Diversity And Inclusion ( D I ) Based Policies - 856 Words

Diversity and Inclusion (DI) based policies are imperative for companies to adapt to the volatile global work environment. Peter Voser, the soon to be CEO of the world renowned oil company Shell wanted to introduce and implement diversity and inclusion goals during the restructuring period of the company. Given the poor global economic climate when Voser assumed the CEO position, he felt that a restructuring plan was a necessary response to the â€Å"volatile oil and gas prices that were only furthered by recession† (Sucher Corsci, 2012, pp. 3). Shell was not a stranger to diversity and inclusion as it was â€Å"embedded in Shell through ‘aspirational targets’, measures, human resources and managerial processes† (Sucher Corsci, 2012, pp. 1). As such, in order to measure the level of effectiveness, benchmarks are required to assist in ensuring that that the level of effectiveness is essential to ensure that the company is hitting the intended objectives an d to assess which areas need adjustments in order to successfully move forward. Consequently, â€Å"Shell set three global DI aspirational targets based on gender, nationality and inclusion†, this paper will examine how increasing employee participation and implementing qualitative analysis, will assist in ensuring the level of effectiveness of these targets are maintained at an optimal level. Traditionally, companies have been relying on managing diversity and inclusion through the focus on targeted recruitment, education andShow MoreRelatedEqual Pay Act 1970 : Equality And Diversity963 Words   |  4 PagesEquality To me this means treating everyone with respect and fairness whilst recognising their individual needs. Diversity Recognising, valuing and acknowledging difference and similarity. Inclusion Providing opportunities to everyone, in its simplest term it is the ‘state of being included’. The Equality act 2010 replaced nine primary legislations and over 100 bits of secondary legislation to make it simpler to understand and ensure that everyone is treated fairly and brings together a numberRead MorePerformance Management and Diversity6264 Words   |  26 PagesDepartment of Energy and Climate Change Equality, Diversity and Inclusion Strategy: Delivery Action Plan and Impact Indicators June 2012 – June 2015 If you require further information on this document or require the document in another format, please contact Jerome Williams, HR Policy and Diversity Consultant: E: Jerome.williams@decc.gsi.gov.uk 0 T:0300 068 6927 Introduction Actions and change are needed to achieve the Equality, Diversity and Inclusion Strategy – its vision, objective and four aimsRead MoreIntroduction to Equality and Inclusion in Health, Social Care and Childrens Young Peoples Settings1090 Words   |  5 PagesUnit 003 Introduction to Equality and Inclusion in Health, Social care and children’s Young Peoples Settings. 1.1– Explain what is meant by; A – Diversity: So not that all people are the same and that different people have different experiences, skills, knowledge, race, age, gender, sexual orientation. Working in a nursery with children from civilian parents and Army parents I am fortunate to get to witness more than one culture, race or children from different backgrounds. Seeing the childrenRead MoreThe Diversity Programs And Development1749 Words   |  7 PagesDiversity programs and development, when managed well, can make or break business innovation and productivity. Micron is a technical organization on the forefront of diversity programming. We will explore this organization s reasoning for developing a strong program, highlight some key features and make the case that vigorous diversity efforts affect recruitment, retention, motivation and engagement. In 1978, Micron Technology, Inc. was founded in Boise, Idaho. Micron is the global leader inRead MoreImproving Student Participation Is A Matter Of Importance1543 Words   |  7 PagesIntroduction: In a classroom we come across student diversity in terms of ability, ethnicity and learning needs. Ensuring student participation is a matter of importance, since children are at times deprived of equal right to use inclusive education from early childhood through to adulthood. Inclusive education means eliminating the distinction between special and regular education and giving equal opportunities despite their level of disability. It implies that providing educational facilitiesRead MoreUse Of Mintzberg s Management Roles1356 Words   |  6 Pagesobjectives but also the non-tangible goals and objectives such as completing the project on time and without any overrun. 3.4 Management Roles Based on the research interview, Jacobs is also using Mintzberg’s management roles within 3 categories: †¢ Decisional Roles Both top and middle managers of Jacobs Australia have decisional roles to do. The top management is generally involved on deciding when to initiate new projects or programs and approve significant other organisational decisions. HoweverRead MoreWhat Does Inclusive Education Means? Essay1626 Words   |  7 Pagesme as a teacher in 2014 and beyond? â€Å" In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: GiftedRead MoreConcept Analysis Of Satisfaction For Breast Cancer Patients1608 Words   |  7 Pagesoptions and the term â€Å"satisfaction†. When specific inclusion criteria including English language, published in the last 5 years, and United States, were utilized with each database, the search results decreased significantly. When inclusion criteria of published in English and publishing date within 5 years were used, PubMed resulted in 40,376 citations. When adding in the additional terms of â€Å"patient† and â€Å"breast cancer† to â€Å"satisfaction† as inclusion criteria, there were still 825 citations. ThusRead MoreReview Article: Divided Societies and Deliberative Democracy886 Words   |  4 Pageswhether these institutions should be built on the principle of inclusion or moderation (O‘Flynn 2007: 731). O‘Flynn is reviewing the work of Arend Lijphart and Donald Horowitz, the two main characters of this debate. While Lijphart focuses on inclusion with his consociational democracy (ibid.: 734), Horowitz‘s incentives-based approach deals with moderation (ibid.: 736). The author enters the discussion by pointing out that inclusion and moderation are co-requirements for the fundamental issue ofRead MoreManagement and Diversity3341 Words   |  14 PagesManaging Careers and Diversity HRM 565: Developing Human Capital Dr. Geraldine Puleo Strayer University December 16, 2012 Abstract Susan Jackson states in Diversity in the Workplace: Human Resource Initiatives that, â€Å"Surveys of business leaders confirm the perception that interest in managing diversity successfully is widespread. In a study of 645 firms, 74% of the respondents were concerned about diversity, and of these about one-third felt that diversity effected corporate

Crime Control And The Criminal Justice System And...

Crime control has always been a major key within society and over the decades there have been numerous debates on how to handle this growing epidemic. Crime control has over several different categories in which one can relate the key provisions to maintaining the criminal justice system and preventing crime. Crime control can range from the organization of the police department to how we list legal acts and procedures. Crime has been a common entity in society, our forefathers established a starting point but we have evolved from the starting point of the frame work they have started. Every level of society has experience some level of crime. Throughout the course of the years the motives for crimes, the prosecution of crimes, and the structure of the judicial has changed but it has always been some level of crime committed within society. Human civilization has evolved and developed extensively due to desires of leaders to control, reduce, and punish crime offenders. Investing in our officers education, supporting funding for our SRO’s, and funding inmates through education are areas that will help in the effort of crime control. Another traditional policing response to the crime problem is to require that police officers attain a certain level of education beyond high school (Worrall, 2015). Everyone that has given an inkling of consideration of being involved in the criminal justice field or obtaining as a career profession will agree that one of the major steps isShow MoreRelatedCriminal Justice System1524 Words   |  7 Pagesfor the Criminal Justice System is to reduce the crime and the fire of crime. In order to achieve this it is using different agencies and the major of them are the Police, Prosecution, Courts, Prisons and Probation. They all are operating in synchrony for achieving their legal responsibilities and particularly for reducing the level of crime. The aim of this essay specifically is to discuss the functions of the police and how they actually fit with the objectives of the Criminal Justice System as aRead MoreWhy Do We as a Society Need a Criminal Justice System Essay1216 Words   |  5 PagesWhy do we (as a society) need a criminal justice system? Introduction As a society there is need for a criminal justice system, as it is essential to have laws throughout the population. We have these laws so people cannot use money or power to benefit themselves. The laws also establish that each person should understand their and everyone else’s rights and obligations within the community. The criminal justice system, is a system of laws and rulings which protect community membersRead MoreThe Theory Of Criminal Justice System1544 Words   |  7 Pagesthe criminal justice system. People come in and try to set in something new that they think will improve the overall performance of the criminal justice system. To fully understand how theories work, it is critical to first be fully aware of what theories actually are. A theory is a set of interrelated variables formed into hypothesis, that specify a relationship among variables. Criminal justice is the main umbrella that all the other perspectives come under. â€Å"The theory of criminal justice involvesRead MoreMarxists theory to the sociological understanding of crime and deviance913 Words   |  4 Pagesï » ¿Assess the contribution of the Marxist theory to the sociological understanding of crime and deviance. (21 marks) Marxism is a macro/structural approach to society, meaning that it looks at the large-scale societal structure for answers about how society works and operates and explores crime and deviance in relation to classes within a capitalist society. Marxists claim that laws do not reflect a value consensus, instead laws and law enforcement benefits the rich (protection of private property)Read MoreIntroduction. Toronto, Including The Greater Toronto Area,1316 Words   |  6 Pagessocietal values, striving to change the criminal justice system. Youth probation officers have a role in the criminal justice system to supervise young offenders to ensure a compliance with court orders and are on good behaviour for an arranged period of time (Ministry of Community Safety and Correctional Service, 2016). Youth probation officers work in their assigned community to regulate and maintain the order of juvenile offenders with the goal of preventing the offenders from reoffering and toRead MoreThe Criminal Justice System Essay1395 Words   |  6 Pagesof Justice Statistics, 2016). How can this be? Foremost, the criminal justice system in the United States of America (which is made up of the police, the courts, and the corrections) is not working toward reducing mass incarceration the way it should be. The criminal justice system is set up strategically to accomplish two goals: to bring in money and to gain power. The byproducts of achieving these two goals are mass incarceration, ethnic and racial profiling, and minimal justice. The s ystem needsRead MoreThe Limits Of The Criminal Sanction Written By The Criminologist Scholar Herbert Packer Essay1619 Words   |  7 Pages The criminal justice system is finding ways and doing their absolute best to prevent crime and protect their citizens. Preventing crime is not an easy job, the system prevents crime by using their powers to arrest, prosecute, and sentences criminals to prison. Citizens need to feel safe in their environment that they are living in. However, since we are living in a constitutional and democratic society, where citizen rights need to be protected and have due process where people can be innocentRead MoreThe Impact of Crime on an Individual and the Society1248 Words   |  5 PagesIMPACT OF CRIME ON INDIVIDUAL AND THE SOCIETY Transnational organized crime is regarded as one of the main threats to human security, hindering the social, economic, political and cultural expansion of societies internationally. It is a multi-faceted occurrence and has manifested itself in diverse activities, among others, drug trafficking, human trafficking; firearm deals; smuggling of migrants; money laundering; etc. particularly drug trafficking is one of the chief activities of organized crimeRead MoreThe Criminal Justice System1308 Words   |  5 Pagesï » ¿Criminal Justice System The criminal justice system refers to the way in which a society chooses to handle all aspects of crime and punishment. In the Western world, particularly the United States, the criminal justice system is an official governmental system that focuses on crime and punishment, though some societies still incorporate a significant amount of informal social controls into their criminal justice systems. The criminal justice system covers everything from crime-prevention andRead MoreBroken Window Theory Analysis835 Words   |  4 Pagesproducing crime. Fixing Broken Windows offers a very desiccated but persuasive look at how to reform the modern criminal justice system by looking at three different aspects: the rise of crime rates in the middle of the 1960’s; the fact that the police are in a reactive role; and how the â€Å"broken windows† theory actually works. The authors state that in the middle of the 1960’s the connection between fear and disorder was recognized. People felt that they had fewer defenses against crime. Rather than

Attendence of an Aa Meeting in March 2008 free essay sample

A. share their stories, their problems with alcohol, what brought them there, and how their life has modified since attending A. A.. There was a bunch of tables and chairs set up in a room that could be described as a church recreation room. People were outside before and after the meeting smoking cigarettes, drinking coffee and talking. B. Number, gender, general age, and general disability status (if any) of group members. There were twelve people in attendance not counting me; there were three women and nine men. The age ranged from approximately 30 years old to approximately 70 years old. The attendants of this meeting are suffering or have suffered from alcohol dependence. C. Number, responsibility, and professional status of the group leader(s) Describe how co-leadership was handled if any occurred. There was one group leader (Bill) who led the meeting. D. Describe performance in each of the 7 steps of activity groups. Label each step on the format. If you didn’t see performance in some area, describe why not and whether that was appropriate. Indicate how your presence was handled by the leader to the group and whether there was other in attendance besides you, the leader(s) and the group members. . Introduction: The group leader(Bill) started by calling the meeting to order and offered period of silence. Then Bill introduced himself and welcomed everyone. He explained it was an open speaker meeting. He read the AA preamble which stated â€Å"the only requirement for membership is a desire to stop drinking,† and that â€Å"AA has no dues or fees. † that AA is not affilated with any sect, denomination, politics, organization or institution; does not endorse or opposes any causes and that the primary purpose of the group is to stay sober and help other alcoholics to achieve sobriety. . Activity: A section from AA The Big Book was read aloud, 3. Sharing: During this meeting four different people went up and told their stories about their experiences with alcohol, how they came to Alcoholics Anonymous and how their lives have changed as a result of going to Alcoholics Anonymous. Announcements from the leader and group members followed. Donations were collected, by passing a basket around the room. 4. Processing: The members simply listened to the others when they got up and told their stories. They didn’t make comments or judge they just witnessed it. . Generalizing: The leader expressed appreciation for donations, sharing and attendance. 6. Application: The leader asked them to keep the AA Serenity Prayer in mind when they are tempted to drink. 7. Summary: The group joined hands and recited The AA Serenity prayer: God grant me the serenity to accept the things I cannot change, courage to change the things I can, and the wisdom to know the difference. The meeting lasted about an hour. E. Describe interaction patterns observed between members and leade rs including shifts. Was interaction leader centered or client centered? The energy of the whole meeting was one of non-judgement. It was simply listening and witnessing what people were wanted to share. Their thoughts and feelings about drinking or what their lives were like when they did drink. What compelled them to drink and how they overcame the urge to. They didn’t interrupt each other when they were speaking. When they did want to speak they stood up and started telling their stories. There was no limit to the time that they spoke. More socializing followed the meeting. People were hugging or patting each other on the back. Members were talking about what had been said in the meeting and some were talking about their work or kids things, not necessarily associated with alcoholism. F. In-depth consideration of leadership style used: analyze style, style effectiveness, and group response to that style. Identify and label the specific style used. The leadership style was facilitative. After asking it was found that the leader is in fact voted into that role (about every 6 months or so) making it democratic. The leader openly discussed the purpose and the goals of the group and allowed them to share their feelings toward these ideas. In turn, the group shared with each other and displayed co-hesiveness and caring towards one another. G. Roles that were assumed within the group and how they affected the group process. Describe roles of both the leaders and the members. Label them and discuss maintenance, task, and individual roles. H. Describe the norms that the members established for the group process. They knew to stand up or raise their hand if they wanted to speak. The members knew not to talk over one another and remained silent until the member was finished sharing their story and/or feelings. They knew to pass the basket and that they did not have to donate. They knew to join hands at the end of the meeting and they all knew the Serenity Prayer by memory. They drank coffee and smoked before and after the meeting, that seemed pretty much like a routine. I. Types of non-verbal communication observed and the general effect on group process. The group smiled at each other. Sometimes they nodded their heads when a member was telling a story. The all joined hands to say the Serenity Prayer. After the meeting some members patted each other on the back or hugged. The overall feel of the group was one of acceptance, understanding, caring and cohesiveness. J. How did your presence affect the group? If there were other observers, what was the effect on the group? I was the only observer and the leader let the others know why I was there, they were friendly and smiled at me when he told them and said â€Å"welcome†. K. Did this group meet its purpose? How would you change it to make it even more effective? Yes, I believe it met its purpose. I would maybe read more from the literature of the AA â€Å"Big Book† but the members seemed satisfied with the meeting afterwards.

Psychological Physical - Social and Emotional Effects of Playing Online

Question: Discuss about the Psychological Physical, Social and Emotional Effects of Playing Online and Video Games. Answer: Video games are played and enjoyed by millions of people round the globe. At first, there was a common ruling that video games were mainly enjoyed or rather played by the underage individuals who were still having much time and were in need to play as leisure since they had too much time that they could get bored if they lack anything to do. Some recent research indicates that as of now the video games are played by any other especially the age bracket of forty years and below. Video games have nowadays grown to be important parts of our lives especially when we are bored and have nothing else to do. They have enabled many of us to pass the time where possible and have also been a great deal. Video games are played by both males and females. There was a growing stereotype earlier that video games were majorly dominated by the males and only a few females had interests in it. Initially the video game players statistics had the males accounting for a total percentage of [eighty-four pe rcent. As at now, research has indicated that female individuals who take part in online gaming spend the same amount of time as the males doing the same. Therefore we can see that the video gaming activity has taken over the world as a whole and not just a specific bunch of people. With the increasing change in the gamer, demographics has emerged both positive and negative impacts upon the gamers lives. This paper, therefore, discusses some of the psychological, physical, social and emotional effects of playing online and video games? To start with the psychological effect, we can see that the video games have impacted both negative and positive effects upon the gamers lives. To start with the negative effects, we can see that video gaming courses addiction to those who are playing it. According to the Brian D Ng, M.S and Peter Wiemer-Hastings (2005), they say tat te addiction is brought as a result of paying to much attention to the game, prosocial behavior, increased game graphic making it more interesting and also the resilience to face challenges and succeed. It is said that the game appeals the mind in such a manner that the player gives in to symptoms like tolerance, craving and withdrawal symptoms of proving that they can pass a challenge no matter how many times they failed. For the gamers, the effect of addiction has come along with obsession in such a manner that many prefer to play even when they have some errand that they need to work on. Others have been addicted such that they fail to come out of the house and sit idle not knowing even anything new that might have popped out in the society. Some other research indicates that video game playing comes along with psychological advantages. This is because it equips the gamer with skills in the cognitive domain. That is those who are gaming especially the shooting games have been in a position to develop more and faster accurate attention skills, enhanced mental rotation skills and increased spatial visual processing skills. Regarding the physical effects, we can see that video gaming has brought up the attribute of aggression upon players. Aggression has brought about both positive and negative effects on gamers as they play and when they are in their normal social life. To start with the negative side, we can take note that most video games that demonstrated the aspect of aggression were primarily containing the violent content and this majorly affected the male gamers. Some study by Griffith and Eastin (2006) indicate that virtual reality games recorded the highest number of hostile related actions which are very influential in the aggressive thoughts, behaviors, and feelings of the gamer. This is very evident from shooting games like the shooter or fighting ones like the mortal combat for example. In this kind of games, violence is as its peak with the gamer being faced by the primary goal of destroying various opponents by fighting them in whatever way they can to win. It is also said that the aggre ssive content in the virtual reality games makes the gamers to acquire some detached view of the society where they feel they can carry on with the tendencies and thoughts of aggression. This is because the video games tend to become even more real thereby fading away from the clear difference between reality and gaming. In such a case kids or rather any other class of gamers tend to exercise what they see in the games on real-life activities which leads to crime and violence. Video game s also show some adverse effects on cognitive skills. Tsi is evident from the fact that more time was spent on gaming which affected both the academic and occupational performance of most individuals. Gamin affects the academic performance in that kids would prefer to game a lot instead of reading. Moreover, the gaming affects one mentally thereby making one to forget or rather loose interests in academics because the gamer would feel like it is boring and needs something as interesting as the game. Some research conducted by Smyth (2009) indicate that there was a negative correlation between occupation and gaming addiction. It indicates that most people were losing their jobs because they came to work late after playing the games for the whole night. There is also some clear indication that gaming has led to an increase in the level of unemployment because some people have most of their time consumed on gaming instead of going out in search for jobs. Gaming also comes along with social impacts. This is because through gaming friendship ties can be developed. We all know that friendship is essential in the lives of the young people. This is because it provides room for identity formation, social support, and emotional growth. Friendship in adolescents, for example, is very vital as it brings about wellbeing and happiness which help eradicate the feelings of loneliness and social anxiety. Moreover, the social support and intimacy actions brought about by the existence of friendship ties results in psychological adjustment and improved health in the later lives of the adolescents. Taking all these myriad effects into account, it can be seen that getting to comprehend some of the factors that help people interact and spend quality time are important. Video games play a significant part in ensuring it. This is because of most of the players game online, and during that time they get to interact with other new people whom they have nev er met. Apart from the fact that video games come along with positive social effects, it can also be realized that video games have cost most lives emotionally. This comes where one is challenged or loses a match every time he plays a given game like football for example. Do not forget that these games are also just like the gambling games where one can put a bet over his head thinking that he or she is going to win the game but eventually loses. Think of a case where such a person used some cash that he or she was supposed to use somewhere else like clear his debt or may use it to pay for his rent. In such a case the person is affected emotionally living with the guilt of being a loser with no any other option of taking care of his financial problems. Such like cases have resulted into huge dramas like disagreements or others ending up dead for committing suicide or just as a result of stress. A practical example is as indicated by Victoria Anne Sublette and Barbara Mullan in their article of Consequences of play: A Systemic Review of the Effects of Online Gaming. It is in this article where we find that twenty-six-year-old Chinese man collapsed and died in the year 2007.He was found to have suffered the heart attack after spending all his new year holiday time gaming some video games over the computer. Another incidence is as observed in South Korea where a twenty-eight-year-old died of the same after a fifty hour non-stop computer game play. Such like cases also cause social impacts especially to the families of the deceased, who will feel remorseful for the loss of their loved ones. More important is the fact that such like cases would lead to the rise of panic among computer gamers. In conclusion, it is said that gaming is just as gambling. It may leads to both positive and negative social effect therefore it is recommended that one should control the time he/she takes during game. The game just like betting can make one feel guilt of being a loser. References Title: Consequences of Play: A Systematic Review of the Effects of Online Gaming Authors: Victoria Anne Sublette, Barbara Mullan Journal details: International Journal of Mental Health and Addiction, February 2012, Volume 10, Issue 1, pp 323 DOI: 10.1007/s11469-010-9304-3 Website: https://link.springer.com/article/10.1007/s11469-010-9304-3 Title: Youth, Friendship, and Gaming: A Network Perspective Author Frederik De Grove Journal details: Cyberpsychology, Behavior, and Social Networking. September 2014, 17(9): 603-608. doi:10.1089/cyber.2014.0088. Website: https://online.liebertpub.com/doi/abs/10.1089/cyber.2014.0088 Title: Addiction to the Internet and Online Gaming Authors: BRIAN D. NG, M.S. and PETER WIEMER-HASTINGS, Ph.D. Journal details: CYBERPSYCHOLOGY BEHAVIOR Volume 8, Number 2, 2005, pp.110-113 Website: https://eyepat.org/login/uploaded/Online%20addition%20study.pdf Title: Daily Violent Video Game Playing and Depression in Preadolescent Youth Authors: Susan R. Tortolero, Melissa F. Peskin, Elizabeth R. Baumler, Paula M. Cuccaro, Marc N. Elliott, Susan L. Davies, Ph.D.,3 Terri H. Lewis, Ph.D.,3 Stephen W. Banspach, David E. Kanouse, and Mark A. Schuster Journal details: CYBERPSYCHOLOGY, BEHAVIOR, AND SOCIAL NETWORKING Volume 17, Number 9, 2014, pp.609-616 DOI: 10.1089/cyber.2014.0091 Website: https://online.liebertpub.com/doi/pdfplus/10.1089/cyber.2014.0091?src=recsys

5 foreign languages that look great on your CV

Modern foreign languages (MFL) are still taught in schools, but they are no longer part of the compulsory GCSEs that students must take, which means that from the age of 14 many children stop learning languages. We recently published a post which looks at the benefits of learning a second language, and one of the key benefits was the edge that it gives you in gaining employment. In today's global market, more and more companies are seeking to deal with clients and businesses overseas, but a lack of multilingual employees holds them back. If you speak a second language you are likely to be very desirable to an employer. If you're considering learning a second language, here are five that are widely spoken, fairly easy to learn, and will likely open up a variety of job options for you... PORTUGUESE One of the romance languages, Portuguese is the seventh most spoken language in the world. It is spoken in, in descending order of native speakers, Brazil, Mozambique, Angola, Portugal (obviously!), Guinea-Bissau, East Timor, Macau, Cape Verde, Sà £o Tomà © and Principe by over 262 million people. Brazil is now the world's sixth largest economy, ahead of the UK, and with the 2016 Olympics taking place in Rio de Janeiro this summer, all eyes are on Brazil. Many native Brazilians speak English poorly or not at all, so the ability to speak Portuguese will make you desirable to any employer who is looking to tap into this growing economic market. The language is closely related to Spanish, and has similarities with French and Italian which are also romantic languages, so it is fairly easy to learn. Around 600 hours (less than 6 months) of classroom time should lead to a decent level of proficiency.SPANISH With 406 million native speakers worldwide, Spanish is the key to communicating effectively with Spain (of course) as well as most of the Latin American countries and even the USA, where it is the second most spoken language after English. According to a survey carried out by the British Council, more than a third of UK businesses said that Spanish-speaking employees were useful to their organisation. Spanish is one of the romance languages and is fairly easy to learn; in fact, when you start to learn it you'll probably realise that you already know more than you thought thanks to its wide use in the media. Similar to Portuguese, you should expect to be proficient in Spanish after around 600 classroom hours. GERMAN Germany is Europe's largest economy, and continues to defy the general downturn of the eurozone with a GDP of more than â‚ ¬2.4 trillion. The language may only have 110 million native speakers, but for UK businesses it's a very valuable language to be able to communicate in. In fact, almost half of all UK companies surveyed by the British Council felt that German was useful to their business operations. German is fairly easy to learn as many of the verbs and adjectives are pretty self-explanatory, but the grammar can be a bit tricky. Many people find that they achieve a decent level of proficiency after 900 classroom hours, or just over six months. The time investment is worth it though as the ability to confidently communicate in German will make you stand out from other candidates.FRENCH French is one of the most popular modern languages taught in schools, but since the compulsory GCSE in MFL was made optional fewer people have been carrying it through to their adult lives. However, French remains one of the most sought-after languages by employers, with almost half of all UK companies who were surveyed citing it as a useful skill for their organisations. There are around 74 million native speakers of French worldwide, and it is the official language of France (not surprisingly), Belgium, Canada, Luxembourg, Madagascar, and various African countries. Whilst it may not be as globally prevalent as languages like Spanish and Portuguese, the fact remains that France is still one of the UK's most important trade partners so it is definitely worth taking the time to learn it or brush up on your old skills. RUSSIAN There are 155 native speakers of Russian throughout the world, making it the eighth most commonly spoken language. Although there are some parts of Russia experiencing poverty, there are also many areas full of wealthy people who are on the lookout for new business and investment opportunities. If you speak Russian you can be a valuable asset to a company who are looking to expand. The UK's relations with Russia haven't exactly been great since the end of the Cold War, but according to the Government's Trade and Investment website it is now the fastest-growing export market. If more English people can learn to speak Russian it will surely pave the way for much smoother relations between our two countries in the future. Having a different alphabet system makes Russian rather hard to learn, and you should expect to put in around 1100 classroom hours, or around 44 weeks before you reach a decent level of proficiency. However, it's definitely worth the challenge as it will make you super-desirable to employers!

Free Essays on Jane Addams Hull House

When Jane Addams was born, females were likely and expected to turn out to be wives and mothers, or perhaps a nurse or a schoolteacher. Women did not have the power or right to vote or any real political rights. One of Addams' earliest memories was being appalled by the effects of poverty, which made her determined to help the waves of immigrants flowing into the country (Jackson, 1967 p 14). Together with Ellen Starr, she founded Hull House, the first â€Å"settlement† house in the US. Patterned after a British settlement house (Jackson 1967 p 18). Addams enlarged greatly on this model and offered Chicago immigrants around Hull House services that included everything from day care to acting as an employment bureau. As this implies, â€Å"Addams, with her colleagues at Hull House, more or less, invented what today is referred to as a community center† ( Jackson p 21), that is, a place where residents of a neighborhood can come for social services. While today the idea that certain services should be available is taken for granted, when Addams opened Hull House, it was a radical notion. The following examination of Addams' account is very interesting. I am going to tell you the ideas of how the Hull House got started, to the events that went on in the Hull House. Although the sociological influence part of this paper does not quite go along with Addams’ Hull House events, I fill that it is a very essential topic that needs to be addressed. Aspects of Jane Addams’s Biography Jane Addams was born in Cedarville, Illinois, on September 6, 1860. Her father was a wealthy miller and a local political leader who served for sixteen years as a state senator and fought as an officer in the Civil War; he was a friend of Abraham Lincoln whose letters to him began â€Å"My Dear Double D-‘ed Addams† (Davis 1973, p. 7). Because of a spinal defect that was given to her at birth, Jane was not physically vigorous when young nor truly robust even... Free Essays on Jane Addams Hull House Free Essays on Jane Addams Hull House When Jane Addams was born, females were likely and expected to turn out to be wives and mothers, or perhaps a nurse or a schoolteacher. Women did not have the power or right to vote or any real political rights. One of Addams' earliest memories was being appalled by the effects of poverty, which made her determined to help the waves of immigrants flowing into the country (Jackson, 1967 p 14). Together with Ellen Starr, she founded Hull House, the first â€Å"settlement† house in the US. Patterned after a British settlement house (Jackson 1967 p 18). Addams enlarged greatly on this model and offered Chicago immigrants around Hull House services that included everything from day care to acting as an employment bureau. As this implies, â€Å"Addams, with her colleagues at Hull House, more or less, invented what today is referred to as a community center† ( Jackson p 21), that is, a place where residents of a neighborhood can come for social services. While today the idea that certain services should be available is taken for granted, when Addams opened Hull House, it was a radical notion. The following examination of Addams' account is very interesting. I am going to tell you the ideas of how the Hull House got started, to the events that went on in the Hull House. Although the sociological influence part of this paper does not quite go along with Addams’ Hull House events, I fill that it is a very essential topic that needs to be addressed. Aspects of Jane Addams’s Biography Jane Addams was born in Cedarville, Illinois, on September 6, 1860. Her father was a wealthy miller and a local political leader who served for sixteen years as a state senator and fought as an officer in the Civil War; he was a friend of Abraham Lincoln whose letters to him began â€Å"My Dear Double D-‘ed Addams† (Davis 1973, p. 7). Because of a spinal defect that was given to her at birth, Jane was not physically vigorous when young nor truly robust even...

M4A2 Leadership and Ethics Essay Example | Topics and Well Written Essays - 1000 words

M4A2 Leadership and Ethics - Essay Example Given the constraints on time, three members of the Executive Committee of TESCO were interviewed. These members were Laurie McIlwee, Matt Atkinson and Alison Horner. Laurie McIlwee serves as TESCO’s Chief Financial Officer, a highly critical position for any business operation in the modern economy. McIlwee has a well rounded career with sizable foreign exposure in the United States, Middle East, Central Europe and the United Kingdom. The interviewee was chosen for his decision making proximity to Clarke. Matt Atkinson currently serves as TESCO’s Chief Marketing Officer and presents a diverse career ranging from service in Asia to the United Kingdom. Atkinson is in constant contact with Clarke, especially in order to deal with any ethical controversies that may arise out of the group’s actions. Alison Horner is currently serving as TESCO’s Group Personnel Director with her initial joining in 1999 as a Personnel Manager in TESCO. Horner has witnessed the g rowth of Clarke over the years from his previous positions to the current position of Group Chief Executive. 1. Describe the ethical issue faced by the organization and explain how your chosen leader handled it. Do you agree with the individual's strategies for resolving the issue? TESCO is one of the United Kingdom’s largest retail operations and has found itself in various ethical dilemmas over time. It has been argued that TESCO has developed a supply chain network that forces other competitors to the ground and does not allow new competition to enter the market. The allegations were investigated by the Office of Fair Trading (OFT) but the possibility of TESCO’s monopoly was rebuked although there were concerns of TESCO’s large footprint in the industry (Office of Fair Trading, 2006). The organization’s leader allowed an investigation to take place without using any political influence or other forms of coercion. The investigation was carried out throu ghout the United Kingdom for all major retailers. The organizational leader ensured that all and any kind of information requested for the investigation was provided impromptu. In addition, TESCO has come under fire time and again for using suppliers exploiting cheap Bengali labor. TESCO’s suppliers are using labor that is paid roughly five pence every hour for an eighty hour week without any perks or benefits on the job (Ramesh, 2006). The allegations were not merely restricted to TESCO but to all major retailers operating in the United Kingdom (Label, 2006). In response to allegations of labor exploitation, TESCO’s leadership responded by stating that their suppliers were meeting the minimum national standards enforced in Bangladesh. The organization’s leader opined that all legal rules and guidelines were being met by both TESCO and its suppliers in Bangladesh so it did not make any sense to call these transactions as unethical. Moreover, the organizational l eader held that TESCO was providing jobs for millions in Bangladesh which was aiding poverty alleviation in Bangladesh. Criticism has also been diverted towards TESCO on the issue of misleading price cuts projected through misleading advertisements. In order to bolster sales, TESCO reduced prices on unpopular items and slightly increased prices on popular items but advertised the overall sale as being uniform for all goods. In addition, TESCO’s buy one and get one free offers are speculated to increase wastage with special emphasis on food

Public Health in my backyard Research Paper Example | Topics and Well Written Essays - 250 words

Public Health in my backyard - Research Paper Example There is also a clean and organized produce and wet market located at the center of town. People can easily reach the grocery stores to buy the food they need. Some of the merchandise vary in cost. Some are cheap while others are relatively expensive. Regarding medical services, my community has several reachable clinics and health centers to provide medical attention to people. Unfortunately, most of these facilities are private institutions and do not accept Medicaid or Medicare. Health insurance is also not mandatory and most people choose not to have any because of the cost. For mental health and substance abuse, the people in the community need to travel several miles to reach attention. There are enough industries that provide jobs to the people in my community. Together with this benefit, however, is the problem of pollution in the water and air. The effect of the water pollution has been in the community for decades. Thus, the solution that has been recently implemented cannot yield results right away. It will take many more years before the waters in the community will be clear

Argument Synthesis paper Essay Example | Topics and Well Written Essays - 750 words

Argument Synthesis paper - Essay Example tstanding question that needs an immediate address evolving as the greatest robotic debate or argument is the jobs, ethical and social values destroyed by the artificial intelligences, automation. Therefore, as a turning point usage of robots in the modern society to solve life issue in handling robotic concept and principles in dealing with ethical, social and job issues cause some vulnerability in than good. For example people living with autism as claimed by Judith (2014). On a broad aspect, the impacts of artificial intelligence as a data-driven model, accountable and control tool or operational model as carefully evaluated, examined and rebutted against artificial intelligence in solving the human problems from different dimensions based on the reliable facts and evidences obtained by Judith (2014) claims from an economic point of view are pointing out the impacts of artificial intelligence and automation on employments and job opportunities in creating technological unemployment. Based on the economic skeptical Luddism approach (Noel 2008; Robbie 2012) applies the similar pattern to visualize the new robotic life it has caused in creating mass unemployment as robots can handle much work with long working hours compared to human labor. Nevertheless, neoclassical economist argues that, though most predication have worked out is solving human problems such as solving health problems, collecting the highways and other areas, digital revolution or accel erating technology causes the modern employment crisis. Wang claim supports Robbie (2012) findings by basing his findings and conclusion from a developmental and cognitive point of view against the overdependence of robotic intelligence in addressing human issues. According to his findings, the use of robotic intelligence has always resulted to the outstripping of the human brain processing power as the most of reasoning and cognitive activities are taken by the use of computerized devices. Comparatively, the

Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

Nuclear Energy - Clean, Environmentally Friendly Energy Essay example -

Nuclear Energy - Clean, Environmentally Friendly Energy Nuclear energy is the world's largest source of emission-free energy. Nuclear power plants produce no controlled air pollutants, such as sulfur and particulates, or greenhouse gases. "Renewables" like solar, wind and biomass can help. But only nuclear power offers clean, environmentally friendly energy on a massive scale. The use of nuclear energy in place of other energy sources helps to keep the air clean, preserve the Earth's climate, avoid ground-level ozone formation and prevent acid rain. â€Å"Currently, there are 103 commercial nuclear power plants producing electricity in the United States, located at 64 sites in 31 states. They are, on average, 24 years old, and are licensed to operate for 40 years with an option to renew for an additional 20.† (http://www.nei.org). Therefore I see no problem with utilizing nuclear energy as our main energy source. It can be used all the time because it is renewable, it doesn’t harm the environment, with the new de vices made, nuclear power engineers provide some safety for humans and animals. Problem with utilizing nuclear energy in full is the risks taken. In human cases, nuclear energy has radioactive particles that are harmful if exposed to them such as: gamma rays, beta rays, and alpha rays. Such types of harmful exposures increase vital injuries. For example: risks of cancer, lung limbs and bra...

Breakdown of Wartime Alliance

Superpower Relations 1943-1991 The Breakdown of the Wartime Alliance The Breakdown of the wartime alliance Although allies, cracks were already appearing in the Soviet-American alliance by 1945. Stalin was particularly suspicious of Britain’s policy before the war of appeasement, which he thought aimed secretly to encourage Hitler to attack Russia. He was also unhappy with the US/British failure to open up a second front in Europe before June 1944. On the other hand the British and Americans were worried about Soviet troops in Eastern Europe and their failure to help the Warsaw Uprising against the Nazis. The question remained- would the USA and USSR remain friends following the removal of the one factor which kept them united- the defeat of Germany? [pic] American and Russian troops meet at Torgau on the Elbe, 25th April 1945 World War Two: K/W/L Grid What do I know about WW2? (complete at start of What do I want to know? What have I learnt? lesson) (complete at start of lesson) (complete at end of lesson using the following pages). The war in Russia was to change the course of World War Two in Europe. In June 1941, World War Two witnessed what was then the largest land attack in history   -‘Operation Barbarossa'. A vast Nazi force used Blitzkrieg to devastating effect on the Russian Army. Hitler had long made it clear that he hated the Russians and that war between the two countries was inevitable. The Nazi-Soviet Pact of 1939 had only delayed what Hitler was apparently planning even when the Battle of Britain was at its height. He believed that the Russians were sub-human (the ‘untermenschen' ) and that they had no right to live where they did. That they were East European was compounded by the fact that Russia was communist and led by Joseph Stalin. Hitler hated communism and Stalin. Hitler wanted all the land in Eastern Europe to be given to Germans as they, Hitler believed, could farm it properly while East Europeans could not. Also many Jews lived in Russia (also known as the USSR at this time) and Hitler wanted them exterminated. In August 1939, Hitler and Russia had signed a treaty of non-aggression which was meant to last for 10 years. However, for both countries the treaty was merely to buy time to get their armies into shape before one attacked the other. Hitler wished to stabilise his western frontier before turning east. Stalin desperately needed to reform his army after the 1930's putches when his senior officers had been effectively wiped out either by imprisonment or execution. In June 1941 Operation Barbarossa took place – a massive attack by the Germans on Russia. Hitler's senior commanders had advised that the bulk of the German attack should be concentrated on Moscow. Two smaller armies would target Leningrad and Stalingrad and engage the enemy. These two armies would then be helped by the troops in the main bulk once Moscow had surrendered. They felt that once the heart of the nation had been cut out, the rest of the country would fall. Hitler would not have this. He did not believe that the Russian army was a match for the Wehrmacht and decided on three equal forces attacking Moscow, Leningrad and Stalingrad. As always, he got his way. The German attack on Russia involved: 3 million soldiers,    3580 tanks,   7184 artillery guns,   1830 planes  Ã‚   750,000 horses   The Russian army collapsed under this onslaught and the attack was initially incredibly successful. Moscow was nearly reached, Leningrad was surrounded and the oil fields in the south were swiftly approached. But it had one main failing and that was created by Hitler himself. As the Russians pulled back (retreated) they destroyed anything that might be of use to the German army as it advanced – bridges, railways, buildings etc. and poisoned water supplies. This policy was known as â€Å"scorched earth† and it was not expected by the Germans and severely hindered their armies. The supply lines of the German army stretched from Germany through Poland and into Russia itself – a huge distance to defend and control. These supply lines were attacked by guerrillas called partisans who did a considerable amount of damage to the German army and caused major shortages. The winter of 1941-42 was one of the worst in recorded history. Daily temperatures fell to 40 degrees below zero. German soldiers had not been issued with warm winter clothing as Hitler believed that the invasion would be over by the winter. Soldiers froze to death in their sleep, diesel froze in fuel tanks and food was in very short supply. Russian soldiers had been issued with winter clothing and did not suffer as badly as their German enemies. The defeat of an entire German army at Stalingrad was a disaster for the Germans and some historians consider this battle the turning point of World War Two because the German army could now only go in one direction and that was back to Germany. However, while the army was fighting the Russian army, soldiers from the SS Einsatzgruppen murdered hundreds of thousands of civilians. This was all part of Hitler’s plan to get rid of ‘sub-humans' from Europe. It is thought that as many as 20 million Russians died during the war. The slaughter was so great that Himmler believed that the policy of shooting civilians might disturbed those doing the killing. A direct result of this was the order to find a quicker way of murdering the people of Russia and the idea of death factories developed from this which lead to the Holocaust. However, from a military point of view, the defeat of the Germans by the Russians was vital to the Allies overall victory in Europe. Over two-thirds of the German army was in the Russian war and its defeat meant that the Allies in the west (GB, France and USA) had more chance of success against a smaller force. Winston Churchill stated that it was the Russians who â€Å"tore the heart out of the German army. † What was the war like for the people in Russia and for the German soldiers? From a German soldier who fought in Russia : â€Å"Do you know how we behaved to the civilians? We behaved like devils out of Hell. We left those poor villagers to starve to death, thousands and thousands of them. How can you win a war in this way? We shoot villagers on the slightest excuse. Just stick them up against a wall. We order the whole village out to watch. It’s a vicious circle. We hate them and they hate us, and on and on it goes, everyone getting more inhuman. The civilians were all ready to look on us as saviours. They had had years of oppression from the communists. What did we do? Turn into slaves under Hitler. If the Russians should ever pay back one half of what we have done, you won’t smile or sing again. We were quartered (living) in a house outside the town. Our dwelling for the night was a wooden house occupied by a Russian family of five children and an old grandmother. We were bitten by fleas all night. We pened our tins and made coffee, sharing what we had with the children and the old woman. The man of the house was a soldier and the mother had been taken away to dig trenches. The children all had protruding bellies of long-term malnutrition. The reality is that after 22 years of Communist rule, a salted fish is the height of luxury. How this country depresses me. † From a soldier who fought in southern Russia : â€Å"I watched my mother and father die. I knew perfectly well that they were starving. But I wanted their bread more than I wanted them to stay alive. And they knew that. That’s what I remember about the blockade (of Leningrad): that feeling that you wanted your parents to die because you wanted their bread. Daily rationing quotas for the people of Leningrad in November 1941    Labourer Child of Eight Bread 252g 128g Fat 19g 17g Meat 49g 14g Cereals 49g 39g Sugar 49g 39g Factor 1: Communism and Capitalism One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio; fixed elections, and the suppression of personal freedoms. A speech by President Truman of the US (1947) Read Waugh and Wright page 10 1. Complete the following table to explain the differences between the two political systems [ideologies]: Communism Capitalism Political System Only one political party – the communist party – No choice, Unable toSeveral Parties – voters may choose and change their change their government. government Economic ideas NO private industries or businesses, NO private profit, ALL industry Most industry and businesses privately owned . and businesses owned by the state for the benefit of everyone. State intervention Censorship of media, State run economy , no choice in a government. NO real state intervention, free market Freedoms NO FREEDOM Freedom of speech, freedom to watch, read, listen to whatever you want. Freedom to own your own business 2. What was meant by the term ‘Cold War’? Read Waugh and Wright pages 8-9 Answer: The Cold War was a phrase used to describe the rivalry and tension between the Superpowers- USA and USSR after 1945. The Cold War had several defining features†¦ Now add some brief detail about the following aspects: Different ideologies Capitalism is a way of life that you are free to do as you wish but communism, you are kept to strictlawsEconomic rivalry In Capitalism you are free to own your own business but in Communism all businesses aremonitored by the statePropaganda Both sides used propaganda to create the worst possible image of the other sideArms Race Each side wanted more weapons and newer technologies than the otherSpace race At first it was only to launch the first satellite, then the first man in space and finally first man onthe moonSpying Both sides spied on each other. This was to find out any military developments3. What was meant by the term ‘Superpower’? Read Waugh and Wright page 9 Now have a go at a definition yourself: A super power is a country or an group of countries (Empire) that is very powerful and they havethe best economies and have the most advanced technologies and weapons like the atomic bomb,missiles, etc.Factor 2: Rivalry before 1945 Read Waugh and Wright pages 10-15 During the 1920s and 1930s US and Soviet contact with each other was limited. However both sides viewed each other with suspicion. Though the USA did not feel directly threatened by the USSR there had been ‘red scares’ in America in the early 1920s- Americans feared that immigrants from Russia and Eastern Europe might bring with them socialist ideas and attempt to persuade the American working class to mount a revolution. The origins of McCarthyism predate World War Two! Make notes on the following points of tension: a. The Russian Civil War The Bolsheviks led by Lenin seized control of the Government and in the following yearsIntroduced Communism to the countryb. British foreign policy [appeasement] before World War Two British foreign policy was to avoid war in Europe at allCostsRussian cartoon comments on Munich c. Rivalry during World War Twod. The Tehran ConferenceExam Technique Part A Question – DESCRIBE Advice: Write about ONE decision or reason or consequence. Write two sentences- one which makes the point and a second which develops it with some factual detail. Describe one decision made by the allies about the war against Germany at the Tehran conference in 1943 (2) Point: One Decision made by the allies about the war against Germany wasDevelopment:Factor 3: Yalta, Crimea [USSR] 4th-11th February 1945 a. Who were the key figures in the wartime alliance system and what were their aims? Read Waugh and Wright pages 14-15 [pic] 1. Complete the table below explaining each leader’s aims and attitudes at Yalta: [pic] [pic] [pic] Winston Churchill Franklin Delano Roosevelt Joseph Stalin b. The Yalta Meeting: Agreements and Disagreements The aims of the three war leaders were different, both aiming to combine the security of their own country with the ideal of European stability. Stalin wanted to create a buffer of pro-Soviet states to protect the Soviet Union against any potential attack from the West, something which Roosevelt and Churchill were firmly against. Poland, being the largest country in Eastern Europe, was likely to set the pattern for the rest of the region, and it was on this matter that the allies met in February 1945, at Yalta. Two different political groups had emerged: London Poles Lublin Poles This was the Polish government of 1939 which had spent the war years in This was a ‘government in waiting’. Stalin had established this group of exile in London. They continued to meet despite the fact that Poland was Polish communists in the city of Lublin after its liberation from the Nazis. occupied by the Nazis. Stalin hoped to place the Lublin Poles into government in Warsaw. They were anti-communist, and wanted Poland to remain independent and free from Soviet control. The Red Army was the first to reach Poland, and as it approached in August 1944, Polish resistance fighters had begun an uprising against the German occupying troops in Warsaw, the capital. They counted on the support of the nearby Red Army, but also believed that by taking the initiative they could ensure the leadership of the London Poles. The Red Army did nothing to help and the rebellion was mercilessly crushed by the Germans. 300 000 Poles were killed. Eventually Warsaw fell to the Russians and by January 1945 Poland had been liberated and the Lublin Poles were placed in control by the USSR. 2. 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Briefly explain the key features of the Yalta and Potsdam conferences, 1945 (6) Paragraph 1: One cause of the Yalta and Potsdam Conferences was†¦This meant that†¦Paragraph 2: A key event of the Yalta and Potsdam Conferences was†¦This meant that†¦Paragraph 3: A key consequence of the Yalta and Potsdam Conference was †¦This meant that†¦Factor 5: The Development of the Iron Curtain, 1945-8 Read Waugh and Wright page 21-23. As the Red Army liberated much of Eastern Europe, Stalin made sure that in the post-war reorganisation most of these countries would be under direct Soviet influence, or at the very least friendly Communist countries. Step by step he took over Albania, Bulgaria, Poland, Romania, Hungary, Czechoslovakia and East Germany in a process described by the Hungarian Communist Rakosi as ‘slicing salami’, or salami tactics (slowly removing or slicing away all opposition to Communism). Why did Stalin do this? Source A: The devastated landscape of Stalingrad- Russia suffered greatly as a result of the war. 27 million Russians died. Source B: Stalin speaking in February 1945 Victory means, first of all, that our Soviet social system has won. The Soviet social system has successfully stood the test in the fire of war and it has proved its complete vitality. The Soviet social system has proved to be more capable and more stable than the non-Soviet social system. The Soviet social system is a better form of society than nay non-Soviet social system. Source C: Stalin at Yalta Mr. Churchill has said that for Great Britain the Polish question is one of honour. But for the Russians it is a question of honour and security. Throughout history Poland has been the corridor of attack on Russia. Source D: Stalin comments on Churchill’s Iron Curtain speech in 1946 It should not be forgotten that the Germans invaded the USSR through Finland, Poland, Romania, Bulgaria, Hungary. The Germans were able to invade because governments hostile to the USSR existed in these countries. As a result the USSR suffered a loss of life several times greater than Britain and the USA combined. The Soviet Union can not forget the huge sacrifices of the Soviet people. Is it surprising that the Soviet Union is trying to see that governments loyal to the Soviet Union should exist in these countries. 1. Complete the table below. U [pic] [pic] [pic] [pic] Factor 6: Winston Churchill's ‘Iron Curtain’ Speech Nine months after Sir Winston Churchill failed to be re-elected as Britain's PM, Churchill [with President Truman] traveled on March 5, 1946, to Westminster College, Fulton, Missouri (population of 7,000). Churchill gave his now famous â€Å"Iron Curtain speech. Before this speech, the U. S. nd Britain had been concerned with their own post-war economies and had remained extremely grateful for the Soviet Union's role in ending World War II. It was Churchill's speech, which he titled â€Å"The Sinews of Peace,† that changed the way the democratic West viewed the Communist East. Though many people believe that Churchill coined the phrase â€Å"the iron curtain† during this speech, the term had actually been used for decades (including in several earlier letters from Churchill to Truman). Churchill's use of the phrase gave it wider circulation and made t he phrase popularly recognized as the division of Europe into East and West. 1. Why do you think did Churchill’s words contribute to further East-West tension? 2. Annotate the cartoon below to explain its meaning. Exam Technique Part B Question – KEY FEATURES You will need to identify a key feature and develop it with more detail/analysis 1 developed key feature = 4 marks developed key features = 5 marks 3 developed key features = 6 marks Briefly explain the key features of the Iron Curtain. Cause:Event:Consequence:Revision and Overview Effect on relations between the Allies Event 1939 Nazi Soviet Non-Aggression Pact Britain and the USSR are enemies, USA is neutral but leaning towards Britain. 1941 Nazi invasion of USSR The USSR changes from an enemy to an ally against the common threat of Nazi Germany. Little direct co-operation. 1944 ‘Lublin Poles’ set up West suspects USSR of a desire to create buffer zone of puppet Communist states 1944 Warsaw Uprising 1945 Liberation of Poland 1945 Yalta Conference 1945 Failed discussions with Molotov concerning Polish government 1945 Arrest of Polish Resistance leaders 1945 Death o f Roosevelt – Truman 1945 US completion of Manhattan Project 1945 Potsdam Conference 1946 Iron Curtain Speech, made by Churchill at Fulton, Missouri Focus on: Learning through Mnemonics: CAUSES OF THE COLD WAR [memory word: BARE] [pBeliefs: ic[pic] Russia was (3 things) ] [pic] a Communist country, [pic] ruled by a dictator [pic] who cared little about human rights. [pic] America was (3 things) [pic] a capitalist [pic] democracy, [pic] which valued freedom. [pAims: ic[pic] Stalin wanted (2 things) ] [pic] reparations from Germany [pic] a buffer of friendly states. [pic] Britain and the USA [led by President Truman] wanted (2 things) [pic] to help Germany recover [pic] to prevent large areas of Europe from coming under Communist control. [pResentment about history ic[pic] The USSR did not trust Britain and the USA (2 reasons) ] [pic] They had tried to destroy the Russian Revolution in 1918. [pic] Stalin thought they had not helped the USSR enough in WW2. [pic] Britain and the USA did not trust the USSR (1 reason) [pic] Stalin had signed the Nazi-Soviet pact in 1939. [pEvents ic ] †¦.. and in case you are wondering: EVENTS    (9 events): [pYALTA Conference (4 things) ic[pic] February 1945 ] [pic] Churchill, Stalin and Roosevelt agreed to (5 points): [pic] Divide Germany into 4 zones occupied by France, Britain, USA, USSR. [pic] Hold free elections in Eastern European countries. [pic] Give the USSR territory in Manchuria in return for their help against Japan. [pic] Set up the United Nations. [pic] Set up a government of Communists and non Communists in Poland. [pic] On the surface, everything seemed friendly [pic] Tension behind the scenes [pPOTSDAM Conference (4 things) ic[pic] July 1945 ] [pic] At Potsdam the tensions surfaced. [pic] Stalin, Truman and Atlee agreed to (2 things): [pic] Bring Nazi war criminals to trial. [pic] Divide Germany into 4 occupied zones. [pic] There were also disagreements over (3 things): [pic] Soviet policy in Poland. [pic] The size of German reparations. [pic] Stalin’s demands for a naval base in the Mediterranean. [pSALAMI TACTICS (2 things) ic[pic] 1945–48 ] [pic] ‘Slice-by-slice’, Stalin ensured 7 Eastern European countries had Communist governments. [pic] Albania [pic] (1945) – the Communists took power after the war without opposition [pic] Bulgaria [pic] (1945) – the Communists executed the leaders of all the other parties. [pic] Poland [pic] (1947) – the Communists forced the non-Communist leaders into exile. [pic] Hungary    (4 things) [pic] (1947) – Russian troops stayed there. Stalin allowed elections (non-communists won a big majority). The Communists were led by the pro-Russian Rakosi. [pic] Rakosi demanded that grou ps which opposed him should be banned. [pic] He got control of the police, and arrested his opponents.

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Evaluation of personl learning Essay An evaluation of my personal learning plan along with comments on how I plan to update my subject specialist knowledge, generic knowledge of teaching and learning, using examples from my practice and discussing the part my mentor played in my development. Introduction The aim of this assignment is to show how my key learning points from my personal learning plan have been put into practice and to evaluate these, examples from my practice will also be used. I will explain how I plan to update not only my subject specialist knowledge but also my generic knowledge of teaching and learning. I plan to also explain and discuss the part my mentor has played in my development over the two years of cert Ed qualification. Having a personal learning plan is a great way of setting out your future objective, aims and goals. Having goals to head for gives you motivation and direction and also builds on confidence and self esteem. 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Generic teaching development This is schemes of work and lesson plans how I use differentiation and assessment, along with assignments and research etc. Skills development This is my literacy, numeracy and ICT skills. My subject specialist area has a variety of subject sessions these are induction, food hygiene awareness, health and safety, individual service planning (ISP), swallowing disorders, manual handling, infection control and first aid I do continuous refreshers on all sessions within the organisation how ever I do also carry out independent reading and research of individual subjects to keep my self updated. Especially on change that relate to any regulations that have an impact on my training sessions. There have been two key personal learning development areas in my subject specialist area the first being ISP training. This training session has had a complete overhaul to how it is to be delivered which has involved a lot of changes to the ISP itself, example how these are set up and completed. For me to deliver this training to my learners I needed to attend a two day training session myself. The sessions involved theory and practical learning giving me the knowledge and the skills to enable me to deliver a practical session to my learners. Example when doing this session my learners will not be just listening and getting involved in group discussions they will be involved in an ongoing practical, At their best, practical’s are an enjoyable and active hands on experience. At their worst they are frustrating episodes where not even the teacher knows what is supposed to be happening (Petty 2004 pg 204). So any practical should be well planned. My learners will be put into pairs one will be the service user and the other the key worker. They will then be given a number of activities to follow. Using this method they will build and complete an ISP, learners are able to swap roles through out so each learner gets to play each role. I have delivered this training session this way on many occasions now and it is working well, learners are enjoying and putting into practice what they have learnt well, this is evident when looking at ISP, s that they have completed. My second key learning point in my subject specialist area is first aid training. I was unable to deliver this session as I did not have the knowledge and qualification to do this. I  attended a two day emergency first aid course down Lincoln through NUCO training, having attended this training I now have the confidence and subject knowledge to be able to deliver this to my learners. The training consisted of two presentations showing the teacher my understanding of the subject and showing I was able to present, I was also assessed on practical exercises through out the two days, example resuscitation procedure, choking procedure, and the procedure in the event of an emergency situation example car accident. This training was very challenging and intense however it has given me the skills to develop an effective training session for my learners. I have two sessions planned to deliver in July. Having being successful in this training I am also able to go and assess other first aid trainers. I plan to update my subject specialist knowledge continuously I will do this by attending refresher training sessions. I am also a member of the Institute for learning where you have to prove you have so many hours of continuous professional development. I also plan to use E-learning within the organisation for any relevant training sessions, along with my independent learning through reading and research on the internet. My generic knowledge of teaching and learning has developed well through out my two years on cert Ed, my skills in lesson planning have developed immensely and I put these into practice on a regular basis. My delivery methods have progressed and become a lot more interactive for my learners, by bringing in differentiation and inclusive learning example hand washing exercise I use a power point slide to show a picture of hands with bacteria on, we have a discussion on hands, show learners how to wash hands correctly, we then do a hands washing exercise covering visual, audio and kinaesthetic learning styles. My assignments now have structure and flow throughout, my spelling and punctuation has also improved, this has been managed through hard work and practice of proof reading which is a skill in its self, a skill that can always be developed further through practice and gathering information from books and the internet. I plan to update my generic knowledge of teaching and learning through independent learning by using the internet and reading books, also the E-learning that the organisation encourage us to use have some useful courses on punctuation, organisation skills, planning skills, assessing and evaluation etc which I  plan to look at using in the future. I am also attending mentoring training at the end of May which I feel will be beneficial to myself and my learners. My skills development have improved over my two years in cert end, in the first year of cert ed my personal learning plan identified my need to achieve level two in both English and maths. I have now achieved both qualifications and in particular benefited greatly from the English this has helped me with my assignments, writing letters, creating handouts for my training sessions and knowing and understanding where a sentence begins and ends along with why we have and need to use punctuation. I did have the basic knowledge of English language but did require further development and knowledge. By attending key skills level two has developed this knowledge which has enabled me to progress in this area of my personal learning. However I do believe I will benefit from further development in this area and plan to progress onto key skills level three English once I have completed my cert ed year two. My ict skills have improved this is through daily use of a laptop and also attending a two day training course through the organisation. The course consisted of two modules first module was an introduction to IT file management, this module developed my personal learning in areas such as using windows XP, explain the use of options within my computer, being aware of the principals of using my documents, be able to create, change, delete and move files and folders and identify how and when to back data up. Module two outlook internet/intranet this module has developed my personal learning in areas such as accessing E-learning and being aware of its potential, organising and accessing personal files and to become more familiar with the intranet within the organisation and how to use it effectively. I have also had a small session on the use of power point which has been beneficial to me as within my job role, as at times I am required to put a power point presentation together. I plan to update my ict skills by attending a further two modules which will be organised through the organisation hopefully in the coming year. I also believe everyday use will enhance my skills. I also plan to do a more intense session on power point in the near future. Through my two years of cert Ed I have had a mentor. Mentoring is a  relationship between mentor and mentee that encourages growth and development in a respectful and collegial environment (Morton-Cooper Palmer, 2000). The mentoring relationship may be an informal arrangement that happens naturally, or a formal relationship that is organised within the work organisation (Rose, 2005). My job role as training and development officer was a new post for me in 2007 and it was my manager who suggested that I enrol onto the cert Ed course rather than training and development NVQ4. She felt that I would gain more from this course and it would equip me with the knowledge and confidence to carry my duties out competently. As my manager is an experienced trainer herself it made sense for her to also be my mentor as she had faith in me from the very beginning of my training. A mentoring relationship tends to be long term that can be entered into at any stage of one’s career (Northcott, 2000). This statement has been true in my case. The relationship I have with my mentor is a good one she has been supportive through out especially when it has come to bringing in new ideas for training sessions in fact she has used some of the ideas herself. The process has always been a two way process. My mentor has not been their to tell me what to do, she has guided, encouraged, supported, provided information and most of all always listened, especially in moments when I have thought this whole thing is too much for me. Through out my observations my mentor has been encouraging and made feel at ease as she knew how nervous I was on these occasions, feed back from observations were always positive and any development points were always taken on board. My mentor has recognised some skills in me that I never realised I had along with helping me developing these skills. Example a year ago my mentor asked me if I would like to do a course that would enable me to deliver first aid training to my learners, so I would not need to sen d them out externally for this training. I explained to my mentor that I was not keen on doing this and felt that this was a course that qualified nurses should do. My mentor did not try to push or persuade me into doing this even though it would save the organisation money. I have just done this course last month and it was me who approached my manager/mentor, I really enjoyed it and I am looking forward to delivering it to my learners. It is amazing what a year can do to some ones confidence and self esteem. If my manager/mentor had made me do this when she wanted me to do it I would not have developed in that area or  enjoyed it. My mentor has always allowed me to do things at my own pace and has a great understanding of how we as individuals learn at different levels and pace. I feel this is a good quality to have when being a mentor. Looking back it was a excellent suggestion from my manager/mentor for me to enrol onto the cert ed, over the two years I feel I have grown not only in confidence but in both the theory and the practical side of my teaching and learning. It has been a privilege to have had a mentor who has guided, supported, encouraged and listened through out the two year process. How ever it does not end there as she is also my manager she will be there for the future too. Conclusion For us to further ourselves I feel it is essential to have objectives, aims and goals. I feel if we do not things do not get done so our goals do not get met. We may have goals in our heads but if they are not planned they tend not to be achieved. For me a personal learning plan is the way forward we can then tick of the goals we have achieved and plan for new goals in the future. Looking back two years ago I would never have dreamt that I would have achieved what I have achieved today, I believe this has been achieved through good planning, good support and hard work by myself. Learning is an ongoing process and I look forward to many more years of teaching and learning. http://sarah-stewart.blogspot.com/2009/02/what-is-mentoring.html retrieved 09/05/2009 Petty,G 2004, A practical guide teaching today, 3rd edn, Nelson Thornes, United Kingdom. Reece, I Walker, S 2003, Teaching, Training and learning a practical guide, 5th edn, Business Education Publishers Limited, Great Briton. http://sarah-stewart.blogspot.com/2009/02/what-is-mentoring.html retrieved 09/05/2009 Petty,G 2004, A practical guide teaching today, 3rd edn, Nelson Thornes, United Kingdom. Reece, I Walker, S 2003, Teaching, Training and learning a practical guide, 5th edn, Business Education Publishers Limited, Great Briton.