Proposed Plan for Future Development for IKEA Coursework - 1

Proposed Plan for Future Development for IKEA - Coursework Example Environmental sensitiveness of the company is well recognized by consumers. The other companies that specialize in Nordic furniture design the in the US, whose prices are comparatively very high are Design Within Reach, Minimalista, Boconcept and Tema. But, the strategy of IKEA is to target middle-class families on a global level with a variety of designs, quality and price. Companies like Sears, JC-Penny, Flanigan and Raymour are competitors to IKEA in the USA. Competitors in Europe include companies like John Lewis, Argos, B&Q and TESCO. Apart from furniture, the extensive range of products of IKEA includes lighting, textiles & rugs, Kitchenware, flooring, storage furniture, beds and mattresses tools and hardware. The IKEA Concept is based on offering a wide range of well designed, functional home furnishing products at prices so low that as many people as possible will be able to afford them as mentioned in the website of Inter IKEA Systems B.V. The IKEA Concept guides the way IKEA products are designed, manufactured, transported, sold and assembled. 2 IKEA's business strategy hinges on sustainability and environmental design. The sustainability programs of IKEA envisage social, environmental and economic issues. Strengths and weaknesses of a company are mostly related to internal aspects. The internal environment of IKEA in terms of competitive advantage, market position and financial resources, is by and large conducive for a sustainable growth. The competitive advantage of a company arises out of several factors and the business plan which is very difficult to duplicate and the absence alternate products available cheaply enable IKEA to exploit the opportunities effectively and overcome the external threats. IKEA has established a name for itself with designs, quality and competitive pricing in the markets world over.  

How To Write A Research Paper Essay Example for Free

How To Write A Research Paper Essay This guide covers research papers, and provides advice on forming a title for your research paper, how to plan your paper before you start, and filtering material for your research paper. What is a research paper? The terms research paper and term paper are frequently used interchangeably. However, the terms do not mean the same thing. Term paper was used in the past exclusively to refer to the project (indeed research based) that was due at the end of a term, semester or quarter whereas research paper had a more specific meaning, i. e. a paper written as a summary of research. Hence research papers may be written at any level (before, during and after attending university), they may be published works in a professional journal and they may represent the results of practical research, which would not ordinarily be conducted for a term paper. This is the context in which we will discuss the term research paper herein. A research paper is an academic written assignment that is the product of a research project. This may span days, months, weeks or even years. Typically, research papers will involve the examination of a particular issue, and discuss: * The background or history of that issue * Any outstanding questions relating to the issue (the research paper will commonly focus on one particular question and seek to establish evidence to answer this) * The current data and statistics relating to the issue * The problems relating to the issue as revealed by the data * The problems relating to the issue as revealed by practical primary research (i.e. carrying out interviews, tests etc) or secondary research (i.e. looking at other peoples research) * Proposed solutions to the problems, and the strengths and weaknesses of these * Conclusions drawn from the data, research and evidence, as examined * Recommendations in relation to these conclusions. We will look at each of these elements in turn, in order to understand how a student or professional can write a good research paper. Forming a title for your research paper Unlike most types of assignment, the research paper title is usually decided upon AFTER you have completed the paper. This is so that the title accurately reflects the contents of the paper. However, your research paper will need a working title. This helps you to focus and helps others to understand what you are doing for example, your lecturer/instructor or, if working at a higher level, those funding your project. You should therefore return to this section when you have completed your paper. You then need to pick a concise, accurate title for your research paper that will make readers want to look at your content, help others find your paper in databases, and explain exactly what is covered by the paper with a high degree of accuracy. A research paper will commonly have a title of 15-20 words in length. Every word must be necessary for the title and so for example, Project on Paper on Research on should be removed as these types of phrases are not necessary. Example concise research paper titles: * Unemployment by Constituency * Transport in New York Research Paper Subtitle Unlike a research paper or essay, it is very common to give your research paper a subtitle. This explains your title more fully, puts it in context and qualifies the extent, or scope, of the research. Example subtitles (relating to the above example titles): * 2007-2008 trends using constituency maps * Transport governance and provision since X was elected in 1999 Researching/gathering information for your research paper As your research paper needs to show a good depth of reading, good research skills are paramount! But before you start, a key thing to bear in mind is that you MUST reference all material that you use in your paper. So the first thing to do is find out what referencing style is required (either by your university or, if you are writing a research paper for a journal, by that journal) and start to record the location of your sources using that referencing style. If you do this as you perform the research, youll save yourself hours of time later on. Here are some research tips to get you started: RESEARCH STEP 1 * Form a list of keywords from your research papers working title * Use a thesaurus to find words that mean the same thing as your list of keywords RESEARCH STEP 2 Most students will begin researching using the Internet and indeed, this is a great way to get ideas for your research paper. So start with Google, type in your keywords and bookmark the most relevant information sites that appear in relation to the issue. Then identify all current matters that relate to your issue from those sites. Note: Internet websites provide a fast source of up-to-date information but unfortunately they are not a reliable source. Use a search of the web as a starting point but unless the website is hosted and edited by a reliable organization (such as the Government), dont rely on its contents as a source for your research paper. Find another means of verifying the information. RESEARCH STEP 3 Now youve identified a list of issues and current debates for your research paper, you need to find some quality source material. The first stage is to find the most recent books written about the issue youre researching. Whilst books are not as up-to-date as journals and articles, they will contain valid points-of-view that need to be considered. So where do you find books for your research paper? * Google Books this is a good place to start as it has several thousand books that have been scanned in, together with details and snippet views of those which havent been scanned in. * Amazon.com Amazon is a good source because you can see which books are being released, and their release date, as well as using search inside to look through the contents of many books (this latter service only works if you have placed an order before) * Questia Questia has thousands of books scanned in although you have to pay a small subscription fee. Your university may also provide you with access to a library and you can then search through their databases to find the most relevant and recent books for your research paper. The best way to scan whether a book is relevant to what youre writing about is to look through the index. Youll quickly see if theres anything useful in the book for your research paper. RESEARCH STEP 4 Now you have the latest books for your research paper, you need to start looking for journals. These really should be your main type of source material. Open University Web Resources is an excellent list of such journal databases, although youll need an ATHENS password to use some of them. Our favorite journal databases for consistently excellent and up-to-date content are: * ScienceDirect 2,000 peer-reviewed journals, books, handbooks etc * EBSCO- thousands of journals, millions of articles * Emerald- thousands of journals in management and library and information services, engineering, applied science and technology * Ingenta 4,500+ journals in all fields and a further 20,000 abstracts The latter source, Ingenta, gives you FREE access to the bibliography which is useful for your research paper even if you dont have an athens login. Locate articles relating to your subject and check out the bibliography for further reading which you might be able to locate online without passwords. You can sometimes obtain a free trial of these databases giving you temporary access. Also, the four websites also have a good number of journals that you do not need a subscription to view. These are often indicated by a special icon. For example (from Ingenta): RESEARCH STEP 5 There is one final type of source material you need to consider, and that is the news. If youre lucky enough to have an athens password, your first stop will be Lexis Professional (formerly known as LexisNexis Executive) which contains the full text of newspapers and other news sources worldwide; as well as company data, annual reports and business directory information from Disclosure, Extel, ICC, and Worldscope. If you dont have an athens password, any good news site will suffice US News, CNN etc. Of course, if you are researching an issue which affects another country, you should be looking at that countrys main news website. What you are looking for is any current developments that may affect the research for your paper. This may be statistics released by the Government, consultation papers, proposed changes in legislation, current developments or debates etc. Dont forget, newspapers are NOT a reliable source of information. You are using them to find information for your research paper but you should substantiate this information once you have found it. If it is reported that the Government has released some statistics, go and find those on the Government website. If a consultation paper has been released, go and find the paper and read it. Filtering the material for your research paper The five step research process reveals a lot of information for your research paper and youll need to filter it down, or youll have too much to analyses. This does, however, beg the question how many sources should you use? The answer to this depends on the level of your research paper. If it is an assignment for your degree, you should look at using roughly 9 quality sources per 2,500 words. If it is for some post-graduate course, you can easily double that. A professional research paper (for publication) might use 30-40 sources per 2,500 words. The emphasis in all cases, however, should be on quality and not on quantity. A good selection of research material from a variety of quality sources (i.e. not just books, not just journals, not just the internet and not just the news) is far better than a huge selection of research material from poor quality, unreliable sources of a similar type. To help filter the information you have found for your research paper, you are going to need to evaluate its quality. This involves a consideration of whether: * The source is a quality source -its reliable, dependable and highly likely to be accurate. * The source is unbiased watch newspapers which may have political views. Ask yourself if the writer has presented a balance argument, or has deliberately played down one side of the argument to prove his own personal views. * The source is relevant to your research does it specifically tie in with your working title? * You havent already got enough material to prove what this source proves if you aim to back up each of your arguments in your research paper with 2-3 pieces of evidence (for a very high quality paper) or at least 2 for a student paper, then you can filter out any material that is excessive of this. Creating an outline for your research paper A basic outline will look something like this: * Working title (as discussed previously) * Purpose this is a short statement to say what the paper is for. It helps people who are looking for research papers themselves to assess the relevancy of your research paper to their studies. Example purpose statement: This paper shows the number of people claiming benefits recorded as resident in each constituency in the United States in July 2008, together with comparisons with the levels in July 2007 and July 1997. This paper also presents residence-based unemployment rates for all constituencies in the United States. * Methodology this is a statement of how you will carry out your research. You have already done some secondary research but you may also wish to carry out primary research for your paper. Primary research (sometimes called empirical research) is research you carry out yourself and data that is produced as a result of this, which has never been published before. Primary research may be carried out through face-to-face interviews, telephone interviews, postal surveys, website surveys or focus/discussion groups. Be careful before carrying out research over the phone or through the post though some states allow people to restrict how they are contacted. Secondary research is the study of data that exists already such as books, journals, statistics, other research papers, websites, news reports, magazine articles etc. You have already carried out secondary research through the five step research process. So which research method is best for your research paper? Instinctively you may think that the primary data will provide the most interesting results. However, if your time and budget are both limited, do not be tempted to embark on a study. You will do far better analyzing existing studies than producing a low-quality study that is limited in its value due to the amount of time and finance you can devote to it. * Scope of research all research is going to be limited to certain factors. A paper on crime cannot investigate all types of crime, committed by all sexes, all ages, globally. So how are you going to limit your paper? What areas of the issue will you look at and which will you discard? Your statement of scope will be about 150-300 words long and explain exactly what you are going to cover in your research, and what you are going to leave out (usually with brief reasons). If you are carrying out primary research, you may want to set out the limitations of this here too. * Introduction this is where you set the scene for your reader. You explain what you are researching and why. You identify the issues you will be looking into and you say what you are going to prove. It is therefore a good idea to write this last, along with your final title! * Background/history this section of your research paper isnt essential but might be appropriate. You might want to explain the development of the issue and how particular matters have arisen. Dont bother unless it is necessary, to put the matter in context. * Body this section of your research paper will be broken up into sub-sections, each dealing with a particular sub-matter. Aim to present balanced evidence in each section on the points you wish to raise, and try not to reach any conclusions at this stage. The body is the body of your research, not the analysis. * Findings/Discussion heres where you analyze the research you have conducted and say how your findings are relevant to the issue. Its a very important section, without which you will have merely stated other peoples findings and opinions without contributing anything yourself. * Conclusion this section of your research paper returns to the introduction and stated aims, and spells out very clearly how you achieved them, referring to the points you have proved and the evidence you have used to prove it. It should not be repetitive but instead, it should summarize the results of your research. You should also ensure no new material is introduced at this stage if you have new material for your research paper, put it in the body and findings sections. * Recommendations this section of your research paper is very much optional and will depend on whether such a section would be appropriate for the subject you are studying. Law research papers almost always will include recommendations. What sort of recommendations should you make? These might include: * How policies/the law/practice should be changed, based on your findings * What further research must be carried out before making any sensible recommendations. Your recommendations must actually relate to what you have established in your research paper. You cannot randomly introduce things at this stage that you think might be useful. They must be logical recommendations, based on your research and analysis, and they should follow on from the conclusion. Now you have written out an outline for your research paper, you will literally be able to fill in the blanks and your paper should evolve and progress naturally, following the headings you have chosen. Keep referring back to your working title as you write, as well as to your methodology and scope. This should limit you to material that is most relevant and ensure you dont include excessive, unnecessary points. Finishing your research paper Now youve written up your research paper, youll need to do a little editing and proofreading to ensure the finished product achieves the grade youre looking for. This includes: * Weeding out any unnecessary material. Evaluate what you have written and whether it is needed, keeping the methodology, scope and working title in mind * Proofreading your research paper. Read it out loud, have someone else read it for you, run a spell check, run a grammar check go over the paper several times and make sure you havent made any errors. There are often extra marks for students in respect of presentation. * Checking your referencing. Every source should be properly referenced. Quotations should be in quotation marks. Your work should contain a full list of references and a bibliography. References are sources you actually cite in your work whereas the bibliography includes sources which you may have read, and may have influenced your writing, but you havent specifically cited.

Physical Child Development Essay -- Human Development Infant Essays

Child Development Babies grow and develop at a very rapid rate during the first year of life. They grow physically, mentally, emotionally, and socially. In this paper I will discuss the physical growth and development patterns of an infant all the way through adulthood. Development is the baby's increased skill in using various body parts. When dealing with a development of a child there are three basic development rules. First development rule: This rule says that babies develop in the head region first, then the trunk, and lastly in the legs and feet. For example, a baby can hold up their head before they can grasp an object with their hand. Also they can feed themselves before they can walk. Second development rule: The second development rule explains that children develop from the mid line, or center of the body, outward toward the fingers and toes. Third development rule: Finally, this rule reveals that, as the brain develops, a child responds to more and more sights and sounds in their environment. Furthermore, they learn to respond to much finer details. A general rule is that a baby increases in height by 50% and triples its birth weight in the first year. Clearly, this is a very rapid growth rate; however, the rate of growth slows down after infancy. At three months, a baby is alert and responding to the world. When put on their tummy, they can hold their chest and head up for ten seconds. They try to swipe at toys hung over the crib. They turn their heads toward an interesting sound or listen to voices. Babies love to stare at people's faces. They coo and gurgle. At six months a baby is developing control over its body. They can sit with support and may sit alone for short periods of time. They can roll over. They will hold out their arms to be lifted up or reach and grab an object. They can hold their own bottles and toys. They laugh out loud, babbles, "calls" for help and screams when annoyed. At nine months babies are exploring their environment. They can sit unassisted, crawl, pull to a stand and sidestep along furniture. They can use their fingers to point, poke, and grasp small objects. They feed themselves finger foods. Babies know their names and respond to simple commands. She babbles a pattern as if she were speaking a foreign language. At twelve months a baby is striving for independence. They stand and may walk by the... ...dolescence. Puberty rites signal acknowledgment of a young woman or young man has reached the age of responsibility, virility and community productivity, and these rites make an impression on the teenager or adolescent. Puberty rites are an attempt to mold and educate the teenagers and prepare them for their new role in life. Today, in our western culture part of the world, we have no clearly defined rites; however our rites are randomly scattered throughout the mid-teen years. For teenagers, getting your driver's license, entering college, turning legal age, traveling across America or to Europe are all social rites. To further complicate matters, the period of adolescence has probably doubled in length since Mr. Hall first identified it, our children mature younger and younger and take longer and longer to prepare for fully engaged membership into adulthood. Through all of the readings on child and adolescent development, it is clear that children from birth through teen years all develop according to many factors; society, peers, education, family life, finances, fetal development, pre dispositions, and basically anything or anyone that the child may come in contact with.

Environment Debate Club

IBA-JUEDC Talking is childish, Debating is mature. A platform for debating and establishing issues for environment This is the first of a three part interview with Mashaed Hasan Simanta, the executive Program director of the IBA-JUEDC. Md. Saidur Rahman:   Mr. Simanta, what is your background and how did you arrive at the IBA-JUEDC? Mr. Simanta: For the last two years, I have spent time in a variety of roles in the Debate industry – ranging from debate development to marketing debating club to public affairs.For the one year just prior to joining the Institute Of Business Administration Debating Club (IBA-JUEDC), I was the marketing and public affairs leader for the organization. Then I realize I may initiate one environment debating club. MD. SAIDUR RAHMAN: What can you tell me IBA-JUEDC and its history? What is the mission of the IBA-JUEDC? MR. SIMANTA: IBA-JUEDC is a non-profit Debate association that was founded in 2008 with a goal of promoting the development of our deb ate skills in IBA-JU. Especially our English debate skills. We did not have any written constitution.Any rules are made by president should be passed by vote of the members. But we are working to make a constitution as soon as possible. Currently, we have more than 38 members, and our membership is comprised of Muslim, Hindu, Christian, Budhist etc people. We have executive board of 10 members. I was general member before. By the voting of general member I achieved my post. Most of the members are from the last batch 41. Every year we kick out the non active member and recruit new members. However, one thing remains constant. The highest numbers of members are always from the last batch.Again, there is little discrimination. The most of the executive members are from senior batch. Now our president is from 39 Batch. Generally, we did not prefer to give post or include in our EC members from junior. But they are the most active people. But I am the exception. Sorry. May be I am bragg ing myself too much here. Here is the past president list. You will find the history from there also. 1. Ashraful vai (36)2008 2. Mahin vai (37)2009 3. Imon vai(37)2010 4. Toma apu(38)2011 5. Shuvra vai(39)2012 They all did a lot of works regarding environment.Considering their environment related program they selected as president. MD. SAIDUR RAHMAN: In January 2011 your organization challenged the national teams around Bangladesh and you won at the final, how you feel about that? MR. SIMANTA: The IBA-JUEDC and its members do believe that University of Jahangirnagar study in debating was based on olots of effective data and contemporary models and that significantly improves our performance. When we were in the Final Round on the debate we found that at least 50% topic was common to us in this tournament.President generally select our practice debate topic. And It was so helpful when we went for the real life tournament. This determination was based on a methodology that included a n analysis of the current president, and provides further anything we need provide significantly greater effectiveness. In addition, many of our member have conducted comprehensive research provided new information which is compilled upwards of 60% by president. Therefore, I believe in our club president must play important role.. This is the second part of my three-part interview with Mr.Simanta, executive program director of the IBA-JUEDC. Md. Saidur Rahman: What are some of the details regarding the â€Å"improvements in debating technology and processes across the real life†? Mr. Simanta: Because many of our members are developing proprietary technology and we represent a diverse cross-section of the debating industry, I can’t speak to specific technological advances being made by individuals. That said, when you look at the processes involved in the debating are three main components: strain selection, cultivation systems, and extraction.In each of those phases, t he industry has seen exciting improvements in the technology and processes are being developed for the production of gooddebaters and that can be grown in non-profitable organization; improvements in and development of second-generation debate improvements systems; increased efficiencies in the extraction of debaters from IBA-JU students; and significant advances on co-location of debaters production facilities alongside major debaters like DUDS. These technologies are mainly green technology. Suppose we try to avoid using paper and made the other members to avoid using papers.This also encourages people outside the organization. MD. SAIDUR RAHMAN: You testified before us on the benefits of Debaters. For our readers who might have missed that testimony, what are some of those benefits? MR. SIMANTA: Our IBA-JUEDC database holds tremendous potential to play a key role in the development of a new debater – one driven by economically sustainable system from IBA-JU lab and power g eneration. This lab and database of around the world information benefits a sustainable good performer. * IBA-JU dc computer lab is totally free. You will get generally over 200 kb/s per second * We already have strong database about previous debaters * We have video clips of our prominent debaters. * It totally environment friendly. MD. SAIDUR RAHMAN: In November of 2009 one of you said that your debate industry welcomed language both Bengal and English. You will soon working on your legislation. Where is this now? There is some environment clauses. Can you give us an update on this? MR. SIMANTA: The IBA-JUEDC continues to work to engage with policymakers and legislators in IBA-JU. nd educate them on the exciting promise of IBA-JUEDC policy solutions and to advocate for policies that will help advance the industry. While it is currently uncertain the future of the specific bills you mention, the IBA-JUEDC continues to support a number of other pieces of legislation currently under consideration by Jahangirnagar University that would provide the financial and regulatory parity, as well as parity within the framework of the Debating Standard. Because IBA-JUEDC don’t currently receive the same incentives and other financial benefits currently accorded to other organization.But the environment topics are supported unanimously. This is part III of my three-part Q & A with Mr. Simanta, executive program director of the (IBA-JUEDC). Md. Saidur Rahman:   In February 2010 the Debating Committee of the Jahangirnagar University discussed and confirmed the positive potential of your debaters in terms of getting various prizes. At that time your organization said the main progress in this regard is linked to prior and ongoing technology developments. What more can be done in terms of financial decision for IBA-JUEDC involved more productive and more profitable? Mr.Simanta:   We believe that the science and the processes for the financial data production of accounting software is extremely promising and that further technological advances in the production process will only continue. Many of our members have already demonstrated their technologies in the lab(Such as tally) and at the demonstration/pilot plant scale, but the challenge is to now bring those technologies to commercial scale. To do so requires continued support from the Jahangirnagar University authority through financial and regulatory incentives (see Part II) that will help create the conditions for growth in our debating club.Without those policies in place, it will be exceedingly difficult to attract the new promising debaters. We are publishing a financial report every year. But its little bit confidential. You have to be our member to see this report. We finance most to environment developing issues. MD. SAIDUR RAHMAN: Where, on a scale of 1-10, would you rank ur organization? Why? MR. SIMANTA: It’s difficult to make that sort of apples-and-oranges comparison. The IBA-JUEDC believes that it is going to take a comprehensive national debating club.That said, the IBA-JUEDC believes that our debaters can play a critical role in our nation’s debating society several key attributes that make them an exciting component of our nation’s debating future. Our debaters are available in any debating program that can help provide Bangladesh with a next generation of potential debaters while also beneficially to reduce our nation’s logic scarcity and enhance our empowerment security. MD. SAIDUR RAHMAN: What do you see as the future of environment debaters? MR.SIMANTA: I see a great future because of their ability to beneficially producing sustainable debaters can fundamentally alter our nation’s politics someday. I see a future where major Politician will be from IBA-JUEDC. I see a future where debaters are also used not only for debates, but for politics in Bangladesh. I see a future where the debaters and its many stakehol ders have created hundreds of thousands of jobs, helped reduce our country’s unemployment, and reduced the amount of jobless person. We must contact debaters from overseas. I see the possibility of a truly great Bangladesh and truly potential students.I hope someday our forest and environment minister will be from IBA-JUEDC. MD. SAIDUR RAHMAN: What are some goals your organization has for this industry that you would like to see achieved in the not-too-distant future? MR. SIMANTA: Some of our immediate goals we’d like to see achieved are, first, the Jahangirnagar policies and support mentioned IBA-JUEDC that will help level the playing field for debaters. Looking longer term, we’d like to see any of our younger member moves to full-scale potential debaters and successful leader. I hope in all environment related issues our people will be there.

Concepts of Morality Essay

Define and compare the concepts of morality, law, and religion by explaining the source of each and whether one or all rely upon each other. Morality has to do with our ideas regarding what is right and what is wrong and how right and wrong behavior should be punished and rewarded. http://www. education. com/reference/article/moral-concepts-children/. As with the law and religion parts, they rely upon each other by the minds of many people. When religious leaders speak out on moral topics, their opinions are often treated with special deference. They are regarded as â€Å"moral experts. † This raises the question of: â€Å"Whether morality depends in some way on religion? † The answer to this question may be of considerable practical importance. If morality does depend on religion, the process of secularization, in the course of which religious belief and practice wither away, seems to pose a serious threat to morality. Most of the discussion in this entry will address the issue of whether moral requirements (obligations) and prohibitions (wrongness) depend on a deity of the sort to which the major monotheisms of Judaism, Christianity, and Islam are committed. Discussions of whether morality depends on religion frequently focus exclusively on the deontological domain. Deontology consists of a system of requirements, permissions, and prohibitions. It is structurally similar to systems of law. Hence it’s natural to think of deontology as the domain of moral law. The question arises as to whether moral law’s binding force depends on the authority of a divine lawgiver or religion belief expert. http://www. highbeam. com/doc/1G2-3446801737. html.

Moral Philosophy essays

Moral Philosophy essays Alasdair MacIntyre and Virginia Held are two important figures in the fold of philosophy. Both are renowned because of their own special fieldsMacIntyre for moral philosophy purely, and Virginia Held for partitioning it for feminist philosophy. MacIntyre's views appear more global and humanitarian. One may say that Held's goal is the same; she only looks at feminism as a necessary medium for the service of humanity. Moral philosophy takes into account development, keeps an open mind about matters that must be given thought, and consists of moral theories. MacIntyre, for instance, gives up on the idea of individual culture to shape morality. Instead, he believes in being questioning toward our moral values and to adopt a somewhat universal culture with its own particular profile of morality. Here, a candid, liberal mind is used. Held, on the other hand, discusses a feminist moral theory, not pure moral philosophy, when she expresses her opinion that moral theory must be about caring as well. Hence, based on Held's theory, there must be interdependence rather As mentioned earlier, both philosophers express their views in a style that catches attention. However, no philosopher among the two has found the other guilty of erroneous conviction. Their ideas on moral philosophy or moral theory (a part of moral philosophy) are unique and still weighty Peace is bestthis is wisest to say. Many would say that capital punishment is bad while killing in war is justified. It depends: this is my viewpoint. There are innumerable variables involved as far as killing is concerned, a moral philosopher may be aware also. Why is an individual being killed' Why is war being waged' Should the innocent be killed in war too only because of the corrupti ...

The Effects of Injuries on Professional Athletes

The Effects of Injuries on Professional Athletes Free Online Research Papers The Effects of Sports Injuries occur in almost every single sport, not only in those with a high level of contact. Many injuries come from high-intensity sports and are very common, but some may change players for the rest of their lives. Injuries are painful and at that moment they affect players ability to participate but certain injuries sustained can affect them in the long run. These injuries are very dangerous because sometimes athletes dont even realize they have a serious long-term injury until it is too late. Although the injuries people most hear about are the in professional sports, these injuries occur just as much or maybe even more, with teenagers in middle school or high school. Almost one in five high school students in a contact sport suffers a concussion each season and there are about 300,000 sport-related concussions each year (Washburn 1). Clearly this is currently a major issue in the sport community today. Sports like hockey or football usually contribute most of the concussions but other sports such as basketball, boxing, and even gymnastics are reported yearly to have some concussions. Concussions are just one of many injuries that threaten the lives of all athletes. The NFL is responsible for injuries players receive during their NFL careers and should incorporate a medical disability plan for retired players.. It as been proven that young athletes or teenagers are more vulnerable to injuries such as concussions. Concussions have been and still are one of the most dangerous forms of injuries. Since teens are more vulnerable to them, they suffer more concussions than adults (Solomon 44). It is very dangerous for the teen athlete to receive this damage because the younger someone is, the brain and nervous system takes even longer to recover (Washburn 1). The most dangerous thing about concussions are that they are invisible meaning they are undetectable. The only symptoms are headaches, sleepiness or lack of focus. Doctors say that concussions are the most serious injury in sports and the most difficult to diagnose due to the fact that it is invisible (Washburn 2). The dangerous part about not being able to detect a concussion is that players resume playing and are three times more-likely to suffer another. Even if an athlete receives a concussion and returns too soon, that athlete is at risk of receiving the second impact syndrome which causes irreversible brain damage or even fatality. It has been reported that two young athletes in the nation die each year from concussions (Washburn 1). In New Jersey, it is also reported that 10,000 athletes suffer from sport related concussions, and 75,000 more are unreported. Although teenagers are more likely to receive one, many professional athletes were force to end their careers early as a result. Athletes such as Pat LaFontaine (National Hockey League) and Wayne Chrebet (National Football League) are primary examples of what concussions are capable of (Nowinski 63). These athletes may look the same but concussions are known to change personalities as a long-term affect. Most likely the greatest boxer of all time, Muhammad Ali must suffer the life-long consequences of the serious blows to the head (Washburn 2). Autopsys of dead NFL players have shown that concussions may also lead to psychological problems which includes suici de (Chandler 2). These injuries are far more dangerous than most even realize. The injury causes a lot of damage to the brain and can alter ones lifestyle. College football athlete David Showalter received a concussion during warmups before his Rutgers game. Because of this, he claims his grades had plummeted, his memory faltered, and had withdrew from college with partial amnesia. Schools and doctors should be more aware of this serious injury and should do more to prevent or aid those who need, such as Showalter whos life will never again be the same. A major issue today is the medical pension that professional athletes, such as NFL retirees, are not receiving. Only very few NFL players who retired due to a concussion injury are receiving full medical care and only 4 retirees have full life-time benefits from concussions out of 8,000. Player Agent Leigh Steinberg says concussions are an undiagnosed health epidemic and that the reason so many athletes are not receiving aid is because of three reasons. These reasons are that they either dont realize their later-life impairments were caused by the sport, they are too embarrassed to come forward, or the disability regulators need to be enlightened. Many ex-athletes are fighting for more support and feel that it is necessary because the sport is so dangerous. Approximately 61.5% of retired NFL players are receiving benefits, but only half of those receive pension (Chandler 1). It seems very unfair to those who were forced to retire due to injury and receive nothing, especially if they suffer brain damage. These players will not be able to have an occupation to support their families and the NFL should be there to help out. Ex-Minnesota Viking Brent Boyd claims that the NFL is fighting so hard, like how tobacco companies fought like hell to deny any link between smoking and cancer. Coach and Hall of Fame Tight End Mike Ditka is one of the most active retiree to fight for a better retirement system. Ditka feels that the retirement system is far from satisfying and that ex-players need more than what they are receiving now, if anything. Kevin Everett, who played for the Buffalo Bills just this year, received a devastating spinal cord injury that ended his career. Ditka argues for players such as Everett who should receive life-time support. Injured players receive injury settlements which provide less compensation, than those players would have earned if they remained healthy and finished the contract obligations (Sports Illustrated 3). Many feel that athletes now who earn hundreds of millions are set for life. This may be the case for some, but not all. In reality, most athletes have short careers and arent earning hundreds of millions. In fact they have a limited time to earn enough money to earn that will last them through their retirement. Most athletes must find a way to earn money after they retire, especially the injured ones. This is why many athletes need good pension plans to keep themselves along with their families supported if unable to find a job. The NFL pension plan was created in 1959. Back then the salaries were a lot different than today of course, but still not enough. The plan covered all active players that have been in the league for a minimum of 4 years. After 1992, the minimum number of years was decreased to only 3 years and full benefits were accessible to all at the age of 55 with minimum payout of 200 a month for each season played. Veteran Darrel Green, retired in 2002 after 20 seasons, will only receive $5,805 a month, which at this day and age is certainly not enough to support a full family and health concerns. Another veteran, Mike Webster, requested for full disability benefits in 1999 and was rejected. Because of this, Webster was forced into debt and out on the streets, homeless for a short time. Unfortunately Webster had died in 2002 as he suffered sever brain damage from playing in the NFL. After years of legal work, Websters estate sued the NFL and received $1.18 million. Although they won, it seemed too little, too late as Webster was denied the help and financial aid he should rightfully have gotten and died (Helfand 1). The NFL is not the only sport that has a retirement pension plan. The NBA also started one just 6 years after the NFL did. Just like the National Football League, the National Basketball Association based its pension on how many years the athletes have been in the league for. Benefits went mostly to those who have been in the NBA for over 3 years in 1965 but was revised in 1988 and extended coverage to the athletes who played at least 5 seasons before 1965. Those who played before 1965 received at least 100 dollars a month and those after 1965 received more than $200 a month. Sadly those numbers have not increased greatly over the years, it was moved to over $306 a month to all players equally (Helfand 1). As each week goes by, it seems as if there is more and more talk about pensions and benefits in the NFL. Mike Ditka is definitely one of the more vocal Hall of Famers, but by his side stand many retirees fighting with him for a greater cause. With the average NFL career lasting only roughly 3 seasons and some of those ending careers caused by injury, the pension system as of now will not fully support an athlete and his family (Sports Illustrated 1). Times have changed since the pensions were implemented and finances have changed as well. Necessities cost a lot more than what they used to and the pension plan should be updated to work hand in hand with todays finances. Many players may seem like they are living the sweet life, but when their short careers end, they dont have much to fall back on. Most retired players seem to land occupations that deal with football, like coaching, commentating or even scouting. If not, popular jobs are finance or real estate which brings in good money. It is easier said than done, as most NFL players dont have the education, experience or skills that ca n get them that job (Sports Illustrated 2). A certain percentage of the retired players arent so lucky as to having a chance at an after-football job. The few retired athletes who could have landed jobs before their NFL careers, now cannot due to severe brain damage or paralysis. These are the injuries that will ruin someones life and without the NFLs support, they will live in poverty for the rest of their lives. The effects of injuries in sports could be devastating. Although athletes may be lucky enough to overcome injuries physically, it can always come back to hurt them in the long run mentally or financially. Without pensions or benefits to help aid athletes financially, there is not much that can be done for support. In the near future, something must be done to change pension policies so that everyone is supported, not just a select few. Mike Ditka and followers will eventually succeed to changing retirement plans for athletes such as the NFLs for the better. Research Papers on The Effects of Injuries on Professional AthletesTrailblazing by Eric AndersonThe Hockey GamePersonal Experience with Teen PregnancyStandardized TestingHip-Hop is ArtThe Effects of Illegal ImmigrationThe Relationship Between Delinquency and Drug UseArguments for Physician-Assisted Suicide (PAS)Effects of Television Violence on ChildrenIncorporating Risk and Uncertainty Factor in Capital

Causes of Mass Wasting and Landslides

Causes of Mass Wasting and Landslides Mass wasting, sometimes called mass movement, is the downward movement by gravity of rock, regolith (loose, weathered rock) and/or soil on the sloped top layers of the Earth’s surface. It is a significant part of the process of erosion because it moves material from high elevations to lower elevations. It can be triggered by natural events like earthquakes, volcanic eruptions and flooding, but gravity is its driving force. Although gravity is the driving force of mass wasting, it is impacted mainly by the slope material’s strength and cohesiveness as well as the amount of friction acting on the material. If friction, cohesion, and strength (collectively known as the resisting forces) are high in a given area, mass wasting is less likely to occur because the gravitational force does not exceed the resisting force. The angle of repose also plays a role in whether a slope will fail or not. This is the maximum angle at which loose material becomes stable, usually 25Â °-40Â °, and is caused by a balance between gravity and the resisting force. If, for example, a slope is extremely steep and the gravitational force is greater than that of the resisting force, the angle of repose has not been met and the slope is likely to fail. The point at which mass movement does occur is called the shear-failure point. Types of Mass Wasting Once the force of gravity on a mass of rock or soil reaches the shear-failure point, it can fall, slide, flow or creep down a slope. These are the four types of mass wasting and are determined by the speed of the material’s movement downslope as well as the amount of moisture found in the material. Falls and Avalanches The first type of mass wasting is a rockfall or avalanche. A rockfall is a large amount of rock that falls independently from a slope or cliff and forms an irregular pile of rock, called a talus slope, at the base of the slope. Rockfalls are fast moving, dry types of mass movements. An avalanche, also called a debris avalanche, is a mass of falling rock, but also includes soil and other debris. Like a rockfall, an avalanche moves quickly but because of the presence of soil and debris, they are sometimes moister than a rockfall. Landslides Landslides are another type of mass wasting. They are sudden, fast movements of a cohesive mass of soil, rock or regolith. Landslides occur in two types- the first of which is a translational slide. These involve movement along a flat surface parallel to the angle of the slope in a stepped-liked pattern, with no rotation. The second type of landslide is called a rotational slide and is the movement of surface material along a concave surface. Both types of landslides can be moist, but they are not normally saturated with water. Flow Flows, like rockfalls and landslides, are fast moving types of mass wasting. They are different however because the material within them is normally saturated with moisture. Mudflows, for example, are a type of flow that can occur quickly after heavy precipitation saturates a surface. Earthflows are another type of flow that occur in this category, but unlike mudflows, they are not usually saturated with moisture and move somewhat slower. Creep The final and slowest moving type of mass wasting is called soil creep. These are gradual but persistent movements of dry surface soil. In this type of movement, soil particles are lifted and moved by cycles of moistness and dryness, temperature variations and grazing livestock. Freeze and thaw cycles in soil moisture also contribute to creep through frost heaving. When soil moisture freezes, it causes soil particles to expand out. When it melts though, the soil particles move back down vertically, causing the slope to become unstable. Mass Wasting and Permafrost In addition to falls, landslides, flows and creep, mass wasting processes also contribute to the erosion of landscapes in areas prone to permafrost. Because drainage is often poor in these areas, moisture collects in soil. During the winter, this moisture freezes, causing ground ice to develop. In the summer, the ground ice thaws and saturates the soil. Once saturated, the layer of soil then flows as a mass from higher elevations to lower elevations, through a mass wasting process called solifluction. Humans and Mass Wasting Although most mass wasting processes occur via natural phenomena like earthquakes, human activities like surface mining or the building of a highway or shopping malls can also contribute to mass wasting. Human-induced mass wasting is called scarification and can have the same impacts on a landscape as natural occurrences. Whether human-induced or natural though, mass wasting plays a significant role on the erosion landscapes all over the world and different mass wasting events have caused damage in cities as well. On March 27, 1964, for example, an earthquake measuring a magnitude of 9.2 near Anchorage, Alaska caused almost 100 mass wasting events like landslides and debris avalanches throughout the state that impacted cities as well as more remote, rural regions. Today, scientists use their knowledge of local geology and provide extensive monitoring of ground movement to better plan cities and aid in reducing the impacts of mass wasting in populated areas.

Task 1 Essay Example | Topics and Well Written Essays - 500 words

Task 1 - Essay Example The responses should enable you to identify what you are good or bad at from which you can create a personal SWOT analysis (Strengths, Weaknesses, Opportunities, Threats). From this SWOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to† get to know† you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. Most careers require five skills of; (1) communication; (2) Research and planning; (3) interpersonal skills; (4) Leadership; and (5) survival skills. As a member of the Qatari Navy, it is my belief that I’ve have displayed these five key skills with communication and interpersonal relations standing out. Of significance is that I see essential leadership skills in me with relevant skills in networking, organization, interpersonal relationships and communication. These traits exhibited enable me to properly manage most projects. Team members need to feel respected, appreciated and valued. Listening to their contribution therefore, allows their self worth to come out enabling them to be confident in the duties of the team. As a leader, one has the responsibility of providing a sense of direction through clear explanation of goals so that each member has a proper understanding of their respective roles and responsibilities. Members should also be given the room to provide feedback and float useful ideas. From my experience within the Qatari navy, when junior staff are belittled and made to feel insignificant to receive regular communications on an organization’s happenings, absenteeism numbers increase with a rise in staff turnover besides poor performance. My experience in organization with the Qatari Navy has made me absolutely confident of my ability as an effective leader. As a team leader, I must stay ahead of the rest in terms of knowledge

Environmental Microbiology Assignment Example | Topics and Well Written Essays - 250 words - 1

Environmental Microbiology - Assignment Example The reason as to why they are considered together is for human convenience and not as a reflection of their biological, evolutionary or ordered relationships. It is also important to note that algae are also known to be phototropic. Lenntech.com (1) asserts that almost all algae are eukaryotes and the exact nature of their chloroplasts which contains DNA is different in different lines of algae. Cyanobacteria are a classification of organisms traditionally incorporated among the algae though they have a prokaryotic cell structure and they conduct photosynthesis directly within the cytoplasm and not in specialized organs. Expertscolumn.com (1) categorically explains the significance of algae. Economically, Phytoplankton from algae is a source of food to many aquatic living things such as fish and also provides oxygen to their surrounding environment. The desmids help in analysis of water contamination or pollution. Another example is the brown algae. The brown algae contain alginic acid which is a source of lginites. Algae have negative effects as much as they have many uses. A typical scenario is that when a huge increase of algae occurs, a ‘red tide’ occurs. This is characterized by the ocean changing its color to red in certain areas as a result of the pigment coming from the algae. In conclusion, more research should be done to discover more areas through which algae can be utilized as opposed to their negative effects. This can be attributed to the fact that algae will always exist within our society and the more ways of utilizing them in our lives, the better. Expertcolumn.com. â€Å"The Significance of Algae in Economy and Environment as well as Its Harmful Effect†.7 Jan. 2011. Web.27 Oct. 2011

MEDICATION ERROR Essay Example | Topics and Well Written Essays - 500 words

MEDICATION ERROR - Essay Example Medication error can occur at the pharmacy, at the doctor’s office, at home, or in the hospital. Various causes of medication error have been cited including confusion regarding different drugs with the same names, inadequate information concerning sensitivities and drug allergies of a particular patient, and difficulty in reading prescriptions that are handwritten among others (Naylor, 2002). In order to have a better understanding of this topic, this paper will discuss medication error in general, with particular reference to the medication safety, prevention, as well as reporting. Medication should at all times achieve its main aim of relieving pain and suffering, managing symptoms of chronic diseases, and treating infectious diseases. Medication safety is one of the main strategies that can help in realizing this goal. Caregivers, pharmacists, and patients should focus on critical elements of medication safety which are safe storage, safe dosing, and safe disposal. Medicines should be stored in the right locations and under the recommended temperatures (Banja, 2005). Safe storage also involves keeping drugs out of reach of children. It also involves keeping them where they can be destroyed such as in the backpack or in the purse. Medication safety further entails safe dosing; under and overdosing are preventable. This starts by ensuring that the right prescription is made. After that, caregivers and patients should be vigilant in reading the medication instructions and labels in order to take the right dose. The final aspect of medication safety is safe disp osal of medicines. In an event that medications are not needed anymore or they are out of date, they should be disposed appropriately. This can be done through community’s medication take-back program, or by dissolving them in water if they are solid, or by removing personal information and any instructions from the

Seven Years War and How it Affected the British Colonies in North Research Paper

Seven Years War and How it Affected the British Colonies in North America and What Were the Policy Changes After 1763 - Research Paper Example However, at the end of this war several challenges faced Britain (Rickard Web). This paper seeks to discuss Seven Years War and how it affected the British Colonies in North America and what were the policy changes after 1763. Influence to the Colonies Britain started to assess the relationship it had with the colonies. This did not take place before the war, but success of war prompted Britain to take this initiative. British authority thought of colonies as subject to authority of the king and parliament. Consequently, colonial assemblies were given authority to supervise the implementation of directives from royal governors in the colonies (Henretta and Burke Web). Additionally, Britain failed to put its laws in these colonies. For example, the molasses Act of 1733 was not implemented. This required the colonist to pay taxes on import from West Indies under French authority. This was because there was huge profit that Britain was generating from the colonies (O'Brien 125). Consequ ently, colonist gained both political and economic autonomy. However, the colonies were sometimes uncooperative to royal directives (Henretta and Burke Web). According to Knopf, â€Å"The success of Britain in the war increased its American control to a size that was challenging to any European metropolis to exercise control† (Knopf Web). ... Consequently, Britain was faced with huge debt. Compounding British financial woes was uprising calling for tax relief due to bulging taxes for those living in British Isles. There was also a negative response by Indians living in areas formerly under the French dominance. Actually, there was suspicious relation between Great Britain and tribes in Ohio and the great lakes region. They had established a cordial relationship with French settlers before. However, after French and its allies defeat, British settlers started to inhabit this region. This was rampant in the Appalachian mountain where there was rich agricultural land. As a result, the Indian viewed these settlers from another perspective that was not pleasing to them (O'Brien 125). In addition, Major General Jeffrey Amherst contributed to a tense relationship between the Indians and British in the culmination of the War. During the war, a considerable support was given to British by Indian tribes. As a result, British gave v arious gifts to their leaders. However, this was terminated after a successful termination of the war. General Amherst considered these tribes as inconsequential as he no longer needed their support. Trading links were also severed with Indians. Furthermore, the Indians felt that British were treating them as subjects rather than their allies. Digital History notes, â€Å"The colonist’s encroachment of Indian land was a source of frontier retaliation in the form of Pontiac’s uprising† (Digital History Web). The Pontiac revolution led various Indian tribes against British forces and settlers. This was a protracted war seeking to reduce British dominance. A number of British soldiers were killed, while settlers fled to safer locations in the eastern side. Challenges

Research paper Essay Example | Topics and Well Written Essays - 1750 words - 11

Research paper - Essay Example It is strongly believed that by taking into consideration various arguments along with counterarguments based on the aforesaid sentiments, the role of obligations in the context of fighting against evil and the potentiality of the intellectuals towards governing a specific society can be ascertained. Philip Zimbardo, the lecturer in the audio file i.e. â€Å"Journey from the Psychology of Evil to the Psychology of Heroism† provided knowledge about psychological effect on the mind and behaviour of people. The lecturer signified that there are different factors that are accountable for transforming human behaviour and character. Moreover, the transformation in the character is observed due to social influence, situational act, personal attributes or morality, compassion or sense of justice. The factors are identified to adversely affect the psychological stability of human mind based on which good people are engaged in performing evil actions affecting a society as a whole. The lecturer also added that evil behaviour is exercising power to damage, harm or obliterate psychological or physical well-being of others (Korstanje, 2013; Zimbardo, 2007). Correspondingly, the essay intends to analyse sentiment to fight evil. The discussion will identify the suitability of intellectuals about their fitness in governing a society. Additionally, argument and counterargument provided with the aim of determining the appropriateness of the arguments relating to good or evil actions performed. In general, most of the people recognizes that evil is a quality, which is inherent or developed by some of the people and not by all human beings. Evil behaviour is developed by an external force and bad seeds, which enforce an individual to perform evil actions. In contrast, spiritual power grounds evil either directly in the appearance of possession or indirectly as a spiritual oppression.

RFID in the Context of Customer Services Research Paper

RFID in the Context of Customer Services - Research Paper Example According to the research findings, it can, therefore, be said that in the modern business world, there is a need for companies and firms to increase the quality of services they provide their customers or quality of goods and products they produce or manufacture. It is very hard for any company or a firm to regain popularity among their lost customers or improve their position in the market. To make a profit very often means to provide customers with better services. At the same time, a chosen marketing strategy of customers’ services improvement should be developed in compliance with the needs of the company; their assets, potential, set goals and many other internal and external factors. Moreover, with regards to a wide-spread nature of technological innovations, companies implement innovative technologies in customer services. In accordance with research conducted by†¦: â€Å"Technology does more than enable the creation of new or improved services. It may also impro ve consistent service standards of the company, and, what is more, important is to involve the customers in operations through self-service technology†. Therefore, the modern business world needs innovations. To keep pace with the globalized world every firm or company should meet new requirements and follow the developments of technologies. In order to appropriately introduce valuable innovative assets, it is relevant to assess their advantages and disadvantages. An individual-centered approach is high on the agenda in the modern business world. A customer is of crucial importance. The more customers the company has, the greater success comes.

Research paper Essay Example | Topics and Well Written Essays - 1750 words - 11

Research paper - Essay Example It is strongly believed that by taking into consideration various arguments along with counterarguments based on the aforesaid sentiments, the role of obligations in the context of fighting against evil and the potentiality of the intellectuals towards governing a specific society can be ascertained. Philip Zimbardo, the lecturer in the audio file i.e. â€Å"Journey from the Psychology of Evil to the Psychology of Heroism† provided knowledge about psychological effect on the mind and behaviour of people. The lecturer signified that there are different factors that are accountable for transforming human behaviour and character. Moreover, the transformation in the character is observed due to social influence, situational act, personal attributes or morality, compassion or sense of justice. The factors are identified to adversely affect the psychological stability of human mind based on which good people are engaged in performing evil actions affecting a society as a whole. The lecturer also added that evil behaviour is exercising power to damage, harm or obliterate psychological or physical well-being of others (Korstanje, 2013; Zimbardo, 2007). Correspondingly, the essay intends to analyse sentiment to fight evil. The discussion will identify the suitability of intellectuals about their fitness in governing a society. Additionally, argument and counterargument provided with the aim of determining the appropriateness of the arguments relating to good or evil actions performed. In general, most of the people recognizes that evil is a quality, which is inherent or developed by some of the people and not by all human beings. Evil behaviour is developed by an external force and bad seeds, which enforce an individual to perform evil actions. In contrast, spiritual power grounds evil either directly in the appearance of possession or indirectly as a spiritual oppression.

Discuss this question(showing in the Details set) more likely to Essay

Discuss this question(showing in the Details set) more likely to discuss philosophy knowledge and opinions no source are needed) - Essay Example In this case, relativists are advocates of cultural tolerance. By holding that everything in the world is contains some relative truth and that all positions are equal, it can be concluded that the cultural aspect in the world is also among the equals. In this case, there is no culture that is superior or other that are inferior. By this, one can deduce that different culture defines the diversity of people. Similarly, all people have equality in all aspect and hence, the issue of cultural tolerance has its place in the relativist school of thought. Cultural tolerance refers to the situation where every person acknowledges and respects cultural diversity. As such, each cultural should be treated with dignity and equality. As per the definition, cultural diversity is all about equality of all people despite their cultural orientation. All this is hypothesized by relativists as they advocate for unconditional equality. In this case, we can conclude that the relativists universally are committed to cross-cultural

Article on Coke Blinks Essay Example for Free

Article on Coke Blinks Essay Mark Bittman’s article â€Å"Coke Blinks† discusses how the famous soda company, Coca-Cola, recently released a video where it addresses the growing problem in our nation of obesity. In the video Coca-Cola attempts to claim that it is not their fault people are obese; it’s the consumers fault because the company offers low calorie beverages and now has smaller proportioned drinks. They are basically saying that every calorie counts and not just the ones in their products. Bittman describes this video as, â€Å"Sheer manipulation, calculated to confuse, obscure and deny. † Bittman beliefs sugar, â€Å"Especially in liquid form† is extremely harmful and not just because it leads to obesity. He thinks Coca-Cola is more focused on making money than it is trying to help the nation deal with obesity. He goes on to compare soda to nicotine saying, â€Å"Soda is a fructose delivery system as tobacco is a nicotine delivery system.† He is stating that Coca-Cola is doing the same thing tobacco companies once did, ignore the fact that their product was extremely harmful and they didn’t want the consumers to know because it would lead to a loss in product sales. This article focuses on the negative effects that sugar based beverages have on the body. Bittman states, â€Å"There is virtual consensus that drinking too much soda is bad for you, and it’s not hard to understand the evidence.† In the end Coca-Cola is simply trying to lessen its bad reputation for causing health problems such as diabetes and chubbiness by releasing a video which talks about obesity. Bittman is implicating the irony in Coca-Cola’s video and he simply trying to warm people not to drink soda because it’s not healthy.

The Impact Of The Typewriter History Essay

The Impact Of The Typewriter History Essay The typewriter was one of the greatest turning points in history. Writing, a previously laborious task, was made immensely easier. The typewriter benefited countless businessmen, researchers, and professionals who were all obliged to undergo the drudgery of the pen.  [1]  It brought convenience and productivity to people everywhere. Even more important, however, was its impact on businesses and society. Companies were grew and expanded in unparalleled ways because of this newfound speed in writing. Because of the speed of writing the Sholes-Glidden typewriter brought to the table, the typewriter became the driving force in nearly every companys growth. The Sholes-Glidden typewriter, however, was not the first typewriter to be made, nor was it the first to be faster than hand-writing-it was simply the first commercially successful typewriter. In order to trace the roots of the typewriter, one must go back several centuries to a time long before keyboards. Writing had been a long, tedious process since its creation. Words and symbols had to be meticulously copied by hand, stroke-for-stroke, word-for-word, again and again in order to make a single copy or write down a single record. In fact, the writing process was so arduous that there were people-scribes-whose lives were dedicated just to writing and copying. They were honored and renowned, too, just because of how difficult writing was. Despite the difficulty, however, writing was an integral part of human progression. By the 1400s, people had already gotten tired of writings difficulty and looked for new ways to reduce this labor. The result was the printing press, the first invention that revolutionized the world of writing.  [2]  Following this success, humans began seeking for even more ways to improve writing and make it easier. The next major revolution in writing came in the mid-1600s in the form of William Pettys writing machine. In the machines patent, Charles I describe d it as a machine that: à ¢Ã¢â€š ¬Ã‚ ¦might be learnt in an hours time, and of great advantage to lawyers, scriveners, merchants, scholars, registars, clerks, etcetera; it saving the labour of examination, discovering or preventing falsification, and performing the business of writing-as with ease and speed-so with privacy.  [3]   In essence, Pettys invention was really just a machine that wrote with two pens at once. However, Charles Is description could also be applied to the typewriter perfectly. In 1714, nearly sixty years later, Henry Mill created the next notable typewriter. In the patent granted to him by the Queen, Mills typewriter was described as: an artificial machine or method for impressing or transcribing of letters, singly or progressively one after the other, as in writing, whereby all writings whatsoever may be engrossed on paper or parchment so neat and exact as not to be distinguished from printà ¢Ã¢â€š ¬Ã‚ ¦the impression being deeper and more lasting than any other writing  [4]   Unlike Pettys two-pen writing machine, Mills machine was much more similar to the 20th century typewriter. In just sixty years since the first notable typewriter, tremendous progress had already been achieved on the journey to creating writings most revolutionizing invention. Invented in 1829, William Austin Burts Typographer became the first American writing machine.  [5]  A person would type on Burts Typographer by spinning a large wheel with many characters on it until his/her desired character was in front of the typing point. Next, a hammer would bring the type to the surface of the paper, creating a character on the paper. This, however, was a very slow process-even slower than hand-writing. It was also very prone to spelling errors, as proved in a letter he wrote to his wife.  [6]  Despite its flaws, many people saw potential in the machine. One such person was John Sheldon, the editor of the Michigan Gazette. He was so impressed with the typewriter, in fact, that he even went so far as to write to Andrew Jackson, the president at the time. However, Sheldon was not able to come up with enough funds to manufacture the Typographer, and the typographer was brought to a premature end. Much like Charles I and the Queens descriptions of previous typewriters, Sheldons letter was meant to predict the impact of Burts Typographer, but instead managed to better predict the eventual outcome of the typewriter. In his letter, Sheldon wrote that the writing machine will be ranked with the most novel, useful, and pleasing inventions of this age.  [7]  Following Burt, many inventors tried to create their own typing machines-but none of them were nearly as progressive as Burts.  [8]  These later typewriters were not really able to impact the world or garner as much attention as Burts, and, as a result, their inventors names and faces became lost in the depths of history. In 1831, the next notable typewriter emerged, born into a time of great conflict within America herself. Originally built as a hobby by John Pratt, the Pterotype would eventually become the inspiration for the first commercially successful typewriter.  [9]  Because taking out a patent was very hard during the Civil War, Pratt decided to finish his machine in London, where he was able to obtain a British patent in 1864. His Pterotype aroused much interest and speculation in many English citizens.  [10]  In fact, the machine was so profound that when Pratt returned to America at the end of the Civil War, he found an editorial, Type Writing Machine, written in Scientific American that described his machine as A machine by which it is assumed that a man may print his thoughts twice as fast as he can write them, and with the advantage of the legibility, compactness and neatness of print, has lately been exhibited before the London Society of Arts by the inventor, Mr. Prattà ¢Ã¢â€š ¬Ã‚ ¦The subject of typewriting is one of the interesting aspects of the near future. Its manifest feasibility and advantage indicate that the laborious and unsatisfactory performance of the pen must, sooner or later, become obsolete for general purposes.  [11]   This description, applicable both to typewriters and to more recent models, described many important advantages of the typewriter. Unfortunately for Pratt, by the time he had been granted an American patent for his Pterotype, Charles Latham Sholes had already been granted a patent for his typing machine. Because of this difference in timing, Sholess model became much more well-known in America and far overshadowed the Pterotype.  [12]   Charles Latham Sholes is usually known by most as the inventor of the first typewriter.  [13]  While this is not true, the Sholes-Glidden typewriter Sholes would later invent was indeed the first truly successful typewriter. Sholes lived near a local machine shop, the Kleinsteuber, and would often visit it with his friends Samuel W. Soule and Carlos Glidden. In July 1867, Sholes came across the article in Scientific America describing Pratts Pterotype. Inspired by this Type Writing Machine, Sholes set out to make his own machine, arguing that Pratts machine was too complex.  [14]  Through a great deal of experimenting and inventing, Sholes and his friends were finally able to make a machine that was able to print one letter: W.  [15]  For Sholes and his friends, this was a monumental achievement, and one that really spurred them on to continue with their work. With one letter under their metaphorical belts, Sholes, Soule, and Glidden continued to develop their typing machine until it was capable of typing the entire English alphabet. The first prototype of this typewriter was shaped almost exactly like a piano, with white and black keys made of ivory and ebony, respectively.  [16]  They named their new typewriting machine the Type-Writer after the title of the article that had originally inspired them.  [17]  Sholes knew that without money, their new machine was not going anywhere no matter how revolutionary it was. Sholes decided to contact people for support, and so began writing investors (with their new Type-Writer, of course). One of the investors, James Densmore, was very interested in Sholess writing machine. In order to seal his position, James readily paid them the hefty six-hundred dollars they had asked for in return for a portion of the company. He also stayed with the project, constantly pushing Soles to create the per fect machine.  [18]  While Densmore was infallibly confident in the typing machine, saying of the typewriter (a name he had created), I belive in the invention from the top-most corner of my hat to the bottom-most head of the nails of my boot heels, Sholes was not as confident in the machine he had invented, and sold it to Densmore. In 1872, his friend, Yost, visited him in Milwaukee and recommended to him the factory of E. Remington Son, a factory that had manufactured guns and sewing machines prior the end of the Civil War. In 1873 a deal was made to remodel the machine for manufacturing, and the factory set to work creating 1,000 typewriters-1,000 Type-Writers that revolutionized the world of writing and began the industry of the typewriter.  [19]   The biggest feature of the Sholes-Glidden typewriter was that one could finally type faster on it than one could write with a pen.  [20]  The first production Sholes-Glidden typewriters appearance was very different from that of more modern typewriters-it was shaped like a sewing machine (the Remington Arms Company had manufactured sewing machines and guns during the war.) However, the real legacy that the Sholes-Gldden typewriter has left us is not its sewing-machine like appearance, but rather its unique keyboard layout. As Sholes was creating his typewriter, he found a very annoying problem: when the keys were hit too quickly in succession, the hammers that printed characters would get jammed, tied up with each other. Sholes decided that the best way to resolve this problem would be to change the keyboard format to a more difficult one with keys commonly used together placed farther apart. Instead of the usual A-Z keyboard layout of its time, Sholes arranged his typewriter in the format everyone is well-versed in today, the QWERTY keyboard layout in order to prevent excessive jams.  [21]  As the popularity and success of Sholess typewriter grew and people began to adapt to its new keyboard layout, other companies saw the QWERTY layouts success and followed suit. Today, nearly every keyboard is created in the QWERTY layout-a beautiful showcase of the Sholes-Glidden typewriters lasting impact. Created by James B. Hammond, the Hammond model typewriter surfaced shortly after Sholess typewriter was released. Seeing the terrible misfortune Pratt had in the timing of his patent, Hammond offered Pratt a large sum of money as well as a percentage of the profits if Pratt consented to leaving the typewriter industry.  [22]  Then, taking Pratts plans and patents, Hammond created a typewriter that utilized the revolutionary idea of interchangeable type, or the shift button on todays keyboards.  [23]  This new mechanism allowed for two sets of keys on each hammer that could be swapped at the push of a button, allowing for typists to type with a far greater range of symbols and letters despite having a smaller amount of visible keys on the surface. Due to a general misunderstanding of what a typewriter was, the Sholes-Glidden typewriter did not sell very well when it was first released. People often confused the typewriter with the age-old printing press, not realizing that the typewriter was a brand-new revolutionary invention. When people began to understand the advantages of the typewriter, however, society was changed for the better in incredible ways. Typewriters unrivaled speed in producing text became necessities for both priests and clergymen, who were now able to type up sermons and record purchases in half of the time. Despite the typewriters learning curve, everybody recognized that typewriters had much potential, as evidenced by Mark Twains letter to his own typewriter: I AM TRYING TTO GET THE HANG OF THIS NEW FFANGLED WRITING MACHINE, BUT AM NOT MAKING A SHINING SUCCESS OF IT. HOWEVER THIS IS THE FIRST ATTEMPT I EVER HAVE MADE YET I PERCEIVETHAT I SHALL SOON EASILY ACQUIRE A FINE FACILITY IN ITS USE.  [24]   The aforementioned piece in Scientific American wrote that [l]egal copying, and the writing and delivering of sermons and lectures, not to speak of letters and editorials, will undergo a revolution as remarkable as that effected in books by the invention of printing.  [25]  Everyone, no matter what occupation or hobby, was benefited in one way or another. New conveniences previously un-thought of became realities, too, as evidenced by the letters one could have typed and printed for less than a dollar.  [26]  Even with these improvements typewriters brought to life, however, many still objected to many of the typewriters uses. One prominent example would be that of typing letters-when the typewriter was first released to the public, people would be offended if they received a typed letter, thinking that the sender did not care enough about them to hand-write the letter. Even so, though, it simply could not go unnoticed that the typewriter had begun to seep into every part of peoples lives, and generally improving that persons life as well. Not only did they improve everyday life and increase workflow, typewriters created many new opportunities for women. Because of the typewriters ever-growing popularity in the late 1800s, women were given a new opportunity to enter business.  [27]  While women used to be limited to working in factories and sweatshops, factories with terrible and inhumane conditions, typewriters gave them new opportunities for clerical work, which usually provided higher pay in better working conditions.  [28]  Sholes himself soon acknowledged himself that his typewriter provided women with new freedoms, saying, I do feel I have done something for the women who have always had to work so hard. This will enable them more easily to earn a livingà ¢Ã¢â€š ¬Ã‚ ¦whatever I may have felt in the early days of the value of the typewriter, it is obviously a blessing to mankind, and especially to womankind.  [29]  Sholes must certainly have felt very surprised at all of the changes his typewriter bro ught. No matter who his original target demographic was, his Type-Writer gave thousands of women new lives and new conditions, all the while affording them a springboard from which they could jump to even higher positions in society later on.  [30]   The typewriter is one of the most revolutionary inventions in history. It brought speed to writers, productivity to offices, and convenience to workers. It brought jobs to women, letters to friends, and computers to people. While the journey in the creation of the typewriter was a long and arduous one, it was a very necessary one. It was created over centuries of work by countless people, people from inventors who improved upon the typewriter to investors who poured their heart and money into these machines. From writers who gave typewriters the public attention they needed to grow to hobbyists whose inventions led to a more versatile machine, each man adding onto the previous mans work. After a long voyage, the typewriter finally met its purpose as it made its way into the lives of every man and woman. Today, everyone uses a keyboard of some sort. Nearly every one of those keyboards is formatted in Sholess QWERTY layout, and every one of those keyboards includes Hammonds shift key. The type-writing machine, though very much forgotten today, still lives in nearly everything man-made, from the keyboards on our laptops to the text on our magazines produced by type-writing machines all around the world.

Wedding Toasts - Best Man, Brother of the Groom Essay -- Wedding Toast

Wedding Toasts - Best Man, Brother of the Groom Good Evening! I’m standing up here tonight, pretty boastful I have to admit, of my brother, Bobo, and his bride Twiggy. I have come to sing their praises, and if I happen to embarrass either one of them in the process, I apologize right now! On behalf of our family, we want to welcome each of you to the wedding today. It is a true testament to Bobo and Twiggy that you have taken time from your busy schedule to come and witness their marriage. I have never seen a more beautiful bride than Twiggy, and my brother looks just plain button busting proud, doesn’t he? Bobo and Twiggy do not come lightly into this marriage. They have each led successful lives up to this point, and each is a wonderful individual alone. However, as wonderful and unique each of them is, together they make the perfect couple! Bobo, a man of patience,...

History of Childcare Essay

History of Childcare Institutions and Qualifications During this essay I will be outlining the history of childcare institutions and qualifications and how they have developed in relation to the needs of the country, family needs and society. I will be looking at the following occupations wet nurses, governesses, nannies and nursery nurses and how qualifications have developed within these roles. I shall them to the qualifications of the present day and how gender and social class have impacted on these professions. Also I shall consider how the curriculum content has changed to meet the demands of the ever changing role of the childcare worker and how it relates to my teaching practice currently and in the future. When focusing on childcare a fundamental starting point is considering the role of the wet nurse and why she was popular and in demand. Wet nursing can date back as far as Moses. When the princess found baby Moses floating down the Nile she asked Miriam to find a wet nurse. In Ancient Egypt poor women used to supplement their income by becoming wet nurses for the upper class citizens or mothers who could not produce enough milk. Contracts were drawn up between them to â€Å"ensure the wet nurse provided good milk; preventing the wet nurse from nursing other children, having sex, or becoming pregnant† (history-wet-nursing, 2011). In many cultures wet nurses were an ancient tradition, for example within the Chinese culture, before the Second World War, wet nursing was common practice. The Communists tried to outlaw the practice but in the 21st century it has become a status symbol and due to the melamine milk scandal this ancient profession has seen a revival. Wet nurses in China today – must leave their own children, maintain a special diet, and undergo training in certain cases. Furthermore, if the babies that they nurse do not grow 20 grams each day, the wet nurses are fined by their employers. † (history-wet-nursing, 2011) During the Victorian era it was common place for the upper classes to employ a wet nurse as once more this was seen as a status symbol. Other reasons were that women of this era were usually married to authoritarian husbands who believed that breast feeding interfered with sex and the women themselves assumed that it would disfigure their breasts. Furthermore, during this time infant mortality was high and upper class families were encouraged to have large families to ensure the survival of an heir. Breast feeding provided a form of contraception and prevented ovulation thus, spacing out pregnancies. It wasn’t uncommon for babies to be sent to a wet nurse’s home for 18 to 24 months in order for the mother to become pregnant again. Often a wet nurse could be feeding many children including their own (sometimes to their detriment) and was either paid as well as a labourer or received nothing at all. Morisot, The Wet Nurse (1880) According to Valerie Fildes there were three types of wet nurses â€Å"the parish nurse who took in parish infants and was usually receiving poor relief herself; the nurses of the London Foundling Hospital who worked under the supervision of inspectors; the privately employed nurse, for whom wet-nursing was a significant and continuing occupation for which she received a good wage both in money and in kind: often she was cared for by her nurse-children in later life and received the occasional bequest from them. † (Fildes, 1988, p. 43) The qualities required for a wet nurse by the Victorians were worked out in enormous detail. She should have an attractive face, clear eyes, well made nose, red mouth, white teeth and a deep chest. The shape of her breasts was very important and their size shape and colour were all taken into account. She should also have a good personality, speak well, not be pregnant or desire the company of her husband. The reasons for these specific qualities were that it was thought that they would be transferred through the breast milk to the child (Fildes, 1988). By the middle of the 19th century wet nurses had virtually disappeared although isolated examples still existed (Churchill had a wet nurse). Surprisingly, wet nursing is making a reappearance in society today, there are wet nursing agencies where mothers can employ a wet nurse. Within society today, a woman may choose this option due to health reasons for example extreme illness or disease such as AIDS, an inability to produce breast milk or multiple births. What is more, this privilege is still confined to the upper and middle classes of society who have the means to pay. However, during the Victorian era this may have been seen as common practice but during this century it is quite often seen as a taboo subject,as pregnant mothers are given information about the benefits of breastfeeding from health professionals who actively encourage new mothers to conform with this practice. Alongside this there is the pressure from government initiative and more detailed research, that are changing the ideology of society thinking dismissing the Victorian idea of wet nursing as a status symbol. When comparing the person specification of the wet nurse in the 19th century to today’s wet nurses, it appears that there are some similarities such as being in good health, not smoking or consuming alcohol. Today, they are also vetted and tested for transferable diseases due to the fact more is understood about these by society and health professionals. Furthermore, wet nurses need to have a baby of a similar age in order for the milk to be of the right constitution and they would usually live or work in the employer’s home whereas previously they would have been taken to the wet nurses home. Following on from the wet nurse there is the emergence of nannies. The history of nannies can be traced back as far as the seventeenth century. The English nanny was an institution and was most popular during the 18th century. She is often portrayed in books and films as a kind, gentle woman who children adored; in fiction such as Jayne Eyre, Mary Poppins and more recently Nanny McFee. Before training developed nannies were often what were known as â€Å"gentlewomen† who had fallen on hard time and had to support themselves. They saw being a nanny as a solution to their predicament. Not all nannies were kind, some were extremely cruel. The nanny usually had a great deal of power and responsibility within the home; she had her own quarters to look after the children usually at the top of the house. The upper classes, employed nannies in order for them to continue their leisurely life style. Children at the time were also viewed as they should be â€Å"seen and not heard† and parents left it to the nanny to have total care and responsibility for their upbringing. Parents only spent a short time in the day with them accompanied by the nanny. The nanny would usually have a nursery maid to assist her who would do the menial tasks such as preparing meals and laundry. On the whole, nannies learned from other nannies and progression was usually nursery – maid, nursemaid or under nurse, sometimes a period of working as a second nanny, and then finally a nanny in her own right. In 1892 the first training college was set up by Emily Ward. She ran a school for young children in Norland Place and recognised the need for training. She was one of the earliest advocates of the Froebel system of teaching which was based on the approach â€Å"that all children are born good, and that to help them develop, adults need to provide the right environment and activities. These protect the child from learning bad habits of â€Å"evil tendencies†(Tassoni, 2006, p19). Emily Ward found that many of the students who went to her for training were not academic and found the Froebel examination too difficult despite her students being very practical and having a great love of children. Emily Ward recognised that if the students could be trained, not only would it benefit the children but would provide a new profession for girls of the educated classes. Students were charged a fee of thirty six pounds which covered six months training. The students were also expected to wear a uniform which Emily Ward thought would identify them as professionals and not have them mistaken for housemaids. This leads me to believe that originally the role the nanny was seen for women to earn a respectable living when they found themselves to be in a financial predicament rather than needing a formal qualification. However, during the latter stage of the 19th century the introduction of a formal qualification and fee for training transformed nanning into a profession, but still only allowed educated middle class, girls the opportunity. The students training was broken down into the following:- â€Å"Three fortnights for cooking, laundry, and domestic work, and six weeks spent in the Norland Place School, looking on at lessons, and giving help to the teachers. † (Gibbs, 1960, pg 178) Lectures given in the morning and the afternoons were spent exercising (walks in the fresh air), the evenings were for learning needlework. The second three months were spent in hospital training and the students were then given one month’s holiday before taking a post in a private family as a children’s nurse. If the employer was happy with the student she would continue for another three months and only then would the Norland Certificate be awarded. By today’s standards training was centred around domestic science rather than understanding the child and how they develop, which would confer with the ideology of woman’s role within society at that time as the traditional housewife. However, at a glance nanny’s of today are still required to fulfil domestic duties such as cooking and laundry but this is not curricular based but, has more emphasis on the development of the child. By 1904 the training changed slightly as it was realized that students needed to gain practical experience to do their job and a small nursery was set up overseen by experienced children’s nurses with the students acting as under-nurses. This practice was highly regarded by employers when the students obtained posts, and is seen favourably and useful by employers today. By 1924 fees had risen to eighty pounds and the college expanded. During the Second World War the college and nursery evacuated to Devon, but many of the students gave up their training and joined the women’s services. After the war the college relocated to Chislehurst and students began training again. The course itself was extended from six months to twenty one months and included â€Å"domestic science, educations training, residential nursery training and a hospital nurse course. Students were also taught story-telling and games for the under-fives. (Gibbs, 1960, pg 180) Great emphasis was placed within the training on the needs of the small child, students gained experience of this from working in the nursery attached to the college and nursery schools and infant welfare centres outside of the college. An examination was also introduced at the end of the twenty one month’s – the National Nursery Examination Board qualification or NNEB. However, the Norland Certificate was only awarded to students who had completed one year’s satisfactory work in post which had been agreed by the Principal. Only two years were allowed from the end of training to obtain the full certificate. The college also encouraged students to stay in touch with them for at least three years after completing their certificate. They did this to ensure they could follow the career of each student and ensure that the standard of the college could be maintained. Norland nannies were well respected and there was a constant demand in private posts, nurseries and for posts as school matrons. Norland College was the first training college to open in 1892 and later other colleges began to appear. The Princess Christian Training College for Nursery Nurses opened in Manchester in 1901 under the direct patronage of the Princess Christian (third daughter of Queen Victoria). She suggested that instead of hospital training, a course of home nursing should be introduced. She also felt very strongly that a nurse should be forbidden to punish children herself. The need for training colleges was recognised by the Gentlewomen’s Employment Association (1891), Princess Christian was one of its patrons. Like the Norland College it provided employment for gentlewomen who needed to earn a living at a time when it was not generally acceptable. The Princess Christian College’s training duration was nine months unlike Norland’s six months and was hard and rigorous. Students had to be on duty at six and complete washing and cleaning before breakfast at seven. They had evening lectures and sewing after supper, no holidays and half a day off each week. The college also had testimonial books which recorded each nurse’s career, including a principal’s report and at the end of her training and a reference from her last employer. There is a stark contrast to the training that was provided in 1904 to the qualification we see today. Although there is still a strong emphasis on work based training the standard of the qualification is not as robust as in the 19th and early 20th century and this could be because students are being accepted onto courses with a required level of education and the demands of the role have changed. During the First World War The Princess Christian College ran into financial difficulties and in May 1918 closed. The college reopened again in 1919 in new premises but closed again at outbreak of the Second World War in order for children to be evacuated. After the war the college reopened and reorganised its syllabus and training to cover the changes in social conditions. Training was extended to eighteen months and covered the NNEB requirements (Gibbs, 1960). At the time Mary Ann Gibbs wrote her book â€Å"The Years of the Nannies† (1960) the fees for the eighteen month course at Princess Christian College was ? 270 for a resident student and ? 140 for a non-resident student. Bursaries and local authority grants were available for less well off students. The syllabus in 1960 included:- daily nursery work with babies and small children, instruction in the planning and preparation of infant diets, training in the milk kitchen, general cookery and nutrition, laundry and housewifery, needlework with design and care of children’s clothes, hygiene and physiology and the model nursery. † (Gibbs, 1960, Pg 190) The college awarded three certificates to students the first being a Probationers Certificate on completion of satisfactory training and a Nurse’s Certificate for two years satisfactory work, dating from the ranting of the Probationers Certificate. Finally, the student would be awarded The Special Certificate with Badge for three year’s satisfactory work, dating from the granting of the Nurse’s Certificate. After a student had completed her training she had quite a wide range of employment opportunities such as working as a nanny, working in day and residential nurseries, working with disabled children, school matron, nursery nurses on maternity wards and in passenger liner nurseries. A Night Nurse at The Princess Christian Training College Students who completed their training at the training colleges usually found employment through the college or through advertisements in women’s journals, or professional journals. One of those journals was â€Å"Nursery World† which was first launched in 1925 and is still used by our students today. The other was â€Å"The Lady† first published in 1885 which advertised many employment opportunities for nannies. Nannies are still very much in demand today, their role has changed in that they work closely with parents respecting their views and wishes and are more usually employed by working parents. They are required to be trained to Level 3 and most will have had experience with babies. In contrast, nannies back in the eighteenth century would always live with the family, whereas nannies now can live out. They also have the opportunity to work for families abroad and can command high salaries and additional benefits such as holidays and use of a car. [pic] Advertisements’ from Careers and Vocational Training 10th Edition The role of the nanny was important but you cannot overlook the role of the governess in the eighteenth and nineteenth century. She is portrayed in fiction as a lonely, somewhat stern figure yet many women entered this profession. She would have been a well educated middle-class woman who like the nanny had to provide a living for herself. In Victorian times women were seen as the responsibility of men – her husband, father or brother. When they were unable to provide financially for her, working as a governess was seen as socially acceptable. There was a high demand for governesses in he Victorian era (despite the expansion of public school education for boys and public school for the masses) especially if they were competent in teaching math’s and science. â€Å"The census of 1851 showed that there were 24,770 governesses in England and Wales. † (Hudson, 1970, p45) The greatest qualification of the governess was having a good background fitting in with the correct social class. She was required to write a letter of application in order for the family to consider her suitability. Many fa milies listed subjects they required their governess to teach. â€Å"Wanted, a Governess, on Handsome Terms. Governess – a comfortable home, but without salary, is offered to any lady wishing for a situation as governess in a gentleman’s family, residing in the country, to instruct two little girls in music, drawing, and English; a thorough knowledge of the French language is required. †( Advertisement, The Times. (London: 27 June, 1845). The upper class families still continued to educate their children at home and it was down to the family to decide when their children would enter the school room. In order to ensure their employability they sought to improve their education and this lead them gaining a footing in higher education. During the nineteenth century, professional books and journals were printed for governesses to use. These were read among other teachers and concerned parents to share educational practices and lessons, and keep The Governess them informed of the changing educational reform in the Victorian era. In 1843 The Governesses’ Benevolent Institution was formed and it helped educate governesses and provided aid for retired or out of work governesses in and around London. It also provided a registry for governesses and families seeking a governess to place their information. This was similar to an employment agency today. Along with this and pressure from the governesses the institute expanded and included a college for governesses to study and improve their education. A donation from the Prince and Princess of Wales enabled funding for free night classes. The Queens College was founded in 1848 and its goal was to provide qualifications for governesses, it provided â€Å"Lectures for Ladies† from which at the end of study they received a Diploma. Almost all the lectures were given by men from Kings College, and older women known as â€Å"Lady Visitors† attended to act as chaperones to the female students. It is clear that despite considerable changes from the era of the wet nurse there is still a vast divide between what is considered beyond the realms of the woman as it is the man that is considered able to lecture in the core subjects whilst the woman is only expected to understand and deliver to her charges. The Queens college was seen as an institution offering higher education for women. In the last decade of the nineteenth century the Queens College and The House of Education developed a curriculum specifically for the training of governesses and this saw a drastic change in the profession of the governess. Families now wanted to employ governesses with certificates and training in education rather than, be qualified solely by their family background. We must take into account that at this time education for girls was seen as less important and it was not until the 1900 that attitudes changed when girls started to enter public high school and boarding schools and this resulted in the decline of the governess. Governesses are still employed today but their role has changed. Today they need to hold a degree and at least two years experience as an educator. They may live with the family or live out. They usually have sole charge of the children’s education although in some cases they may just supplement the child’s education. This could be coaching a child to obtain their eleven plus, or providing additional help for specific subjects, or in all subjects, with the goal of preparing students to apply to and be accepted into good colleges. They may also be employed if a family moves to another country so that children can learn the language or maintain the education that correlates to their native country. The profession is still largely female orientated despite the pay and conditions being good. This could be due to several factors such as living in the employer’s home and societies view of a male in a governess role. The Second World War saw an increase in day nurseries as men went away and women were called upon to take over the work left to do at home. The Ministry of Health organised and supervised this provision. In view of this more nursery nurses needed to be trained and in January 1944 The National Nursery Examination Board was formed and they established an examination for all nursery nurses. The first examination was taken in 1946. The syllabus and training has changed considerably over the years, notably in 1965, the age range was extended to seven years of age, before this students trained to work with children up to five years. This decision was prompted by the increase use of classroom assistance in primary schools and the Plowden Report’s (1967) recommendation that nursery nurses should be used for this position. â€Å"In 1975 the Bullock Report, A Language for Life made the same recommendation that nursery nurses should be used as trained assistants and work alongside teachers in helping language development in young children. (Herrman, 1979, p. 21). After the Second World War provision that was put in place for childcare was not expanded further. This was partly due to men needing jobs that women had done in the war, and society’s view that women should be in the home looking after their children. The 1950’s saw the beginning of Playgroups, these were parent co-operatives formed in private homes or community halls. They started in order to fill the gap in nursery provision for three and four year olds. â€Å"In 1961 Belle Tutaev wrote to the Guardian offering help to anybody who wanted to start up a playgroup. She received letters from all over the country and playgroups burgeoned and grew. † (Dean, 2005, Pg 13) The Pre-School Playgroup Association (PPA) was set up in 1962, â€Å"the aims of the organisation at first were two-fold: mutual support for those running groups and also the lobbying of government to emphasise the importance of pre-school provision and to seek the withdrawal of Circular 8/60 which prevented state nursery expansion. † (PLA Factsheet) Playgroups relied heavily on voluntary staff and on mothers to provide play activities for the children. Many of these volunteers were untrained due to lack of funding. This restricted their work opportunities and workers were given little recognition. An additional reason for unqualified staff was that until the Children’s Act 1989 playgroups had little statutory guidance or regulation. Those playgroups that were affiliated with the PPA did have access to training (short courses in play work) if they were able to fund it. The PPA in 1991 established themselves as training providers under the National Council for Vocational Qualifications. Other childcare provision between 1946 and 1990 such as private nurseries and local authority nurseries continued to employ NNEB qualified staff or equivalent. In 1990 there were various childcare qualifications that students were able to study. The main qualifications for nursery nursing were the NNEB, BTEC National Diploma and the Certificate in Post-Qualifying Studies (CPQS). The NNEB being the longest established and well known was still a requirement for some posts but it did not give a valid entry into higher education. However, the BTEC National Diploma was thought to be more academic and allowed students to progress onto more advanced education and training being the equivalent of â€Å"A† Levels. When you look back at the history of the NNEB it was not set out to be a qualification that would allow progress to higher education although comparing it to today’s CACHE Level 3 Diploma it was a lot more rigorous. The selections of qualifications were many and in 1991 a system of National Accreditation was introduced to link qualifications. NVQ’s were introduced in 1991 in attempt to give experienced staff without a qualification a chance to achieve a Level 2 and 3. The NVQ syllabus involved students showing competence in the workplace through assessment whilst building a portfolio of knowledge evidence. This qualification in theory did fill a training gap but funding still remained an issue along with adults having to study around family commitments and also if they had the academic confidence to study. Due to the Start Right Report of 1991 by Bell in which he identified numerous routes into teaching, this was an attempt to provide a standardized route into comprehensive training and also of helping workers to progress through the qualification system. Up until 1999 qualifications remained unchanged in what were available and it left employers and students confused as to what qualification was at what level. In 1999 a new training framework was introduced (QCF) and this mapped out the levels of each qualification. This gave clear guidance for students, employers and training establishments to assess their current qualifications. In 2002 the new NVQ Level 4 was introduced *they were to provide a route for those working in senior management level or advanced practitioners† (Pugh,2001, P. 190) they were academically and practically demanding qualifications and carried 120 CATs points. This was a way of gaining entry to the Early Years Foundation Degree. In 1994 CACHE was established and merged with The National Nursery Education Board and The Council for Early Years Awards. In 2001 the National Association for Maternal and Child Welfare (NAMCW) merged with CACHE, and Her Majesty the Queen became the patron. CACHE at this point became the awarding body and offered various Childcare qualifications from Entry Level to NVQ 4. Since joining Canterbury College in February 2006 the qualifications have changed twice, with a third change is about to take place. The delivery of the courses has not changed in that students still attend placements and have to show competence. The only difference to the NNEB is that the students don’t work with children attached to the college. We have placement visitors that visit the student in their placement who assess their competence and report back to their course tutor. Level 3 students up until 2007 still had to sit an end of course exam in order to qualify as well as passing unit assignments. The qualification carried UCAS points to allow entry to university depending on the overall grade achieved. It was quite clear at the time that the grades students achieved were quite low and very few went onto university. I believe this to be for the following reasons (a) students were not properly assessed at interview and were on the wrong level of course, (b) there was a high level of turnover of staff which affected the teaching of the students and causing disaffection. There was also a big drop out rate. I remember well, my first day in the classroom, being bombarded with complaints. In 2007 CACHE reviewed the content of the syllabus as the previous syllabus was quite dated and childcare practice had changed considerably. The new syllabus carries the same format of placement and academic work and still continued to carry UCAS points. The grading of the assignments changed into a point system instead of the previous system of pass or refer. The students also have to complete a research task and a short seen scenario exam. This I feel has led to students achieving higher grades and more have gone onto university. The department has been running this Level 3 Diploma for the past three years but last year we were advised that the qualification would hange along with NVQ’s being discontinue. This has had a big impact on the department as a whole. The introduction of the Level 3 Diploma for the Children and Young Peoples Workforce will be the only qualification available for students to study to become childcare workers. The delivery of the course is very much based on the NVQ delivery of observed assessment and a knowledge portfolio. We have started to run a pilot group for this new qualification an d it has involved various changes in the department and in the teaching. Students now have to be allocated an assessor who has an A1 qualification and students only attend three days a week every other week. Already, this has posed problems in that the course is designed to be taught holistically and not unit led as the previous qualifications. It is designed so that the assessor and tutor work closely together. This does not work in our department as assessors are constantly out observing students leaving little time for feedback to the tutor. This makes it very difficult to support students and ensure that they are progressing. However, we have recently been informed that due to the qualification not meeting the needs of the employers and students the previous qualification will continue running for at least another year while they review the course. In conclusion, childcare and qualification has developed in line with the needs of the family and society starting with the wet nurse through to nannies and governess. It has also developed in line with government policy and the social and economic needs of the country along with current thinking of child development at the time. Childcare roles have not disappeared but still exist in a modernised way as can be seen in the reappearance of the wet nurse. The status of childcare however still remains low and this is reflected in pay and conditions. Many nurseries still don’t pay above minimum wage or provide sick pay, and often only the minimum holiday requirement. Until this is addressed the status and moral of childcare workers will not rise. There is still a culture of thinking that â€Å"anyone can look after children† and it is still a predominantly female role despite campaigns to attract male candidates. The calibre of students that is seen during interviews are on the whole, students from lower class backgrounds which could have contributed to the introduction of EMA. The fact that students don’t have to pay fees for childcare courses and its workplace element, adds to the perception that they are easy courses. The college funding system makes it very difficult to decline students who we feel not appropriate to the course, and the system makes it difficult to withdraw students who prove to be unsuitable. This does not lead to providing the best possible care for young children. Significantly and in contrast to this is that to train as a Norland Nanny today requires a student to pay full fees and this only attracts the more affluent students who want to train in the profession. Also, to employ a Norland Nanny, is seen as a status symbol by families, thus highlighting social status despite it’s qualification being the same as achieved at college. The only difference being that the Norland Certificate is achieved at the end of the course on top of the qualification and seen as a â€Å"stamp of excellence† The old range of qualifications enabled students to access the qualification that best suited their learning and training needs such as on the job training or a full time college course. The new qualification does not take these needs into account. The new qualification does not fit with young students who have no experience. This is one of the issues that has been highlighted along with the course only being a year in duration. It is quite worrying that a sixteen year old could become a fully qualified level 3 in a supervisory position with only one year of training. There are also wider issues in that the government has reduced funding, (currently there is no funding for over nineteen’s) along with the demise of EMA, making access to college less accessible for less well off students which causes a social divide. The next year will provide interesting times in childcare qualifications and a review in our own department in the teaching and delivery will provide its own challenges in that e-learning is being introduced along with apprentiships. This will mean training in the use to technology as well as new assessment methods. Staff will have to adapt their delivery of lessons as well as developing a closer working partnership with assessors, which at the current time is fragmented. There will need to be changes in the current systems in place and this will no doubt cause frustration to some staff who find adapting to change difficult. On a more positive note the updating of skills for staff will only improve the range of teaching techniques available to them, hopefully providing better outcomes for students.