran is developing nuclear capabilities which would obviously be a threat to Middle Eastern peace because Iran has a history of targeting Americas allies in the region and also have a deep rooted history of tensions with Sunni states like Saudi Arabia which dates back to over 1000 years ago. This paper examines the role of the media in dealing with the US-Iran conflict and the effect on Israel, a US regional ally. The paper will examine the medias involvement in the Iranian situation since 1979. It will go on to examine the way Iran is disclosed in the media since 2000 and other possibilities for war that are relevant to the situation at hand. US-Iran relations were good since the 1960s and 1970s. Shah Mohammed Reza Pahlavi was an ally to the US government. Due to this, the Shah and Iran got very positive media revelations in the United States and the West (Watson, 1989). There were over 20,000 Americans who moved into Iran and there was so much media exposition on Iran and the lavish spendings of the Shah and his regime (Watson, 1989). Although the Shah was projected to be a good thing, there was a hard hand that was wielded against the enemies of the Iranian Shah and his government and most of them had to flee into exile. This was hardly reported in the Western media or in the Iranian media, the were covered up and the Shahs regime was presented as a

Trumpet Voluntary Essay Example for Free

Trumpet Voluntary Essay The novel, Trumpet Voluntary, was written by Jeremy Harmer. This story is about unhappy love. One day when Derek came home he discovered that his wife had disappeared. He offended the members of his music quartet by leaving them to follow his wife to Rio de Janeiro. It was especially difficult for a cellist Rachael, who had fallen in love with Derek when they were students. Having arrived in Rio de Janeiro he met a Cuban detective Oswaldo, who helped him find his wife Malgosia. When Oswaldo found some information about his wife’s location they immediately went there. It was a big white bungalow, where she was with her first boyfriend Tibor. Tibor was a gangster and on that day he waited for his gang members. Oswaldo and Derek were observing them at a distance. Suddenly Derek ran to Malgosia when she left the house but one of gang members fired a gun at him. Luckily Derek survived because Oswaldo took him to the hospital. In the hospital he learned from Oswaldo that his wife had been flown back to her family in Warsaw. In Warsaw he learned from Malgosia’s parents that she had died. She had been poisoned by some form of nerve gas or some kind of chemical agent. When he came back home he had problems with the police. Rachael’s mother was a lawyer and she helped him avoid troubles. At the end Rachael and Derek married. Derek’s life gradually became better. The issue of this book is love. Tibor was a gangster and he involved Malgosia in his criminal deals. He caused a lot of trouble for her. Tibor used her to transport nerve gas from Scotland to Brazil. Malgosia was a musician and no one was going to search a trumpet case. After learning that he had used her only for fun Malgosia killed herself, having opened the case of nerve gas. What dramatic consequences! In my opinion, she shouldn’t have started relationships with Tibor again because she had known what kind of person he was. Malgosia’s story shows that people can do anything for love. What about Derek? He was a good and kind man. He didn’t understand how much Rachael loved him. Rachael was a woman with good manners. Dereks’s father told him that Malgosia wasn’t his type of women. If he had listened his father’s advice, then he wouldn’t be in troubles. I think sometimes people find love but they don’t realize that love can be nearby.

George Gittoes White Earth Essay Example for Free

George Gittoes White Earth Essay George Gittoes art piece, White Earth is a dramatic oil on canvas depicting the political corruption a 15 year old boy had been pressured into. Gittoes, the renowned Australian artist has always created his pieces by inspiration of his life experiences. He has an immense passion for art and humanity so being an eye witness to suffrage of humanity all over the world is conveyed in his work. White Earth is another successful and captivating work. Gittoes was witness to an Afrikaaner Weerstands Beweging (AWB) Rally in South Africa of April 1994, where he saw a 15 year old boy submerged in the propaganda of Nazi in youths. The young boy gets on the stage silent with resentment as photographers begin to infinitely snap at him. Gittoes sympathy for the boy is emphasized as he retells them raping and torturing him. Too young to understand the political corruption he is stuck between being used by the ABW and being tortured by the international press. Trapped, as the victim of this controversial saga, his only escape is to close his eyes, however it is impossible to close his to ears to the Hate Speech delivered by Terre Blanche. Gittoes sympathized for his entrapment and compelling distressed state, so he depicts and dramatically distorts this experience through the art piece, White Earth. Being one to love expressionism, his passion for it gives meaning to convey and express emotions and feelings. He exaggerates the boy giving specific detail and emphasis to his ears. The distortion of his ears expresses the impossibility of closing his now larger ears. The figure to the right is racist Terre Blanche driving the propaganda into him, taking advantage of his naà ¯ve and young position. Distinct lines and vibrant colours on the boys face determine his resentment and struggle in his entrapment of what is around him. Once again George Gittoes amazes us with his brilliant techniques and skills. The strokes and their positioning all are part of his meaning in this sad  piece. Distortion not only occurs in his ears but all over his body, he appears larger as if we had grown up, Gittoes portraying his growth is too fast and unnatural due to the boys youth and already political career. White Earth along with many of George Gittoes work depicts inhumanity, suffrage and the struggle of people everywhere. It is on of his best works portraying the struggle of a boy stuck between two corruptions and expressing his longing to escape the entrapment. Art lovers all over the world have passion for this renowned piece and those hating suffrage and inhumanity will also be touched by this intricate story ever so sad yet breathtaking piece, by the profound and magnificent George Gittoes.

Biopsychosocial Perspectives of Learning

Biopsychosocial Perspectives of Learning John Sweeney Abstract Human-beings are ever learning throughout their lifetime. Many processes go into the formation of the material in which they learn. There are many aspects in learning from biological to psychological factors as well as social and environmental factors. Some learning is inherited genetically for survival while other forms of learning are through psychological cognitive processes while other types of learning can be accidental or incidental. Human-beings also tend to learn from the environment in which they inhabit as well as through social interactions. When an individual chooses to understand how the fundamentals of the learning process works the biopsychosocial model is best for explaining these reasons. When most people think about learning they think about student- teacher roles and educational classroom setting. Many people do not realize all that goes into an individuals ability to learn behind the scenes. It’s what is going on inside of the individual which is unseen that makes human learning a unique extraordinary process. From genetics to mental functions of the brain and social influences an individual is equipped with the necessary genetic make-up, mindset and settings to be an ever learning product of their environment. There are various theories of psychology which suggest what an individual learns, when an individual learns, where an individual learns, why an individual learns and how an individual learns. These theories in themselves show the unique ability of the human thinking, reasoning, perspective and learning processes in which the human brain is capable of. Biological Factors Biological factors such as genetics suggest that brain chemistry, brain structure, and genetic abnormalities are responsible for human behavior. Effects of how an individual learns begin before he/she is even born. While still in the womb the fetus is still forming to develop as is the foundation being set for the child’s learning ability. For example there are many different types of intelligence in which a child will inherit from their parents. This inheritance of biological genes from the parent will set the foundation for the child’s personality, temperament, intellectual potential and cognitive abilities among other traits. An evolutionist will argue learning is biologically inherited for survival of the species. Recent years and technology has shed light on the genetic makeup and some of the genes which are responsible for being involved in an individual’s ability of learning. One such example of a genetic inheritance is the dopaminergic genes in which human genetic polymorphism (DRD2-TAQIA), a neurotransmitter modulates dopamine D2 receptor density. Probabilistic learning, task, behavioral and computational results stem from this dopaminergic neurotransmission. Researchers have been able to pinpoint both positive and negative learning outcomes which can be predicted in genes associated with Polymorphisms striatal dopamine function (Hutchison et al., 2011). It has long been argued if learning stems from nature or nurture. Nature is involved through genetic imprinting in which an evolutionist would explain mammal behavior in which a mammal would mimic the parent’s behavior by autoshaping of an experience such as with avoidance and acceptance behaviors. Human-beings however differ as they learn through biologically predisposed associations. For example scientists have tied fear to the basolateral nucleus of amygdala (BLA) region of the brain. A behaviorist would argue that conditioned stimuli (CSs) when associated with unconditioned stimuli (UCs) would cause the undesired outcome association of fear. The same can be assumed that any stimulus could be associated with another stimulus with equal ease such as in the case of learning. However, scientific evidence of biologically predisposed associations needs to be taken into consideration of the adaptive function of selective associations such as within the learning process. Researche rs suggest amygdala neurons have specific microcircuits and cell signaling dynamics which ensure that associations provide significant survival benefits which activate neurons in a convergent fashion and generate prompt learning (Chung et al., 2011). This would explain a more complex theory opposed to simple conditioned stimuli (CSs) and unconditioned stimuli (UCs) associations. Psychological Factors There are many theories on the psychology of learning from Behaviorism, Cognitive theory, Humanistic perspective, Social learning perspective and Instructional theories. Since Cognitive theory is the most widely accepted theory this approach will be utilized. Cognitive psychologist look at four general principles of the human learning process which consist of an assumption of a limited capacity of one’s ability to learn, a control mechanism that is required to regulate one’s learning, a two-way flow of information between the learner and the material being learned and being genetically prepared to process and organize information in specific ways. These psychological principles set the foundation of an individual’s ability to learn. Since the mental system has limits on how much information can be processed the encoding, transformation, processing, storage, retrieval and utilization of information of the mental system must be overseen by a control mechanism to regulate processing power of a newly learned task. The mental system is also responsible for information gathered and stored in memory and distinctively separates the information by what information is real and what information is imagination or fantasy as well as inductive and deductive reasoning (Huitt, 2013). Other learning theories suggest the conceptual framework in which human-beings interpret what they learn and observe. For example Behaviorism focuses purely on observational learning whereas Cognitive theory explains the brains processes of brain-based learning goes beyond observations and associations. Constructivism on the other hand focuses on the learner’s process of learning through creativity and individual constructed ideas or concepts. One way of looking at learning would be to combine all three of these theories into one. A theory of learning which comes close to doing so is the Transformative learning theory in which human-beings are believed to revise and reinterpret meaning. Since interpreting and meaning varies among individuals in the way they see their worlds, Transformative learning theory focuses on cognitive processes in which human-beings may reject emotions, associations and concepts which are not compatible with their own personal values (Taylor, 2001). Ho wever, just like with any other theory there are limits and critics of Transformative learning theory. Social Factors As mentioned earlier the long time debate of whether nature or nurture was responsible for learning, nurture indeed does play part just as nature does in the human learning process. Social, cultural and environmental factors influence an individual’s learning in many ways such as with interactions, perspectives and content of the new material being introduced. It is believed nurture is responsible for many mental functions such as memory, attention and the capacity to make associations for individuals to make sense of their surrounding environments. Natural mental functions such as the ones mentioned above can be acquired through the process of incidental learning. Incidental learning is the process in which new material was learned in which no learning was ever intended. Children for example are easily susceptible to incidental learning due to natural mental functioning (Kristinsdà ³ttir, 2008). Other social factors that contribute to an individual’s learning process can be environmental such as the individual’s socioeconomic status as well as sociodemographics. An indicator of an individual’s ability of learning and education level is largely associated with the individual’s environmental setting. Stimulating environmental settings has been shown to significantly promote learning. Research has shown experiences a child experiences at home will influence and transfer to the classroom. Sociodemographics of children of lower socioeconomic status tend to have poor transitioning into the educational system. One reason for the poor transitioning from home to school of these children may be due to socioeconomic disparities among families which largely effects family and school relationships which results in inconsistencies of childhood learning (Crosnoe et al., 2010). Conclusion Human-beings are unique and complex in the way they learn when compared to other species as they are consciously aware of themselves. All factors of biological, psychological and sociological aspects have an impact on how an individual will learn. From early childhood to late adulthood and beyond, one thing for certain is human-beings are constantly learning. Human-beings learn from one another, their environment, technology and natural instincts. Whether it is due to hereditary genes, psychological mental processes or social interactions, human-beings have the ability to learn, interpret and decide what they choose to or not to learn. Human-beings also have the unique ability of perceptiveness of what they learn. In result an individual’s perspective can alter or change another individual’s perspective of the way new material is learned, obtained or altered. References Chung, A., Barot, S. K., Kim, J. J., Bernstein, I. L. (2011). Biologically Predisposed Learning and Selective Associations in Amygdala Neurons. Learning Memory, 18(6), 371-374. Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., Pianta, R. C. (2010). Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood. Child Development, 81(3), 972-987. doi:10.1111/j.1467-8624.2010.01446.x Doll, B., Hutchison, K., Frank, M. (2011). Dopaminergic genes predict individual differences in susceptibility to confirmation bias. The Journal Of Neuroscience: The Official Journal Of The Society For Neuroscience, 31(16), 6188-6198. doi:10.1523/JNEUROSCI.6486-10.2011 Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved August 13, 2014 from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html Kristinsdà ³ttir, S., (2008). Social factors of learning and education. Retrieved August 16, 2014 http://mennta.hi.is/starfsfolk/solrunb/socfac.htm Taylor, E., W. (2001). Transformative Learning Theory: A Neurobiological Perspective of the Role of Emotions and Unconscious Ways of Knowing. International Journal of Lifelong Education 20 (3): 218–236. doi:10.1080/02601370110036064

Comparing the Forgotten God of Love in Robert Bridges’ Poem EPÙà and An

Comparing the Forgotten God of Love in Robert Bridges’ Poem EPÙÓ and Anne Stevenson’s Poem Eros It is often—in books, poems, paintings, and sculptures—that one hears of and sees the goddess of love. But when is it that one hears of the god? In Greek mythology, Eros is the god of love, and a god who is many times overlooked. In Robert Bridges’ â€Å"EPÙÓ† and Anne Stevenson’s â€Å"Eros†, the idea that Eros is overlooked is portrayed, but in two separate ways. Techniques such as diction, imagery, and tone are used to help convey the idea. EPÙÓ, Greek for Eros, is shown to be beautiful in Bridges’ poem: beautiful and adored, yet forgotten. Eros is venerated—called â€Å"idol†, and he plagues the heart as a â€Å"tyrant.† He is a â€Å"flower† of â€Å"lovely youth,† and an image of â€Å"eternal truth.† Through these strong words, Eros is portrayed to be the god that people all look up to in admiration for his credible honor and ideal beauty. Eros is so striking that only the famous Pheidias, the Greek Sculptor, can compare through his â€Å"marmoreal† works. Greek sculptors strove for perfection and this Eros was—perfection. Although giving thought and love to others, he received none back, yet continued his job without complaint. People recognize the youth and beauty of love with the vivid images that Bridges uses. â€Å"With thy exuberant flesh so fair,† people are able to see Eros’s outward beauty. At that instantaneous moment, peo ple are enthralled by Eros’ splendor, but once they are satisfied, they forget, and their momentary enchantment disappears. â€Å"None who e’er long’d for thy embrace, Hath cared to look upon thy face.† All those who yearned for love, received it, but once having done so, neglected to see and look upon Eros. By using these beautiful words and... ... for lust, but he would rather take the effects of it—being beaten and hurt—then cave in and support not love, but lust. Eros was made into a dilapidated, worn out god by the people who used him. He is â€Å"the archetypes that you create,† and thus shown to be an undesirable and unsightly god due to people’s demands for lust. In both poems, Eros is misunderstood and forgotten. The proper respects for the one who grants love, and thus happiness is not given. Through the different uses of diction and imagery, different tones were established in the two poems. In Bridges’ â€Å"EPÙÓ,† Eros is shown to be the forgotten beauty, and in Stevenson’s â€Å"Eros,† Eros is portrayed as the broken, tired, and misunderstood god. Contrasting, yet similar, both poems depicted Eros, the god of love, as a neglected god, often finding himself in situations where improper respects were paid. Comparing the Forgotten God of Love in Robert Bridges’ Poem EPÙÓ and An Comparing the Forgotten God of Love in Robert Bridges’ Poem EPÙÓ and Anne Stevenson’s Poem Eros It is often—in books, poems, paintings, and sculptures—that one hears of and sees the goddess of love. But when is it that one hears of the god? In Greek mythology, Eros is the god of love, and a god who is many times overlooked. In Robert Bridges’ â€Å"EPÙÓ† and Anne Stevenson’s â€Å"Eros†, the idea that Eros is overlooked is portrayed, but in two separate ways. Techniques such as diction, imagery, and tone are used to help convey the idea. EPÙÓ, Greek for Eros, is shown to be beautiful in Bridges’ poem: beautiful and adored, yet forgotten. Eros is venerated—called â€Å"idol†, and he plagues the heart as a â€Å"tyrant.† He is a â€Å"flower† of â€Å"lovely youth,† and an image of â€Å"eternal truth.† Through these strong words, Eros is portrayed to be the god that people all look up to in admiration for his credible honor and ideal beauty. Eros is so striking that only the famous Pheidias, the Greek Sculptor, can compare through his â€Å"marmoreal† works. Greek sculptors strove for perfection and this Eros was—perfection. Although giving thought and love to others, he received none back, yet continued his job without complaint. People recognize the youth and beauty of love with the vivid images that Bridges uses. â€Å"With thy exuberant flesh so fair,† people are able to see Eros’s outward beauty. At that instantaneous moment, peo ple are enthralled by Eros’ splendor, but once they are satisfied, they forget, and their momentary enchantment disappears. â€Å"None who e’er long’d for thy embrace, Hath cared to look upon thy face.† All those who yearned for love, received it, but once having done so, neglected to see and look upon Eros. By using these beautiful words and... ... for lust, but he would rather take the effects of it—being beaten and hurt—then cave in and support not love, but lust. Eros was made into a dilapidated, worn out god by the people who used him. He is â€Å"the archetypes that you create,† and thus shown to be an undesirable and unsightly god due to people’s demands for lust. In both poems, Eros is misunderstood and forgotten. The proper respects for the one who grants love, and thus happiness is not given. Through the different uses of diction and imagery, different tones were established in the two poems. In Bridges’ â€Å"EPÙÓ,† Eros is shown to be the forgotten beauty, and in Stevenson’s â€Å"Eros,† Eros is portrayed as the broken, tired, and misunderstood god. Contrasting, yet similar, both poems depicted Eros, the god of love, as a neglected god, often finding himself in situations where improper respects were paid.

How the Lack of Education During the Great Depression Affected Southern Society :: essays research papers fc

During the Great Depression receiving an education was becoming more and more difficult for southerners. From not being able to afford the required supplies needed, to not being able to pay the tutions, many people found it nearly impossible to attend school. The novel, To Kill A Mockingbird written by Harper Lee shows how the lack of education in society during the Great Depression affected Southerners lives, not allowing them to change their futures for the better.   Ã‚  Ã‚  Ã‚  Ã‚  The public school system changed drastically during the Great Depression. Society started to notice the changes during the years of 1930 and 1931, when conditions were at their worst. Many students did not have the right clothing, supplies, and textbooks because parents could not afford the costs. The price of school supplies ran from $1.00 for a pen to $3.85 for a pair of shoes (Editors of Time-Life 29). In To Kill A Mockingbird, Scout’s teacher, Miss Caroline, asked one of her students where his lunch was. He then explained that he did not have a lunch because his parents could not afford it. â€Å"He didn’t forget his lunch, he didn’t have any. He had none today nor would he have any tomorrow or the next day. He had probably never seen three quarters together at the same time in his life† (Lee 20).   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In addition, student’s schoolwork and progress began to decline due to undernourishment. Many children were not able to stay in school because there was not enough money to keep the schools open. A third of a million children were out of school during the Great Depression (Farrell 14). Also, children of poor families dropped out of school because they felt obligated to help support their family financially. In To Kill A Mockingbird Scout describes the Ewell family, who only attends school the first day of every year because their family is poor: They come the first day every year and then leave. The truant lady gets’em here ‘cause she threatens ‘em with the sheriff, but she’s give up tryin’ to hold ‘em. She reckons she’s carried out the law just getting’ their names on the roll and runnin’ ‘em here the first day. You’re supposed to mark ‘em absent the rest of the year (Lee 27). In cases like these, the purpose for leaving school was to help out the family with chores like tending to the farm and crops.

Viewing The Crucible with a Feminist Lens Essays -- Arthur Miller 2014

To be seen and not heard; a quality shared by the inanimate object, and the conventional woman. Society has conformed women into accessories, and therefore, literature has followed suit. Inherent in this ideology, are many base traits attributed to women. Arthur Miller’s The Crucible exploits these traditional feminine characteristics to aid the female character in her role of complimenting the male. When observing something from an alternate perspective it can take on a whole new meaning. Studying novels from different lenses can seem as if you are reading a different work than the author intended. A feminist lens allows the reader to look past obvious themes in the novel for the implicit or concealed misogyny within. This lens â€Å"examines, interprets, and seeks to redress the marginalization of women through a critical response to literature, within the larger context of a male-dominated literary establishment.†(Boswell OL) When examining a work through a feminist lens a variety of components must be taken into account. The main objective is, of course, to analyze the portrayal of women. To do so adequately, however, one must explore gender roles, and therefore look into relations between male and female characters to see if they are equal. (Boswell OL) The purpose of feminist criticism is to reveal the patriarchal dogma of literature. Arthur Miller’s experiences with women are depicted through their roles in his plays. He is quoted as saying â€Å"I like the company of women. Life is boring without them†. This is fitting because he married one of the most interesting women in American history. Marilyn Monroe is a notorious sex symbol because she was objectified during her time as an actress. Her blond hair and pretty face easil... ...e Crucible, New Edition, Bloom's guides. New York: Chelsea House Publishing, 2010. Bloom's Literary Reference Online. Facts On File, Inc. Web. 3 May. 2012. Boswell, Marshall. "Feminist Literary Criticism." In Boswell, Marshall, and Carl Rollyson, eds. Encyclopedia of American Literature: The Contemporary World, 1946 to the Present, vol. 4, Revised Edition. New York: Facts On File, Inc., 2008. Bloom's Literary Reference Online. Facts On File, Inc. Web. 10 May. 2012. Marlow, Stuart. "Interrogating The Crucible: Revisiting the Biographical, Historical and Political Sources of Arthur Miller's Play" In Bloom, Harold, ed. The Crucible, New Edition, Bloom's Modern Critical Interpretations. New York: Chelsea House Publishing, 2008. Bloom's Literary Reference Online. Facts On File, Inc. Web. 10 May. 2012. Miller, Arthur. The Crucible. New York: Penguin Books,1976.

Marketisation of Education Essay

Marketisation is the policy of introducing market forces of supply and demand into education. When the Conservatives came in to power the felt Labour failed to create meritocracy and restructured the system. The 1988 Education Reform Act began the creation of an education market by encouraging competiotion between schools and choice of parents. Before the Education Reform Act, the system was based on The Tripartite System where different types of students would attend one of three different types of schools: Grammar, Technical or Secondary Modern based on the result of their 11+ result. Eventually, it was clear to see that the triparite system didnt focus on equality, as the poorer working-class students would automatically fail the 11+ (restricting them from going to a Grammar school which was intended for the bright and academic) and therefore their chances of success in the future was minimal. Hence, the Education Reform Act was introduced in 1988 under the Tory government introducing a range of measurement; which Ball termed it as the Marketisation of education. This involved a number of changes, such as the introduction of league tables, forcing schools to publish their exam results. The introduction of SAT’s into year 2, year 6 and year 9 at school so formal progress at all schools could be made and monitored and the introduction of the National Curriculum so schools had to teach the same things at the same time. OFSTED was also created so that schools, teachers and pupils were monitored and meeting national standards. Formula funding is an example of a policy where its aimed at creating an education market rather than to tackle inequality. This is where a school receives the same amount of money for each pupil. This can affect a working-class child’s education because if other schools have a higher funding because they are more popular and have better exam results that child is unlikely to get a place at that school and then end up at a less-popular school which has lower exam results because of its lack of funding due to its lack of pupils.

Aeneas and Jesus Essay

Roman ideal of pietas which Virgil’s Aeneas embodies the observation of what is due to the Gods and work forces. and obeying one’s fate ( destiny ) or naming. In Virgil’s The Aeneid. Aeneas has no pick but to be devoted to the Gods. while Jesus in The New Testament choices freely to be devoted to one God. Religion for the Romans was really tied up in thoughts of duties. non merely to the Gods. but to one’s household and state every bit good. Aeneas preserves his saneness and the lives of his work forces. by halting his ain anxiousnesss and desires to the demands of destiny and the regulations of piousness. Religion in The Aeneid besides involves doing forfeits and supplications to the Gods. The thought was if you did that. the Gods might wish you and assist you. The thing is they might besides disregard you and mess up your life for no ground. Therefore. when Aeneas tells Dido. â€Å"I canvas for Italy non of my ain free will. † he doesn’t mean that his destiny is coercing him to travel at that place. He means that he has an duty ( responsibility ) to travel at that place. which he is taking to populate up to. On the other manus. Jesus believes in one God. Jesus is wholly devoted to his God and goes about teaching society about how good his God is. In the New Testament. Jesus has people or a undermentioned to the full committed and devoted to God. The four Gospels describe Jesus’s life until his Resurrection. and the balance of the New Testament concerns itself with the community of followings of Jesus that steadily grows after his decease. Concluding. Aeneas and Jesus are two different characters who have given their devotedness to their ain Supreme beings. It was Aeneas’s piousness or responsibility to transport his household with him to follow his devotedness to the Gods. In contrast. Jesus uses his free will to learn us to follow his God. Aeneas has to give his free will to give to his Supreme beings because it is his destiny while Jesus sacrifices himself voluntarily. ?

How to Write a Paragraph Essay

Writing a paragraph does not simply involve throwing words into the pool, hoping that it would create something meaningful. One must first create an outline in order to organize the scattered ideas before dedicating words into the paragraph. When writing a paragraph, one must start off with a â€Å"hook† sentence which can attract readers and encourage them to read more. That would be applicable to the introductory paragraph only. The succeeding paragraphs should contain a topic sentence rather than the â€Å"hook† sentence. After every topic sentence, the writer should support it with ideas that are related to the topic sentence’s idea. This actually composes the body of the paragraph. This part of the paragraph should be clear and concise. The writer must not use wordy sentences since it takes up a lot of space. Finally, one must conclude each paragraph by summarizing the ideas into one sentence and creating a transitional sentence which can relate the paragraph to the next. For introductory paragraphs, the last sentence should be the thesis statement of the whole paper. So when writing a paragraph, the writer should always start with an outline to organize his or her scattered ideas. This is where every paragraph should begin.

My Favourite Writer

My Favorite Writer Robert Lynn Asprin, living in New Orleans, was born in 1946. He grew up in campus Ann-Arbor, in environment of book shops, museums and libraries. Since childhood he has got used to appreciate a variety in everything, study at Michigan University and services in army during the Vietnamese war have only strengthened this habit. Definitively Asprin’s outlook as a writer was generated 12 years which he has worked in accounts department of small firm – one of the American branches of corporation â€Å"Copier†. Interests and hobbies of the author are extremely various – from fencing and music to fishing and sewing.By own recognition of the writer whom he only was not – the teacher of fencing, the Mongolian commander, the bookkeeper etc. Asprin begins from science fiction novels – more precisely, from science fiction action, sound, but quite traditional, like â€Å"Cold War of Money† (1977), his popularity was brought to hi m by cycle of novels â€Å"World of thieves†; he is till now the editor-in-chief of this cycle together with his wife Lynn Ebby. Since â€Å"the World of thieves† Asprin becomes that Asprin which is read by millions, – the magnificent master of a comic science fiction and fantasy.After â€Å"The World of thieves† have followed â€Å"Ful’s Company† and well-known â€Å"Mythical Cycle†. In my opinion â€Å"Mythical Cycle† is so good that you can read it in one breath. However if in â€Å"Myth† except humor would be nothing, he wouldn’t receive that popularity what deservedly uses. Asprin’s books are distinguished by that, that you can see our daily life. Asprin’s heroes are real as we and relations between them are not less real, that certainly is a sign of the big literature. They love each other, scoff one at another, support and reject as well as we.

A South African Investment Paper Essay Example | Topics and Well Written Essays - 1250 words

A South African Investment Paper - Essay Example Therefore, the interfaith centre insisted that the companies should terminate their operations and leave South Africa, unless the then South African government ended apartheid, and enhanced human rights for the minority groups. This resolution occurred when Texaco and SoCal, the owners of Caltex, were planning to expand Caltex refinery plant in Milnerto, from 58,000 barrels per day to 108,000 barrels per day. This was an expansion that would cost Caltex $135 million, and as a result increasing the country’s refining capacity by 11%, (case study 4, N.d, p.9). Benefits The management was opposed to the interfaith centre resolution, which required them to abandon their business in South Africa due to ethical matters. Expansion of the Caltex firm would be associated with several economic advantages; first, the expansion plans would add up to 20% of annual returns on the initial investment, as a result, benefiting the country economically. The Caltex management also argued that wit h the expansion of the Caltex plant, the conditions of the blacks and the minority would be improved. The companies long adopted the 1977 Dr. Leon Sullivan principles, which included: i) Equal employment opportunities for all races ii) Equal pay for employees iii) Non- discrimination of races in terms of work facilities, and social life iv) Development of training programs that would prepare all workers for jobs v) The increasing of black workers in managerial positions vi) Improving the employee’s life quality, by fostering health facilities, transportation, school, and housing facilities, (case study 4, N.d, p10). Therefore, Caltex management believed that the expansion of the plant would bear more positive outcomes and foster equality and fairness within the organization. Despite the interfaith resolution, Caltex showed its commitment in improving its worker’s conditions, when it promoted 742 black employees into the former white-held jobs; 29 black employees were a lso moved into the white-collar job category. The management also advanced the worker’s wages by raising them above average, as it believed that the expansion of Caltex plant had all the interests of all the races considered. Needless say, if Caltex withdrew its operation from South Africa, many workers, regardless their race, would be left at a disadvantage, since their jobs would cease, hence becoming difficult for them to provide for their families. Therefore, the expansion of Caltex plant would be beneficial to the workers despite their race; however, the blacks would be mainly affected, because of the difficulties they face before attaining employment opportunities. Needless to say, the presence of these foreign companies had improved the wages of black workers, and therefore Caltex expansion is beneficial. Violation of Rights and Justice The expansion of the Caltex plant was faced with numerous critics from the Interfaith Center, who claimed that it violated the rights of blacks and other minority groups by abiding to the apartheid rules. Despite the companies abiding by the