Essay on Philosophy of Education - 1672 Words

Philosophy of Education School. What is school? School is something where kids go five days a week to learn new things each day. School is where they get a good education so when they get out of college they can go get a high paying job and support their family. Having an education is something that will help you when you get in the real world. Education is something that has helped me to pursue my dream, which is to go to college and get a job as a teacher, which was influenced by my father. In my paper I plan to tell you about my views of nature of knowledge, purpose of education, why education is important, what I want to accomplish as a teacher, what one want the students to accomplish, methods, discipline, and curriculum.†¦show more content†¦An example to show you that the (truth) knowledge never changes is while going through school I had a history class each year. I learned most of the same things I learned the year before but I always learned at least on more thing about that topic. That s hows that knowledge is absolute. The purpose of education to me is to teach kids good morals, help them be the best students they can be, and that the students will learn something new that will help them in the world today. The reason I believe this is because when these students get out in the real world there going to be running our country , they need to have good morals and to be properly educated. Education is important to me because, you need to be educated so you can get a high paying job, get around in the world and support you family if you chose to have one. Many people today, especially where Im from. They will either decide they dont want to go to college and stay home and get a job in the coal mines, or get a two year degree, so they dont have to stay in school for to long. I finally believe it is better to get a four-year degree and get paid more money and having an easy job (physically speaking) than somebody who has no education and has to work extremely hard physically and gets poor pay. I think its good that some people does decide to work in the coal mines, because some people are trying to support there families, but there is no job security. If you go toShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Soci al Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social reconstitution is, in a deeper way, I came to the conclusion that socialRead MorePhilosophy : Philosophy Of Education1328 Words   |  6 Pages Philosophy of Education Jihyae Choe Liberty University TESL 419 â€Æ' Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who establishedRead MorePhilosophy And Philosophy Of Education828 Words   |  4 PagesPhilosophy of Education Teachers, especially those in the early years of school, have the extraordinary task of instilling a life-long love of learning in their students. We are there to cultivate their young minds in an arena where children feel safe and secure while expanding and exploring their knowledge of the world around them. We are to create responsible, productive and model citizens of the world. We are given an incredible task to carry out! With that in mind, however education needsRead MorePhilosophy And Philosophy Of Education1866 Words   |  8 PagesPhilosophy of Education An educational philosophy gives teachers and all educators’ ways to use problem solving in schools. For a lot of practitioners, actual teaching has been reduced to action lacking of a rationale or justification. According to Alan Sadovick, the author of our textbook, a philosophy of education is â€Å"firmly rooted in practice, whereas philosophy, as a discipline, stands on its own with no specific end in mind† (Sadovnik, 2013, pg. 179). All teachers and prospective teachers haveRead MoreThe Philosophy Of Education And Education1175 Words   |  5 Pagesbeliefs is called a philosophy of education. â€Å"A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods† (Philosophy of Education). Educational philosophies differ among all individuals in education. With individual educators, some choose a teacher-centered philosophy and others choose a student-centered philosop hy. It appears that both realms of philosophy play an important role in education inside the typicalRead MoreThe Philosophy Of Education And Education Essay1545 Words   |  7 PagesThe philosophy of education is not a topic that can be fully taught and understood by reading and studying a textbook, or a few textbooks for that matter. I believe that the philosophy of education is somewhat subjective, rather than objective, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. Yes, a huge part ofRead MoreThe Philosophy Of Education And Education1201 Words   |  5 PagesThe philosophy of education seeks to study the process and discipline of education in order to understand how it works, improve its methods and perfect its purposes in today’s society. How this is done is determined by how well the learner internalizes the concepts of the discipline taught by the educator. Educators have a tremendous responsibility not only to prepare students for their lives ahead, but also to contribute to the evolution of knowledge for future generations. Each generation notRead MorePhilosophy Of Education And Education928 Words   |  4 PagesPhilosophy of Education I believe philosophy of education is defined with learning in many ways. In order to reach a certain level of learning there’s recourse along the way that defines the person and goal. John Dewey said â€Å"educational philosophy centers pragmatism and the method of learning by doing.† Purpose of Schooling A hundred years ago the definition and purpose of schooling changed tremendously. There was a point in time where education was very mediocre and a diploma was not requiredRead MorePhilosophy of Education985 Words   |  4 PagesMy Personal Philosophy of Special Education Christina L. Richardson Grand Canyon University: SPE-529N November 18, 2012 My Personal Philosophy of Special Education As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationaleRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustained

Essay - Their Eyes Were Watching God - 1510 Words

Essay – Their Eyes Were Watching God Author Zora Neale Hurston weaves many powerful symbols into her acclaimed novel, Their Eyes Were Watching God. Hurston’s use of symbols enhances the reader’s understanding of the trials and tribulations along the road of self discovery for the story’s main character, Janie. Of the many symbols used throughout the novel, one in particular - Janie’s hair - is subtle yet striking as it gives us insight into Janie’s perceived social status, oppression, self identity, and her eventual independence through her self identity as a woman despite the social norms of the time period. From the very beginning of the book, Janie’s long, straight, flowing black hair causes a stir among the â€Å"porch talkers† of the†¦show more content†¦Janie) in a sexual manner. It also shows how jealous Joe was of Janie and her youthfulness, as Jody was 10 years her senior. The head rag â€Å"irked her endlessly† (55), however she submits to Jody’s control. With Joe Janie must hide her real self, being what her husband wishes her to be, presenting a faà §ade to the outside world of whom they think she should be, not who she really wants to be. Janie’s outward appearance and her inward thoughts contrast following Joe’s death. She finally frees herself from his control only after he dies as she, â€Å"†¦tore off the kerchief†¦and let down her plentiful hair† (87). In freeing her hair, Janie begins to free herself from others’ control and social norms. However, she chooses to keep it tied up until after Jody’s funeral in order to keep appearances that she is grieving his passing in front of the townspeople. However, on the inside, Janie doesn’t really feel any sorrow and â€Å"sent her face to Joe’s funeral, and herself went rollicking with the springtime across the world† (88). It is only after Joe’s elaborate funeral that Janie shows her first act of freedom by burning â€Å"every one of her head rags and went about the house next morning with her hair in one thick braid swinging well below her waist† (89). She chose to let her hair be free from his domination, thus freeing herself from him overall and allowing herself to move onto the next journey in her life. Janie’s eventual third husband, TeaShow MoreRelatedTheir Eyes Were Watching God Essay724 Words   |  3 PagesTHEIR EYES WERE WATCHING GOD ESSAY  ¬Ã‚ ¬ Janie Crawford is surrounded by outward influences that contradict her independence and personal development. These outward influences from society, her grandma, and even significant others contribute to her curiosity. Tension builds between outward conformity and inward questioning, allowing Zora Neal Hurston to illustrate the challenge of choice and accountability that Janie faces throughout the novel. Janie’s Grandma plays an important outward influenceRead More Eyes Were Watching God Essay711 Words   |  3 Pages Their Eyes Were Watching God provides an enlightening look at the journey of a quot;complete, complex, undiminished human beingquot;, Janie Crawford. Her story, based on self-exploration, self-empowerment, and self-liberation, details her loss and attainment of her innocence and freedom as she constantly learns and grows from her experiences with gender issues, racism, and life. The story centers around an important theme; that personal discoveries and life experiences help a person findRead More Their Eyes Were Watching God Essay1757 Words   |  8 Pages Their Eyes Were Watching God Book Report 1. Title: Their Eyes Were Watching God 2. Author/Date Written: Zora Neale Hurston/1937 3. Country of Author: 4. Characters Janie Mae Crawford- The book’s main character. She is a very strong willed, independent person. She is able to defy a low class, unhappy life because of these factors, even though the environment that she grew up and lived in was never on her side. Pheoby Watson – Janie’s best friend in Eatonville. Pheoby is the only towns person whoRead MoreEssay on Their Eyes Were Watching God921 Words   |  4 Pagesafter she starts a sentence with his new name, he cuts her off with Leave de sposin and everything else to me (50). Janie is satisfied to stop sposin for the time being. As she rides away with Joe Starks, she realizes that her old thoughts were going to come in handy now, but new words would have to be made and said to fit them (54). Because Janie associates marriage with her experience under the pear tree, she allows Nanny to arrange for her first legal name change to Mrs. Logan KillicksRead MoreEssay on Their Eyes Were Watching God921 Words   |  4 PagesTheir Eyes Were Watching God An Analysis So many people in modern society have lost their voices. Laryngitis is not the cause of this sad situation-- they silence themselves, and have been doing so for decades. For many, not having a voice is acceptable socially and internally, because it frees them from the responsibility of having to maintain opinions. For Janie Crawford, it was not: she finds her voice among those lost within the pages of Zora Neale Hurston’s famed novel, Their Eyes Were WatchingRead More Their Eyes Were Watching God Essay6216 Words   |  25 Pages Their Eyes Were Watching God Theme Many times the love that a person is looking for is the one that a person doesnt realize. Setting The author begins and ends the book on a porch where Janie is telling her story to her friend Pheobe Watson. The book begins in the morning on the porch and then ends at night, symbolic of beginning and end. In between these two times Janie is telling her story which travels through the state of Florida. Style In this book, Hurston writes in the dielectRead MoreEssay about The Growth of Janie in Their Eyes Were Watching God2970 Words   |  12 PagesTheir Eyes Were Watching God      Ã‚  Ã‚  Ã‚  Ã‚   Human beings love inertia. It is human nature to fear the unknown and to desire stability in life. This need for stability leads to the concept of possessing things, because possession is a measurable and definite idea that all society has agreed upon. Of course, when people begin to rely on what they know to be true, they stop moving forward and simply stand still. Zora Neal Hurston addresses these general human problems in her novel Their Eyes Were WatchingRead More Voice and Language in Their Eyes Were Watching God Essay example2794 Words   |  12 PagesVoice and Language in Their Eyes Were Watching God      Ã‚   In one way or another, every person has felt repressed at some stage during their lives. Their Eyes Were Watching God is a story about one womans quest to free herself from repression and explore her own identity; this is the story of Janie Crawford and her journey for self-knowledge and fulfillment.   Janie transforms many times as she undergoes the process of self-discovery as she changes through her experiences with three completelyRead MoreEssay on Love in Zora Neale Hurstons Their Eyes Were Watching God869 Words   |  4 PagesLove in Zora Neale Hurstons Their Eyes Were Watching God The novel Their Eyes Were Watching God by Zora Neale Hurston (1937) is a search for self-fulfillment and true love. On a porch in a small town called Eatonville a story is told about an attractive African American womens journey. Her name is Janie Crawford. Her struggle to find companionship and herself starts as a young girl who had lost both of her parents. She lives with her grandmother who is a nanny for a wealthy white family. JanieRead MoreTheir Eyes Were Watching God: Janies Quest for Love Essay example2590 Words   |  11 PagesIn Zora Neale Hurston’s Their Eyes Were Watching God, the main character, Janie Crawford, is on a quest to find true love. Like many people, she begins her journey not knowing what love is. Janie encounters many obstacles in her quest for love. Even when she finds love with Tea Cake, more obstacles challenge their relationship. de very prong all us †¦ gits hung on. Dis love! Dats just whuts got us uh pullin and uh haulin and sweatin and do in from cant see in de mornin till cant see at night

Graduate Admissions Committee Essay

Question: The Statement of Purpose (SoP) is an essay that will tell the Graduate Admissions Committee who you are, what has influenced your career path, what your professional interests are and what you plan to do with your master's degree. The SoP is your opportunity to speak directly to the committee via essay and make your credentials stand out from similarly qualified candidates. Your SoP should be objective yet self-reflective. The tone of the essay should be straightforward. Your topic should be relevant and concise. Document your conclusions with specific instances or draw your conclusions as the result of individual experience. Your SoP should be around 500 words typed and formatted as a professional letter. A cover sheet will need to be attached with your name, student ID number and the College to which you are applying. Some areas to focus on are: Outline your skills and qualities. How will these assist you with your graduate studies? Significant activities you have engaged in that are relevant to your degree aspirations and the role you served. The professional direction you have chosen and how this degree will enable you to realize your career goals. Graduate student applicants should address their Statement to the Graduate Admissions Committee. The Statement should be submitted to your Admission Representative with your application packet. Answer: Statement of Purpose I have an inclination for administration and management since high school and I decided to pursue a course in health care management for bachelors degree from a reputed institution. My learning experience has been valuable and it had helped in developing essential management skills. I received a broad insight regarding different management practices across the world and how these theories and practices are applied in case of the health care management. I have a natural tendency of leading groups for achieving mutual goal. It is one of the essential skills in health care management. Moreover, I believe in collaboration in workplace which is considered to be the major success factor in health care management. My sense of responsibility and educational background are major strengths for succeeding the health care sector. During my undergraduate course, I had served a health care organization as a support worker in mental health care for six months. Later, I have worked with different organizations in various fields of health care. It had provided significant experience and helped in developing management skills which are essential in health care sector. I found this job significantly challenging and I believe that I have potential to serve the health care organization for managing it in a better way so that the patients get best treatment and care. Presently I am planning to pursue MBA in health care management as it will helps in acquiring relevant technical skills and knowledge. Moreover, it will nurture my skills so that I can serve the health care sector as a successful professional. I believe that the MBA course in health care management will provide ample opportunity to enhance my knowledge and understanding regarding health care management practices. MBA in health care management is not just a management degree that aids in learning various ricks and techniques for managing a health care organization, it will also helps in generating unique ideas along with structured thoughts. In the dynamic social and business environment, management studies help in developing efficient professionals. Joining an MBA program requires strength of character and certain determination. I have tenacity and quest for knowledge which makes me eligible for this course. I have found that curriculum of the course has been designed for addressing the contemporary changes in health care management and I am confident that this course will nurture my skills and permit me to develop my abilities further. I feel that MBA program in health care management is essential in developing my career potential and offering me with wide range of opportunities for future success. After completion of this course, I plan to join a health care organization for applying my knowledge and skills developed during this program in my country for benefitting the organization as well as the clients. I want to join the course with the expectation of developing successful career. I believe I am qualified to attend the MBA program in health care management. I am keen to enhance my knowledge and develop managerial skills by enrolling in the MBA program in healthcare management. Thank you for your time and consideration.

Johnathan Edwards And Benjamin Franklin Essays - Benjamin Franklin

Johnathan Edwards And Benjamin Franklin Jonathan Edwards and Benjamin Franklin Jonathan Edwards and Benjamin Franklin both wrote simply, directly and without aristocratic pretense. They felt writing was not an end in itself, but a work done in the service of something greater whether it be God or mankind. In his Personal Narrative, Edwards focuses on the ecclesiastical whereas Franklin, in The Way to Wealth appeals to the individual. Edwards wrote to understand what was happening around him and admits, I made seeking my salvation the main business of my life,. Franklin, rather, wrote on self improvement, similarly to an author of a modern day self-help book. He wrote to inform and would represent himself attractively with numerous aphorisms such as Lost time is never found and The sleeping fox catches no poultry. Edwards, in Personal Narrative, crystallized into language of permanent beauty one of the great mystical experiences of the race. His conversion at age 17, demonstrates his awareness of a meaningful world: I often used to sit and view the Moon, for a long time; and so in the daytime spent much time in viewing the clouds and sky, to behold glory of God in these things. . . Franklin would not sit quietly and view the moon for he reminds his audience that there will be sleeping enough in the grave. He encourages independence saying God helps them that help themselves. Franklin tried that strategy: I used to be continually examining myself, and studying and contriving for likely ways and means, how I should live holily, with far greater diligence and earnestness, than ever I pursued any thing in my life and he writes of his failure: but yet with too great a dependence on my own strength; which afterwards proved a great damage to me. To undue the damage, Edward later viewed that God shoul d govern the world, and order all things according to his own pleasure; and I rejoiced in it, that God reigned, and that his will was done. Bibliography The Norton Anthology of American Literature. 5th ed. Vol. 1. Eds Bayme, et al. New York: W.W. Norton. 1998

Legalizing Euthanasia

Legalizing Euthanasia Legalizing EuthanasiaImagine waking up and seeing yourself lying in an uncomfortable hospital bed with crying family members around you. You see that there is a long cord connected to your heart. You try really hard to move, but you are too weak to get up. Would you want one of your family members to decide for you to no longer live or do you want the decision to live? In situations like the one I just described is when euthanasia comes into play.Euthanasia is also known as assisted suicides. This technique is usually used to put to rest people who are incurably sick. Terminally sick patients, who have about 12 months to live and are in a healthy mental state, should be able to choose if they want keep on living, or end the pain and suffering in that moment. Euthanasia should be legalized in the United States because of three things.Euthanasia machine invented by Dr. Philip Nitschke...First of all, it puts an end to the suffering of a human life. Second, it lets the family's of the p atients be at peace, and finally doctors do not go to jail just for helping another person move on.Yes, it is a sin to commit suicide or take the life of another. However, doing the procedure will end a very painful and unbearable last few months to live. Furthermore, people should have the right to be able to make a decision like this one, because at the end of the day it is their life. A person has the right to life, why not death? These are two topics that are debated everyday in some form or another. Death is something that we all will face, it is certain. There is no miracle cure to fix it.When dealing with their families, this will...

How to Say Sorry and Apologize in Japanese

How to Say Sorry and Apologize in Japanese The Japanese typically apologize far more frequently than Westerners. This probably results from cultural differences between them. Westerners seem reluctant to admit their own failure. Since apologizing means that admitting ones own failure or guilt, it may not be the best thing to do if the problem is to be resolved in a court of law. A Virtue in Japan Apologizing is considered a virtue in Japan. Apologies show that a person takes responsibility and avoids blaming others. When one apologizes and shows ones remorse, the Japanese are more willing to forgive. There are much fewer court cases in Japan compared to the States. When apologizing the Japanese often bow. The more you feel sorry, the more deeply you bow. Expressions Used to Apologize Sumimasen. 㠁™ã  ¿Ã£  ¾Ã£ â€ºÃ£â€šâ€œ It is probably the most common phrase used to apologize. Some people say it as Suimasen 㠁™ã â€žÃ£  ¾Ã£ â€ºÃ£â€šâ€œ). Since Sumimasen 㠁™ã  ¿Ã£  ¾Ã£ â€ºÃ£â€šâ€œ) can be used in several different situations (when requesting something, when thanking someone etc.), listen carefully to what the context is. If you are apologizing that something has been done, Sumimasen deshita 㠁™ã  ¿Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£  §Ã£ â€"㠁Ÿ) can be used.Moushiwake arimasen. ç” ³Ã£ â€"è ¨ ³Ã£ â€šÃ£â€šÅ Ã£  ¾Ã£ â€ºÃ£â€šâ€œ Very formal expression. It should be used to superiors. It shows a stronger feeling than Sumimasen 㠁™ã  ¿Ã£  ¾Ã£ â€ºÃ£â€šâ€œ). If you are apologizing that something has been done, Moushiwake arimasen deshita ç” ³Ã£ â€"è ¨ ³Ã£ â€šÃ£â€šÅ Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£  §Ã£ â€"㠁Ÿ) can be used. Like Sumimasen 㠁™ã  ¿Ã£  ¾Ã£ â€ºÃ£â€šâ€œ, Moushiwake arimasen ç” ³Ã£ â€"è ¨ ³Ã£ â€šÃ£â€šÅ Ã£  ¾ 㠁›ã‚“) is also used to express gratitude.Shitsurei shimashita. Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â€"㠁Ÿ Formal expression, but it doesnt show as strong a feeling as Moushiwake arimasen ç” ³Ã£ â€"è ¨ ³Ã£ â€šÃ£â€šÅ Ã£  ¾Ã£ â€ºÃ£â€šâ€œ).Gomennasai. 㠁”ã‚ Ã£â€šâ€œÃ£  ªÃ£ â€¢Ã£ â€ž Common phrase. Unlike Sumimasen 㠁™ã  ¿Ã£  ¾Ã£ â€ºÃ£â€šâ€œ), the usage is limited to apologizing. Since it is less formal and has a childish ring to it, it is not appropriate to use to superiors. Shitsurei. Ã¥ ¤ ±Ã§ ¤ ¼ Casual. It is mostly used by men. It also can be used as Excuse me.Doumo. 㠁 ©Ã£ â€ Ã£â€šâ€š Casual. It also can be used as Thanks.Gomen. 㠁”ã‚ Ã£â€šâ€œ Very casual. Adding a sentence ending particle, Gomen ne 㠁”ã‚ Ã£â€šâ€œÃ£  ­) or Gomen na (㠁”ã‚ Ã£â€šâ€œÃ£  ª, male speech) is also used. It should be only used with close friends or family members.

515 Essay Example | Topics and Well Written Essays - 500 words

515 - Essay Example Considering one success application among all are the intelligent decision support systems. Advanced forms of decision support systems can be fore fronted by a user-friendly layout. Slight intelligent modifications in a set of possible answer values enables smart end results that are in accordance with the output expected by the user interacting with the system. These systems are often self adaptive in nature and learn from every word the user types. Being futuristic machines their evolution involves the embedding of input data from the user’s conversation into their own repository of answers, learning from each interaction they make. It is potentially not possible for human business personnel to remain online twenty four hours a day for the query justification of their customers. The customer may be present in any part of the world. Thus, the best usage of chatbots is in call centers. Chatbots.org quotes as follows: â€Å"It provides information, services and assistance about web pages, and supports a wide range of applications in business, education, government, healthcare, and entertainment. Sometimes the term Virtual Assistant is also used in assistance of employees of an organization instead of external audiences.† (Chatbots.org, n.d.) Chatbox based interactive question answering systems having become an essential part of businesses today. Since voice enabled chatbots (interactive systems that have chat box technology embedded in them) are becoming increasingly common the Economist is quoted to have mentioned the benefits of their installation as follows: "Speech recognition: At long last, speech is becoming an important interface between man and machine. In the process, it is helping to slash costs in business, create new services on the Internet, and make cars a lot safer and easier to drive." Human Realization of interaction with a Virtual Representative automatically reduced any

Design for disassembly and transformation Research Paper

Design for disassembly and transformation - Research Paper Example Setting aside farsightedness the thinking paradigm of man has narrowed down to his present only. The in fashion trends appeal the consumer oriented society of today where much emphasis is placed on the usage of disposable goods. Once used these things are simply thrown out. Seldom is it thought about the fate of these goods. Mostly unrecyclable in nature they end up in massive junkyards, bound to stay there for ever. The volume and number of these dumping grounds is growing at an alarming pace. On the other the careless usage of nature’s resources has begun to result in dangerous outcomes. These include the existence of green house effect and a rapid increase in global warming just for an instance. It is imperative that a means of reducing this unethical and careless formulation and usage of things be devised so as to minimize the adverse effects of using unsustainable products for the years that are to come. The trio of Reuse, Recycle and Repair has proved to be not enough to control the gravity of the problem. Another intelligent ways must be looked and pondered upon in order to fulfill the need of time. This report focuses on the detailed study of the problem, the impacts and significance of the problem, and how design level changes and consideration can play a vital role in handling the severity of the problem. ... With the passage of time man’s intellect made him learn to modify the natural resources at hand into products that would facilitate his necessities. This modification did not however restrict to the mere survival requirements of humans but went quite well beyond that. Years went by and every inch of advancements that humans went forth with opened new horizons for even more that were to follow. Excited by the ease this new stream of convenience and prosperity man went ahead with them forgetting to turn and look back at the losses that he was incurring en route. These losses were indispensible but it took man years to realize their severity. With every step forward man took and invented new things the unfavorable impact that these inventions had on the nature around him increased manifolds. Some more indestructible waste increased and some more things hazardous to the environment steeped up in their graph. As every new model of an object sprang up its older model would be thrown out of people’s lives. This trend, upon reaching higher limits, rang bells in the human mind. It was then that man thought what may have led to such a situation. The answer was just one. Lack of initial foresight in the design and construction of products had resulted in goods that suited their respective purposes very well indeed but were not transformable into any other useful product. Thus, when a product would live up to its years it would merely be thrown out. The junk thrown out by each and every individual at an unprecedented rate has resulted in a massive junk collection world over. Hazardous emissions from many of these are depleting the

Types of assessment Essay Example for Free

Types of assessment Essay What is meant by assessment? What are the strengths and weaknesses of the assessment types and methods you use? How would you involve your learner into the assessment process? Why do we need to keep records of assessment? Assessments are a critical part of the education system; highlighted by Black and Wiliams’(1998) who define assessments as activities providing â€Å"information to be used as feedback to modify the teaching and learning activities in which they are engaged†. There are two forms of assessment; formative and summative. Formative assessments are carried  out as the course progresses. These are an informal and simple way of gauging how and what your students are learning. This then allows teachers to amend their teaching to accommodate the results as evaluation and reflection takes place. Furthermore students can identify the areas of development and ‘ensure that objectives are being met’ (Minton,1991, p183). Feedback is therefore considered to be significant for the continued development and progression of learners (Petty, 2010). Summative assessment, however, refers to a more traditional approach for testing learners. see more:describe how to find out the history preferences wishes and needs of an individual It  involves assessing learners at the end of the course/year providing a final grade. Summative assessment can be very effective, however, it could be very demanding for an adult with learning disabilities as they may find it difficult to recollect information from the beginning of the course. Initial assessment should take place before a learner begins the course; these are ‘an evaluation of a learner’s skills, knowledge, strengths and areas for development. ’ (Gravells, 2012). This is effective when working with adults with learning disabilities as it will help establish the appropriate  pitch, pace and content/resources to be used. Furthermore, it will be a way of recognising prior learning and such experience/qualifications can be validated. Rules of assessment should be adhered to ensure equality and fair testing: they should be valid, reliable, authentic, current and sufficient. Teachers/Assessors should not discriminate against learners in their choice of assessment method and planning and should advance anti-discriminatory practice. There are many forms of assessment strategies in English; these include speaking and listening assessments, controlled assessments, quizzes/worksheets, essays etc. Speaking and listening assessments are means of measuring a learners’ communication skills. Individuals are assessed on their ability to project their ideas, viewpoints and their listening skills. This allows learners to work in a group, supporting each other by sharing ideas and improve their functional skills. Furthermore, it can be videoed as evidence. However, it is difficult to assess the level of understanding of the learners through this method alone. Furthermore, this is a subjective strategy and feedback can be limited. Worksheets and quizzes both can be set as individual or group work. They provide an objective mark at the end which can lead to informative feedback based on the learner’s strengths, weaknesses and areas for improvement. The tasks can be fun, engaging and interesting for learners. This strategy has reliability because worksheets/quizzes are consistent as similar results can be gained. Furthermore, they are valid because they measure understanding as the learners attempt to answer questions and the marks obtained shows the stage, progress and understanding of each learner. The benefits are highly valuable as the learners enjoy completing the activities. Mitchells (1997) recognised that games and quizzes can be motivating for those learners who struggle with formal teaching styles. Other assessments include observation, watching and evaluating the learners’ progress. Observations should reflect a learner’s daily performance and should be recorded fully on paper; audiotape or video, with an awareness of confidentiality issues, signed and dated by the teacher/assessor and learner. The more detailed and factual the record, the stronger the evidence may be in terms of validity and reliability. Such observations should be planned in advance with the 1 / 3  agreement of the learner’s manager and colleagues. However, teachers can take opportunities to record observations of unplanned events, if useful as evidence. Through observations, teacher/assessor can gather sufficient evidence and can then relate the observation back to many different units/elements of the qualification. Also, it allows teachers to see natural competence first hand in an authentic and reliable manner. Nevertheless, there are disadvantages of observations: A learner’s normal duties may not cover all assessment criteria; observations may be unnerving for learners and observations can take a lot of  an assessor’s time and expense. Brookfield’s (1998) model of reflection states that it is critical that one views themselves and their teaching through the perspective of their learners. In this lens there is a strong focus on the learner’s ‘voice’ and so value is placed on their viewpoints and also their articulation of work. Therefore, it is important to gain the learners’ thoughts on the assessment strategy. Learners should be informed of how they will be assessed from the onset, involved in feedback and evaluation at every level. Furthermore, prior to assessment, learners could be shown a model  answer and given success criterion to ensure they understand how to achieve the desired level/grade. Involving learners in the assessment process is a key way of helping them to manage and ‘take ownership’ of their learning, by reflecting on achievement and progress. Involving them in recording their own and each others’ progress and planning the next steps in learning can deepen their understanding and reinforce their sense of achievement. Therefore they should be briefed about expectations, purpose and benefits of becoming involved in assessment. Self-assessment will allow learners to reflect upon their own progress and assesses their own development and achievements. However, self-assessment is not always easy and teachers should guide learners in a step-by-step process so they learn how to evaluate their own work and learning style, perhaps by modelling. Reid (2011) suggests that you can use other learners if, for example, they observed your learner. This refers to peer assessment, where peers assess the learner’s developments and achievements through observation of their practice during an activity. Peer assessment and feedback activities give students opportunities to internalise the criteria, learn from examples, enables evaluation and reflection and allows development of responsibility for own learning. However there might be some drawbacks from this as some students may express concerns about showing their work to others that are not qualified to assess their work. Also, it needs to be reliable and accurate; therefore strategies need to be put into place to ensure objectivity. Records are an integral part of the teaching and learning process. Gravells (2012) argues that  records must be maintained, to support the teaching and learning process and to satisfy auditors, inspectors, regulators, verifiers, internal and external quality assurers and your own organisation’s requirements. Teachers should retain documents such as the syllabus, scheme of work, session plans, action plans, hand-outs/activities for the learner, and assessment records such as tracking sheets, marked assignments, portfolios etc. Holding records of the course and content would allow inspections on the manner in which the course is being taught and to ensure it is being delivered in accordance to  specifications. Teacher must also keep records of learners’ progression. This will identify whether the student is on task to complete course or having difficulty. Clear, concise information and evidence will lead to a greater understanding of learner needs and enable teachers to amend their teaching styles to accommodate the learner needs. Records must be kept for a length of time stipulated by your organisation in case of an auditing process. However under the Data Protection Act 1998, this information should be â€Å"kept secure with appropriate technical and organisational measures taken to  protect the information’ and confidentiality should be maintained. A very good explanation of why records must be kept in an institute. 2 / 3 Word count: 1102 (excluding references) References Benjamin S Bloom. (1980), All Our Children Learning, New York: McGraw-Hill. Black, P. , amp; Wiliam, D. (1998), Inside the Black Box: Raising standards through classroom assessment. King’s College London School of Education, pg 2 Brookfield, S. (1998) Critically reflective teacher. Journal of Continuing Education in the Health Professions Data Protection Act (2008), Information Commissioners Office, lt; www.ico. gov. ukgt; Date accessed 21/02/14 Gravells, A. (2012) Preparing to Teach in the Lifelong Learning Sector (5th Edition) Learning Matters Ltd Exeter Minton, D. , (1991), Teaching Skills in Further and Adult Education, Macmillan Press Ltd. Mitchell, C. (1997), Transforming Teaching; Selecting and evaluating teaching strategies. Further Education Matters. Petty, G. (2010) Teaching Today Home page, http://www. geoffpetty. com/, 201O Read, H, (2011) The Best Assessor’s Guide. Bideford: Read On Publications POWERED BY TCPDF (WWW. TCPDF. ORG).

The Knowledge of Good and Evil Essay -- Essays Papers

The Knowledge of Good and Evil The quest for knowledge and learning has been occuring since the creation of mankind. Ever since the serpent in the Garden of Eden tempted Eve to eat the forbidden apple from the Tree of Knowledge of Good and Evil, promising she would wise as the gods, man has been battling with this endless pursuit. Some men want wisdom so that they may be able to live a good and righteous life. Other men want only the power that knowledge can bring them, to use it for their own sinful purposes. Literature tells the history of two very different men who had this desire for wisdom; King Solomon in the Old Testament, remembered for his wisdom and uprightness; and the legendary Doctor Faustus, known for his sinful pact with the devil. While driven by opposing forces, both men wanted to be exceedingly wise, and each had an encounter with a remarkable woman because of it. The bible recounts the story of the great King Solomon, the son of the notable King David. By following God and his commandments, David had built his empire into a legacy, which was then passed on to Solomon. Soon after Solomon’s reign began, the Lord appeared to him in a dream, offering him anything he desired. Solomon’s request was wisdom and knowledge, so that he may govern his people fairly, and know the difference between good and the bad. Therefore, God granted Solomon wisdom, that of which no one before or since has had in such abundance. And because Solomon chose wisdom, showing concern for his people, God decided to reward him with not only knowledge, but with riches and honor to set him apart from all other kings in history. Solomon then used his riches to build an official house for the lord, to show his love and reverence for God Almighty. Solomon’s reputation quickly spread, reaching the Queen of Sheba. Intrigued, she visited him, bringing rich gifts with her: spices, gold, precious stones. The queen was very smart herself, almost an equal in money and riches to Solomon. Upon meeting Solomon though, the queen was immediately impressed by his wisdom. She soon converted to his religion, swearing that his God must indeed be the greatest. Solomon’s righteousness and virtue are the antithesis of Doctor Faustus, the title character of Christopher Marlowe’s play, â€Å"The Tragical History of Doctor Faustus.† In this story, we see a man with n... ...all too human desire for pleasurable things. Had it not been for the enticement of having Helen in his bed, Faustus may have repented, and turned from his deal with the devil. But because he let his baser desires rule him, Faustus promised to do whatever necessary for the devil, just so that he may have Helen of Troy as his â€Å"paramour.† This carnal desire sealed Faustus’ fate, and in the end, he is taken away to hell by fiends. Obviously, the desire for knowledge and the power that comes with it can be either a wonderful blessing or a damning curse. Solomon is an instance of how knowledge and power can be used for good. When encountering a beautiful, exotic woman, Solomon kept a level head and impressed her with his supreme brilliance and power. Solomon didn’t let his lusty desires rule his life; he let God hold the reins. On the other hand, there is Doctor Faustus, whose arrogance and sinfulness led to his own downfall. At a point when he was considering turning away from the devil, Faustus lets the promise of fleshly pleasures with a beautiful woman steer him back to the devil. Although he was granted unlimited knowledge, Faustus clearly didn’t learn anything.

The term ‘stagnation’ was coined by the Gorbachevian discourse of the perestroika era to describe the situation in the Soviet Union from 1964-1985

The term ‘stagnation' was coined by the Gorbachevian discourse of the perestroika era to describe the situation in the Soviet Union from 1964-1985, under the rules of Brezhnev, Andropov and Chernenko. The assertion of ‘apparent' stagnation suggests some ambiguity from the outset as to the actual situation in the USSR. Indeed, some have suggested that the term is too simplistic – this idea is especially asserted by Edwin Bacon and Mark Sandle in their recent reconsideration of the Brezhnev era. Nevertheless, when Gorbachev came to power he referred to a ‘pre-crisis' situation in the Soviet Union. Undoubtedly, the ‘stagnation' era did see social, economic and cultural changes which led to some deterioration in the USSR's situation, but improvement was not entirely excluded, certainly not for the whole period, thus to say that the Soviet Union was on the verge of crisis by 1985 can certainly be contested. Furthermore, the notion of ‘changes' is paradoxical when the era is marked by great conservatism. Consequently, there are many factors to debate in discussion of the assertion that ‘the period of apparent stagnation saw vital social, economic and cultural changes which by the early 1980s had brought the Soviet Union to the verge of crisis'. The economic situation by the early 1980s is perhaps the most powerful for suggesting the USSR verged on crisis. It seems implausible that the entire ‘stagnation' period to economic crisis for initially, recognition that the economy was doing badly and determination to achieve parity with the USA, led to Kosygin's 1965 reform programme. However, this was halted due to concern, bolstered by events in Czechoslovakia in 1968, that economic change could stimulate demands for political democratisation – economic conservatism would thereafter shape the period. The two chief sectors of the economy were agriculture and industry. On the one hand, agriculture received much budgetary expenditure, enabling prices to be kept down, stimulating consumption and the output of agricultural goods increases 1976-801. However, there were fundamental flaws in the system: subsidies were a burden for the state, nor did they stop the need for grain imports; furthermore, the inability to deal with weather conditions led to disastrous harvests 1979-812. Continued migration to the towns was also problematic. Failure was officially recognised in 1982 with the introduction of a Food Programme to ease food shortages, though according to Bialer, it was equally inefficient in mitigating the problem3. Bialer paints a similar picture of industry. While arguing that initially investments and production levels increased, as time went on, slow down set in4. Essentially, Bialer implies this was inevitable considering the lack of change in industrial policy5. Similarly, although Keep recognises moves towards scientific management, he stresses these had virtually ended by the early 1980s due to inefficient resources and reluctance of enterprise managers to adapt6 – inertia surrounded the system from all angles. As he states, ‘hoarding stocks, ‘storming' at month's end, and a reluctance to innovate would remain characteristic of the Soviet industrial scene until the era of perestroika'7. Perhaps crisis by the early 1980s was demonstrated by Japan's take-over as the world's second largest producer of industrial goods and services8 – considering the USSR's aim was to advance as a superpower, this was devastating. Finally, inefficiency seemed inevitable when, despite increasing absenteeism by the early 1980s and high labour turnover, punishments, such as sacking, did not exist to prevent it. On the one hand, to say that the economy was on the verge of a crisis is debateable. There had been some long-lasting improvements: expansion of the data-processing industry, an increase in electricity and expansions in the rail network and the automobile industry9 – there was hardly total stagnation of the economy. Harrison argues that by the early 1980s it was wrong to condemn the economy for it was still growing, despite a slower rate, government spending and revenues were controlled, and inflationary pressures were small10. However, even he acknowledges that ‘alarm bells were already ringing in the Kremlin when Brezhnev died'11. Overall, the economic situation by the early 1980s reveals that detrimental changes had occurred as the period progressed. Keep points to several factors by the mid-1980s which could cause a ‘pre-crisis situation' such as a declining rate of return on capital investment leading to a slower rate of GNP and industrial output, and a declining rate of gross industrial expansion. 12 Furthermore, people had more money than they had goods to buy, causing consumer frustration and increased savings. Similarly, the shadow economy was concerning, especially as despite supervisory organs to deal with it, it was increasingly tolerated, perhaps indicating the state's acknowledgement that their efforts would not stabilise the economy. Ultimately, economic improvement was stifled under Brezhnev because of his commitment to defence spending and his failure to reform the system by maintaining centralisation. Without change, even if not verging on crisis, surely the USSR was on the road – as Gooding states, ‘disaffection had not yet turned to revolt. Unless the economic tendency were reversed, however, crisis was inevitable'13. The same was to be the case under Andropov and Chernenko. On the one hand, Andropov believed economic expansion essential: his measures were to include a stamping down on absenteeism and low production. However, according to Service, ‘probably he did not wish to venture far along the route of reforms'14. In practice, although industrial output had increased by 5% from 1982-3, and the value of grain by 7%15 and although, as Harrison argues, growth slowdown had stopped by 198316, Andropov's caution prevented him from instigating fundamental change that could reverse the threat of a crisis. Finally, Chernenko's short term of office brought no improvement in the economic sphere. That social change brought the USSR to the verge of crisis by the early 1980s is debateable. Firstly, labour and living standards must be examined. The ‘social contract', whereby the worker had a poorly paid yet, in return, secure and easy work-life, may have led to economic inefficiency, but, as Hosking states, ‘as a social system†¦ worked well enough'17 – it created satisfaction and stability for much of the period. However, a change occurred when the contract broke down by the early 1980s, threatening stability. Gooding attributes this to the fact that people would react if the regime faltered on its promise of a better standard of life and ‘by now it was hard to hide that the period of steady improvement in living standards had ended'18 – shortages were widespread and, as he argues, while the black market eased the plight, it highlighted the level people had to go to to survive19. One major improvement was that, due to agricultural subsidies, by the early 1980s the rural-urban gap had narrowed as peasants became much better off. Gooding also stresses that because peasants were given internal passports and welfare benefits, ‘the regime had at last put them on an equal footing with other citizens'20. Keep does stress that ‘socially and culturally the gulf remained wide'21, hence the emigration to towns. Nevertheless, the up-side was that increasingly society became industrial, leading to Edwin Bacon's concept of ‘social revolution' with ‘an increasingly ‘modern' society†¦. urbanised, educated and professionalised'22 – illiteracy had largely disappeared and education improved. However, these improvements were to be self-constraining as the system proved unable to accommodate such advancements because the supply of jobs for an increasingly advanced population was incompatible. Several other factors demonstrate changes that could be deemed as contributing to a possible crisis. A falling rate of population growth in some regions by the early 1980s was worrying as was the declining life expectancy, linked to the under-equipped hospitals and poorly trained doctors. Keep also states that the incidence of serious diseases increased 1980-85 such as scarlet fever which rose by 21%23. The problem of alcohol, ironically worsened by the state's commitment to its production, was severe: Keep states that from 1980-5 newly reported cases of alcohol morbidity increased by 10%24 and, as a cause of absenteeism, crime and domestic violence, it created social upheaval in several respects. The ‘stagnation' period also saw increases in divorce, illegitimacy and abortion – indicators of a destabilising family situation, though some attempts were made to mitigate such crises in 1981 with pro-natalist measures such as improved maternity leave, creating, according to Keep, a recovery in the birth rate in the early 1980s25. Overall therefore, social change during the ‘stagnation' period presents a mixture of factors, making it difficult to assert definitively that it brought the USSR to the brink of crisis. On the one hand, Keep and Hosking point to disturbances that occurred in response to conditions such as housing and food supplies. However, that they constituted crisis is dubious as unrest was not organised and trade unions were constrained by the state. While Keep points to police and party controls, he also argues that most people had much to be happy about26. Indeed, throughout much of the period most people lived better than they had before: according to Gooding, despite shortages, meat milk and butter were more plentiful, improvements had been made regarding consumer goods, such as televisions, and although housing was still a problem, it had improved significantly27. Nevertheless, the end of the period saw a veritable decline in several respects. Most worrying was the scarcity of meat by 1982 – as Gooding concedes, ‘Lack of freedom could be put up with; lack of meat†¦ was a far more serious matter'28. On the one hand, as with the economic situation, it seems that the period after Brezhnev did see some move towards crisis abatement. Andropov laid great emphasis on social discipline and as Service states, police cracked down on drunkenness in the streets and punishments incurred for indiscipline at work29. Furthermore, Service believes that Andropov sincerely wanted to improve living standards and actually talked to workers30. However, whatever he learned did not transpire into change for the better – caution prevailed and therefore the possibility of crisis perpetuated. Overall, Keep argues that most citizens did not appreciate the seriousness of the country's problems by the mid-1980s, they even thought in some respects they lived better than in the West31. However, surely this delusion could not last forever, as the meat shortage was beginning to demonstrate. At the very least, if a direct social crisis was not looming by 1985, perhaps indirectly social problems were having an effect for, as Hosking states, they were undermining the economic strength of the USSR32. The cultural situation of the ‘stagnation' period saw many changes. Brezhnev ended Khrushchev's cultural ‘thaw' and brought a return to orthodoxy, epitomised by a gradual return to Stalin, reasserting the period's conservatism; according to Bialer, there was resistance to experimentation and alien ideas33. Bialer also points to other aspects of cultural policy including patriotism, the cult of Lenin, and from the mid-1970s, the cult of Brezhnev34. If such policies had been adhered to there would be no fear of cultural crisis. However, seeds of discontent were stirring and while repression prevented eruption in the short term, perhaps this perpetuated discontent rather than solved it. Firstly, some signs of instability emerged in popular culture. Keep argues that liberalization was needed to appease youths – discotheques and rock-and-roll appeared along with expression of some critical ideas such as the balladeer Vysotsky's blast of the gulag35. There was some increased suppression under Andropov, yet youth dissatisfaction expressed regardless; according to Keep this represented ‘the deep psychological malaise that afflicted the younger generation†¦ '36. The ‘stagnation' period also saw the rise of cultural nationalism. This represented a nostalgic mood with a return to early art, architecture and Russian religious philosophy37 and the establishment of an All-Russian Society for the Preservation of Historical and Cultural Monuments which had grown substantially by the early 1980s38. Cultural nationalism also encompassed ‘village prose' writing which projected the idea that urban life, with its materiality, lacked value. That such writings had become relatively widespread leads Keep to state that ‘by the late Brezhnev era the system of literary controls had become more flexible'39. He also argues the same for visual arts. However, although Keep states that ‘by the mid-1980s cultural nationalism may be said to have struck root in the Russian popular consciousness', that it was subversive is unlikely considering the system of repression and censorship that could have suppressed it. In fact, Keep believed that ‘nationalism could provide the nomenklatura with†¦ [a] basis of support'40. Connected to this was nationalism within the republics. On the one hand, the era is characterised by equalisation and indigenisation; for example, in non-Russian republics, the top position went to someone of the titular nationality. This created stability for much of the period. However, Fowkes points to factors which stimulated national grievances: for example, from the late 1970s a greater stress was given to the Russian language, leading to accusations of Russification, and also the Russian monopoly over central institutions was maintained41. Fowkes even suggests that Brezhnev's national policy ‘contained the seeds of its own destruction'42 especially due to the ‘pervasive hidden opposition†¦ practised by almost every non-Russian national group' such as attempts to maintain traditional national cultures43. There were even some instances of popular national fronts. However, that such protests constituted crisis-point seems implausible. On the one hand, 249,000 Jews were allowed to emigrate between 1971-1980; yet this was not in response to internal crisis, more due to pressure from the USA – that the Jews were to prefigure the need for a general liberalisation was not true. Furthermore, as Fowkes points out, radical nationalists were a minority44. Crisis did come eventually but that in 1985 it was inevitable seems an over-exaggeration – essentially, repression kept nationalism under control, though its subtle presence could create long term problems. An examination of the cultural situation enables an evaluation of the level of open hostility that could have brought crisis. On the one hand, Keep refers to the emergence of ‘cultural opposition'45. True, there may have been informal discussions among academics, who also published works in the samizdat. However, there was a rigorous censorship system which suppressed freedom – history, social sciences and literature were often severely censored for subversive messages. Moreover, to progress in life, you had to conform. As Sandle argues, ‘The state deployed a whole variety of sanctions – sackings, harassment, public humiliations and coercing people into psychiatric hospitals†¦ '46. Ultimately, the goal was achieved: dissidence, though having thrived in the early 1970s, had basically disappeared by the 1980s – though also due to its internal divisions – hence stability within the regime seems plausible. However, there was also a grey area between conformism and dissent, an area which flowed underneath the surface, expressing non-orthodox views. This ‘loyal' opposition within the system itself, despite its silence, was essentially seditious, and as several have suggested, would ultimately create the ideas and personnel for perestroika. It was maintained by an informal network of discussions and a creative way of writing that expressed views without being overtly dissident – there was a determination, according to Sandle, that ‘the period of re-Stalinisation and retrenchment would not snuff out the spark of change and liberalisation that began in 1956'47. On the one hand, by the early 1980s critical opinions were becoming more overt. Elliot points to the workings of clandestine groups who disseminated leaflets criticising the authoritarian system though argues that, despite subversive messages, they would never threaten in practice because they were not widespread and because leaders were often arrested or exiled48. Overall, ‘loyal' opposition had to wait until after Brezhnev, at which point the beginnings of open reformist expression demonstrated that, despite prior suppression, discontent had remained. By 1985, perhaps it could be suggested that, had Gorbachev and glasnost' not come along, these intellectual ideas could have threatened a conservative regime – as Sandle states, this ‘diverse' intellectual life that had continued in silence became ‘an essential part of the destruction of the ‘citadel of dogmatism' after 1985'49. Nevertheless, it does seem that with active dissidence largely gone in the early 1980s, severe threats to stability were, if not fundamentally absent, then severely mitigated. In conclusion, that the apparent stagnation period brought the Soviet Union to the verge of crisis by the early 1980s is not an easy statement to evaluate. On the one hand, the masses were not privy to the information that Gorbachev was regarding the state of the USSR by 1985. On the popular level, therefore, perhaps crisis was not that imminent. Certainly, this connects to Elliot's idea that the stability of the regime was ‘apparently based more on passive toleration than active support'50. Furthermore, the concept of ‘stagnation' is very contentious; Sandle suggests that, as it was coined by perestroika reformers, it sprang essentially from their need to justify their ideas than perhaps being a true reflection of society51. Furthermore, that the stagnation period as a whole created a crisis situation by the early 1980s is exaggerated for it is consensus that deterioration came mid-way through the period, whether after Brezhnev became ill, or perhaps earlier, from events in Czechoslovakia. However, that conservatism was to dominate the era was fundamental – if it had meant the situation remained constant over the twenty years, there may have been no cause for concern; but conservatism ironically brought detrimental change. That this was inevitable is plausible considering the situation at the top – the period was certainly stagnant in this respect for Brezhnev's ‘stability of cadres' bred inertia, and despite personnel changes under Andropov, essentially the gerontocracy remained. Overall, social, economic and cultural changes that caused concern did occur. While crisis may not have been apparent at the time, especially as dissidence and discontent did not seem that widespread, perhaps all that was needed was a final push to bring the situation to a head. Ultimately, the situation probably hinged on the economy – as Gooding suggests, ‘economic failure would do in fact what continued oppression and arbitrariness were most unlikely to do: it would shake ordinary people out of their passivity. Therefore, failure to reform could only be safe for so long – as proponents of conservatism were dying out, so too was stability.

Mcdonald’s Business Ethics

McDonald’s Ethics Or Lack of Ethics Dymirra G. Ambeau Test Drive College McDonald’s was founded in San Bernardino, CA in the year 1940 by Richard and Maurice McDonald. The two brothers sold their fast food restaurant to a milk shake salesman named Ray Kroc in the year of 1961. Kroc believed in conformity, uniformity and the ethic of mass production. Following the ethic of mass production Kroc began to use frozen beef patties and genetically-modified potatoes to ensure uniform taste.McDonald’s also pays minimum wage to their workers, who essentially do assembly line, factory-type work. If you were to reclassify the work they do to factory work that would â€Å"add about 3. 5 million manufacturing jobs to the U. S. economy, at a time when such jobs are rapidly being exported overseas. From a statistical point of view, it would make the U. S. seem like an industrial powerhouse once again, instead of an ageing superpower threatened by low-cost competitors† (Sc hlosser, 2004).Despite the objections of McDonald's, the term â€Å"McJob† was added to Merriam-Webster's Collegiate Dictionary in 2003. The word â€Å"McJob† means a low-paying job that requires little skill and provides little opportunity for advancement. McDonald's is the world's largest distributor of toys, which it includes with kids meals which were introduced in June 1979. It has been alleged that the use of popular toys encourages children to eat more McDonald's food, thereby contributing to many children's health problems, including a rise in obesity.Many parents weren’t happy and said that giving toys with children's meals circumvents parental control and teaches children unhealthy eating habits. One mother sued McDonald’s and went on to say, â€Å"I object to the fact that McDonald's is getting into my kids' heads without my permission and actually changing what my kids want to eat†. McDonald’s now features fruits, salad, and heal thier drinks but continues to give out toys. This was not the first time McDonald’s has been sued. McDonald’s has been sued multiple times for health related issues.They have also been fined twice for breaking child labor laws. In 2001 the company was fined 12,400 British Pounds Sterling by British magistrates for illegally employing and over-working child labor in one of its London restaurants. This is thought to be one of the largest fines imposed on a company for breaking laws relating to child working conditions. In April 2007 in Perth, Western Australia, McDonald's pleaded guilty to five charges relating to the employment of children under the age of 15 in one of its outlets and was fined $8,000 AUD.Still, McDonald’s has a few good ethics. They own the Ronald McDonald House Charities, an organization that helps families with critically ill or injured children who must travel to fulfill their healthcare needs. They also host an annual event at McDonaldâ€⠄¢s called â€Å"McHappy Day† where a percentage of the day’s sales go to charities. McDonald’s also tries to help the environment by using biomass power plants to cut its waste and carbon footprint in half where biomass power plants are available.They’ve also reduced the amount of packing for their food by 46% since the year 1970. Overall, weight reductions in packaging and products, as well as the increased usage of bulk packaging ultimately decreased packaging by 24 million pounds annually. References http://en. wikipedia. org/wiki/Happy_Meal http://www. neumann. edu/academics/divisions/business/journal/review_08/gibison. pdf http://en. wikipedia. org/wiki/Ray_Kroc#McDonald. 27s http://www. guardian. co. uk/business/2010/dec/19/mcdonalds-happy-meals-sued-california http://en. wikipedia. org/wiki/McDonald's#Criticism

Environmental Health and Safety

Environmental Health and Safety The need for waste management is essential in assessing the requirements for properly managed waste in a community. Needs assessment process would involve checking the existing waste management strategies, identifying the areas of importance, focusing on the critical needs, and identifying possible solutions. Waste management involves supervising the gathering, ferrying, processing, discarding and recycling of waste materials formed by human activity. Advertising We will write a custom essay sample on Environmental Health and Safety specifically for you for only $16.05 $11/page Learn More If this waste is not well managed, it can be a threat to humans and the environment in general. Thus, needs assessment for managing waste would be conducted by observing the methods that can be used to control the negative effects of waste. Waste is classified into four classes namely solid, liquid, gaseous, and radio active. Each of these four classes has its own methods o f discarding. To begin with, observation of how landfills are managed is essential in assessing the need for waste management. Landfill is whereby waste is collected and buried in an isolated piece of land that is relatively far from residential areas such as quarries. The waste is then compacted and covered in order to keep rodents away and keep the waste intact. This is the cheapest method of discarding waste but its effectiveness relies on how the dumping site is planned and run. There are several problems that are associated with landfills. Lemann (2008) argues that if the landfill is not planned well, it might attract rodents such as rats and mice and also debris from the dumpsite might be blown by wind into residential areas. Secondly, these dumping sites generate a gas that contains carbon dioxide and methane which is produced by decaying organic matter. This gas has a fowl odor and does not support plants life. This gas can be extracted using perforated pipes and then burnt to generate electricity. Thus, without proper management of landfills in a community, the community is deemed to be affected by waste. Another method of waste management that can be assessed is incineration. Incineration is the most appropriate method of discarding solid, liquid and gaseous waste. Its best suited for places where land is inadequate. In this method waste is discarded by burning or by exposing the waste matter to high temperatures referred to as thermal treatment. The waste is usually put in a furnace where it is burned to produce gas which is then used to produce electricity. Recycling involves collecting waste bins and ferrying them to a recycling center. Once they arrive at the recycling center, they are graded according to the materials that are used to manufacture them. This is to ensure that waste that is made from a common material can be remanufactured to make new goods. Good examples of products that can be reused are aluminum cans, plastic beverage containe rs, computers, glass jars, PVC and papers.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Involving the Community in Needs Assessment Process Biological Reprocessing This is one of the methods that can be used to involve the community in needs assessment process. Organic waste for example food bits and pieces, plants and papers is reprocessed using biological absorption and composting to decay the organic waste which is then used as manure (organic fertilizer) in farms. This process is used to increase the process of decaying the organic matter. During this process methane is extracted and is thereby used in producing electricity. This method has been found to be more efficient than the other methods of discarding waste. Energy Retention The energy contained in waste material can be recaptured by converting them into other forms of fuel. This means that the waste material can be used in homes as fuel for cooking food and also the gas that is obtained from decaying matter can be used as fuel in boilers that produce electricity in turbines. The process of extracting this gas from organic waste is called gasification. The waste material is put into boilers that are tightly sealed to create high pressure. The boilers are then heated at very high temperatures which in return change the form of the waste from solid to liquid and lastly gas. The gas and the liquid are reprocessed to produce energy while the solid material is converted to active carbon. Methods of Avoiding Accumulation of Waste According to Vaughn (2009), there are several ways through which accumulation of waste can be avoided. The first one is by adopting the habit of continuous use of items that had been used previously. To add on to that all households and organizations should be encouraged to repair their broken items instead of replacing the item with a new one. By doing this, all dustbins will remain empty. Manufactures too can contribute to avoiding accumulation of waste by coming up with products that can be reused. For instance plastic shopping bags should be replaced by cotton bags because cotton can be reprocessed to make another shopping bag. Consumers can also participate in this campaign by not using disposable products such as plastic knives, plates, spoons and forks. Manufacturers should also use light materials in their products for instance in telecommunications industry lighter phones are more preferred than bulky ones because they are easy to carry around. Advertising We will write a custom essay sample on Environmental Health and Safety specifically for you for only $16.05 $11/page Learn More All companies that manufacture goods for local and external markets should be held accountable for the lifecycle of their goods from the time they are manufactured till they are fully exhausted. Individuals or organizations that will be found polluting the environment should be made to compensate for the damages they cause to the environment. In conclusion, the pollution of air and water by discarding toxic materials and also polluting the soil by deforestation and emitting toxic gases that damage the ozone layer contribute to global warming which poses a great threat to human lives and those of other living things on planet earth. References Lemann, M.F. (2008).Waste Management. Switzerland: Peter Lang AG, International Academic Publishers. Vaughn, J. (2009).Waste Management. Santa Barbara, California: ABC-CLIO, Inc.

How to Answer the Most Common Job Interview Questions

How to Answer the Most Common Job Interview Questions Going into a job interview can feel a bit like prepping for the Hunger Games. You have a general idea of what you’re facing, but you don’t know the specifics- who knows what those devilish game makers will have in store for you? Nobody dies here (unless job interviews have really changed since the last time I went on one), but there can be only one person left standing: the victor, the one with the job offer. And as in any good conflict where you want to come out on top, you want to be as prepared as possible going into it. It’s impossible to know exactly what questions to expect ahead of time, but there’s enough commonality in how job interviews are structured that you can take an educated guess- and educate yourself accordingly. Here’s how to answer common interview questions. 1. Standard Interview Questions2. Behavioral Interview Questions3. Tricky Interview QuestionsThe first thing to do is to figure out what kinds of questions you might face be fore you even think about trying to prep for specific questions. The question types fall into two categories: what we’ll call â€Å"standard† interview question and behavioral interview questions.Standard interview questions are about what you’d expect: questions that ask you about your past experience, your current skills, and your professional goals. Some examples:â€Å"Tell me more about your coding background.†Ã¢â‚¬Å"Can you tell me about your day-to-day responsibilities in your most recent job?†Ã¢â‚¬Å"How did you get started in this industry?†Ã¢â‚¬Å"It says here that you worked for seven years at Job Co. What did you work on there?†Ã¢â‚¬Å"What is your biggest strength?† (And its devilish counterpart, â€Å"What is your biggest weakness?†)â€Å"Where do you see yourself in five years?†These are straightforward questions with (hopefully) straightforward answers. You know your resume and your experience better than anyone, so own the information.How to Approach Standard Interview QuestionsIf it helps, think of these questions as a kind of game show, like The Interview Guys do. There’s a concrete answer available for every standard interview question. â€Å"I don’t know† or uncomfortable silence will throw up a major red flag to the interviewer, so make sure that you’re solid on your resume, the job description for which you’re interviewing, and the talking points you want to use in the interview. (I’ll take â€Å"Leadership Experience† for $400, Alex.)Top 5 tips for answering standard interview questions:Be confident! You’re talking about your best professional self, so be ready to cover your skills and accomplishments.Don’t give short answers. If you’re asked about your background in coding, don’t just say, â€Å"I took a class five years ago,† then wait for the next question to come along. Say, â€Å"I start ed with a class five years ago, and took off from there. I’ve used and grown those skills in my current job, where I was responsible for updating and maintaining the company website.† You don’t need a novel’s worth of details, but the interviewer is looking for you to expand on your own history- all he or she knows is what’s in the bullets on your resume. It’s your job to fill those out and make yourself look like a well-rounded candidate.Remember: it’s not about you. But, you say, isn’t it about my experience and skills? Yes and no. The whole point of the interview is to see how you’ll fit in with this job and this company. So when you frame your answers, make sure you’re always emphasizing how this skill or that experience point relates to the job at hand.Be honest. This kind of question is where, uh, soft spots on your resume might come to light. The interviewer will expect you to be able to answer all of these questions with concrete info, so if you can’t offer supporting information, or have long and awkward pauses, that’s a problem. If you’re not fluent in Spanish, don’t list it. If you weren’t really the youngest CEO ever at your last company, don’t suggest you were. Forget a background check- if you can’t back up your resume’s assertions in the interview, you’ll never even get to that stage.Be specific. This isn’t so hard for questions about your background or your software proficiencies, but it’s tougher when you get to questions about your strengths and weaknesses. The best way to hone in on these is to think of specific examples from your past. For example, â€Å"At my current job, I developed a workflow that improved sales reporting, so I’m very good at zeroing in on challenges and working with a team to solve them.† Or, â€Å"I’d say my greatest weakness is my tendency to try to tak e everything on myself. In my last job, that led to a lot of stress around deadlines, and I’ve since learned that I need to work harder on prioritizing and setting boundaries to get everything done smoothly.†RELATED:  How to Answer These 5 Common (but tough) Interview QuestionsThe best advice we can offer you is to think about how to answer common interview questions in advance and anticipate having to give anecdotes about your experience. You won’t know ahead of time which ones are likely to come up, but by having talking points in your pocket for every part of your resume, you can be ready for any standard questions that come up.Behavioral interview questions are a little less straightforward, with no easy answer. These questions are kind of like storytime: the interviewer will ask you to talk about a specific time you faced a challenge or demonstrated a skill. You’ll know behavioral questions when you hear them because they’ll have telltale phr ases like:â€Å"Tell me about a time you†¦Ã¢â‚¬ Ã¢â‚¬Å"What would you do if†¦Ã¢â‚¬ Ã¢â‚¬Å"Show me how you handled†¦Ã¢â‚¬ Ã¢â‚¬Å"Walk me through a time when you†¦Ã¢â‚¬ Ã¢â‚¬Å"How would you deal with†¦Ã¢â‚¬ What do all of these have in common? There’s a performance element, and usually an action verb. It’s on you to come up with an answer, and phrase it in a smooth interview operator kind of way.RELATED:  How to Answer Behavioral Interview QuestionsHow to Approach Behavioral Interview QuestionsThe approach for these questions isn’t so different from that of traditional questions. They just require a little more thinking on your feet, because there’s no easy factual answer. You’ll be drawing from your history directly (â€Å"tell me about a time when you†¦Ã¢â‚¬ ), or indirectly (â€Å"what would you do if†¦Ã¢â‚¬ ).Top 5 tips for answering behavioral interview questions:It’s not about you, itâ€℠¢s about them. The advice for standard interview questions (#3 above) remains the same here: remember that it’s really about the interviewer and the company, not you. You’ll be providing info that illustrates how you have operated and will likely operate as an employee, but that information will be weighed against what the company wants and needs for this job opening. You’re not answering the questions in a vacuum. So make sure that your answers dovetail with the job description.Don’t be brutally honest. If you’re asked about the biggest challenge in your career so far, and your most trying time happens to have been the royal-est screwup in the history of royal screw-ups, don’t bring it up. Before the interview, spend time thinking about less dramatic anecdotes that don’t make you look bad. Or if you do end up talking about a time you messed up, absolutely make sure to follow up with a quick point about how you learned from it and hav e turned it to your advantage.Come up with pre-answers in certain categories. Behavioral questions usually seek to draw you out on skills like leadership, problem-solving, and personal interaction. Long before the interview, start doing a personal audit of your work history and come up with a list of relevant anecdotes in the following areas:Challenges you faced, and how you overcame themTimes you led others or managed a complicated project with numerous peopleWorkplace conflicts or differences of opinion, and how you handled themKeep it brief. You don’t want to leave them confused or wanting more by being too abrupt, but if you feel yourself start to ramble on (adding details that aren’t really necessary, explaining things in tangents), then rein yourself in a bit. Rehearse your likely stories ahead of time, so you can adjust the flow, and what feels like the right presentation. Rambling can come off as nervous babbling, and you don’t want to undermine your con fident aura on interview day.Keep it professional. They’re definitely not looking for examples from your personal life- make sure you limit your stories to things that happened at work.The Trickiest QuestionsOnce you know the types of questions and how to mine your resume and experience to prep ahead of time, you can focus more on the most challenging questions of all: the â€Å"you tell us† questions. These aren’t really standard interview questions, because they’re not straight facts or expansions on points found on your resume. They’re not really behavioral, either, because they don’t illustrate how you’ve approached workplace issues in the past (or would). They’re open-ended, and that’s what makes them scarier. Some examples of these extra-hard interview questions.â€Å"Tell me about yourself.†Ã¢â‚¬Å"Why should we hire you?†Ã¢â‚¬Å"Why do you want to work here?†Ã¢â‚¬Å"Why did you leave your last job ?†Ã¢â‚¬Å"Do you have any questions for me?†Ã¢â‚¬ËœWhat is your biggest weakness?†Spin negatives into positives. This applies most fully to the â€Å"biggest weakness† and â€Å"why did you leave your last job?† questions (especially if you were let go, or left in a bad situation). The kind of formula you should keep in mind is, â€Å"I experienced X, but I learned Y, and now I work very hard on achieving Z. It’s an experience that I take very seriously.†Don’t pull the interviewer’s leg. If you’re asked about a weakness, talk about a weakness†¦don’t try to say you work too hard, and gosh darn it, that’s your biggest flaw. Every single one of us has real flaws, and candidness can be the key to establishing trust with the interviewer. However, when you talk about a weakness or a challenge you’ve faced, always, always (did I mention â€Å"always†?) talk about what you did/do to overcome i t, and what you’ve learned from it.Don’t panic†¦or pause too long. The deer-in-headlights reaction is not a good look during the interview. Either you look like you’re trying to invent an answer, or you look like you just don’t know how to respond. Practicing answers for the questions above (using, again, specific examples from your resume and your work history) can help you feel more comfortable with repurposing your material for a variety of potential questions.Always tie it to the job/company. Before the interview, review the job description, and highlight the areas that connect to your resume. If the job calls for managerial skills, â€Å"tell me about yourself† can be a quick walkthrough of your rise to leading men and women to greatness (increased sales or efficiency). If it’s a general question about why you want to work here,Keep it professional (redux). If you want to work for this company because your commute would be cut in h alf, don’t say that. â€Å"Tell me about yourself† is not an invitation to show pictures of your beloved pet lizard, Dr. Greenjeans III. Just give a quick rundown of where you are, professionally, and where you’re hoping to go. Personal opinions and personal life don’t really belong in an interview. (Exception: mild small talk before or after the interview- but even then, no big personal confessions or controversial opinions.)RELATED:  How to Answer the Toughest Interview QuestionsThe best way to deal with any interview questions is to prepare in advance- you can practice the spirit of them, if not the exact content. If you have a trusted buddy or family member, have them lob unscripted (professional) questions at you, so you can get better at fielding things on the fly. And if you need a cheat sheet on common interview questions and how to tackle them in the meantime, here’s a quick overview you can use as a reference. [via UndercoverRecruiter]A nd remember the most important part: you got this! Don’t panic no matter what you’re asked, and answer with confidence. May the interview go ever in your favor!

HACCP in temperature conrolled transport Assignment

HACCP in temperature conrolled transport - Assignment Example Hazard Analysis Critical Control Point (HACCP) is a preventive measure in food supply chain that Identify potential biological, chemical and physical hazards in the food production and distribution process and goes further to design preventive measures to eliminate or reduce these hazards to acceptable levels. In this regard, HACCP is a preventive measure rather than a corrective measure. Production and distribution of food involves a number of processes that are required to eliminate or prevent reintroduction of food hazards through post contamination. Activities during transportation are even critical because most food products leave the factories when several analyses have been done and food that meet the quality and safety parameters are released to the market. It is therefore important for food transporters to ensure no potential hazards are reintroduced in foods during transport. This principle forms the basis for implementation of HACCP system in a temperature controlled trans port. Multidisciplinary approach is the key to successful implementation of HACCP system for temperature controlled transport. This approach should appropriately include: production, chemistry, food technology, engineering, microbiology, agronomy and public health expertise. Hazard Analysis Critical Control Point (HACCP) System is a food safety management system thus should allow transporters whether small or large to identify and manage all hazards that would pose danger to food during transportation. ... It is important to note that these are the key activities involved with regard to logical sequence of HACCP principles. HACCP Team Formation The development and maintenance of an effective HACCP system depends mainly on the management team. Assemblage of the HACCP team is the first stage in implementation. The team should consist of people and individuals with appropriate multidisciplinary expertise. HACCP team for temperature controlled transport must consists of expertise from engineering, food technology, production, logistics and transport, food microbiology, food chemistry, food packaging and storage, food toxicology and food quality assurance (Surak & Wilson 2007 p.8). The composition of HACCP team is very critical in identification of all potential hazards and putting the right control measures. However, if for example a transport company is not able to avail expertise from these disciplines, it is recommended that the company seeks for advice from independent experts. The HAC CP team also plays a key role in identification of the scope which for this case is transport and storage of food thus hazards covered here would be within the scope. Product Description and the Intended Use The HACCP team should then describe the products in full and must include all relevant information about safety including physical, chemical and microbiological properties, composition, chemical structure such as water activity and pH, storage conditions and the expiry dates. A full description should also include any form of treatments such as brining, freezing, thermal treatment, smoking and the methods of storage and distribution. However, when the controlled temperature transport system caters for different products, this description can

Criminal and Civil Justice Essay Example | Topics and Well Written Essays - 1000 words

Criminal and Civil Justice - Essay Example al rule regarding admissibility is set out in the case of R v Leathem1, which provides that the manner of obtaining evidence does not exclude admissibility. The test of admissibility is whether the evidence is relevant. However, whilst there is there is no rule of exclusion per se, it is open to the court to exercise its discretion under Section 78 of PACE. The main ground for challenging the admissibility of Jack’s statement under Section 78 will be â€Å"the circumstances in which the evidence was obtained†. This is further supported by the decision in Matto v Wolverhampton Crown Court.2 Furthermore, breaches of the PACE accompanying Codes of Practice can also require the section 78 discretion to be used if such breaches are significant and substantial3. Under section 58 of PACE and paragraph 11.2 of Code C, detainees must be told of their right to legal advice. Jack was denied the right to legal advice. Whilst assault is a serious arrestable offence and section 116 of PACE permits delay of access to legal advice up to 36 hours, in order to rely on section 116, the police have to prove that they reasonably feared one of the contingencies referred to in section 58 (8) of PACE arising. However, it does not appear that these were applicable to justify the delay of legal advice to Jack. Whilst a wrongful delay in obtaining legal advice will not render automatic exclusion of evidence under section 78, in the case of R v Alladice4, the Court of Appeal stressed that relevant factors under section 78 were whether the police acted in bad faith and whether the presence of a solicitor would have made a difference to the defendant. The restriction and denial of legal advice is in breach of Code C section 6.5 and reflects adversely on the fairness of the proceedings. On this basis there are strong grounds to exclude Jack’s statement. With regard to Jack’s statement regarding Edward’s culpability for the offence, under the common law, as established in R v

Importance of nursing theory Assignment Example | Topics and Well Written Essays - 1250 words

Importance of nursing theory - Assignment Example Section four summarizes the paper. Nursing theory forms the foundation of the practice of nursing. The various theories equip nurses with the vital knowledge they need to attend to patients. Like with many professions, many theories of nursing have been criticized as being out of tune with the practice(Henderson, Schoonbeek, & Paterson, 2011). These critics posit that many theories bear little or no relevance to the practical needs of the profession. The often cited examples are those of the theories of Freud Sigmund who sought to explain everything in terms of sex. Although the claim may be correct, the importance of nursing theory cannot be dismissed altogether. Students of nursing acquire practical skills when they practice the knowledge acquired from the theories. Nursing theories distinguish the profession from others. This distinction is possible because the theories are unique to the profession having been developed by nurses themselves. Besides, nursing has a fairly long history that has enabled it to establish itself. On patient care, nursing theories have helped enhance the care received by patients in the hands of nurses. For instance, during the time of Florence Nightingale, most nurses were uneducated and incompetent. Then Nightingale proposed formal nurse education and training(Zinner, 2014). Today America boasts of the world’s top nursing schools. Improved nurse training has resulted in improved care. In their Environmental Theory, Florence Nightingale described nursing as the process of using the environment of the patient to bring about their recovery. The theory posits that the patient’s environment affects their biological and physiological processes, hence the recovery process(Hallett, 2011). It is the work of the nurse to manipulate the environment so as to make it conducive to the healing process. Nightingale identified five environmental factors that the nurse should seek to manipulate.

Changes In Policies Directed Toward Poverty Social Policy Essay

Changes In Policies Directed Toward Poverty Social Policy Essay This assignment will examine the transformation of social welfare policy that was established and implemented during the course of the 19th and early 20th centuries to address the problem of poverty and to assist the poor at a time when rapid industrialisation hit Britain. These policies had been developed throughout this period using a combination of both state and charitable sector intervention that expanded and contracted at different levels within both sectors at different times. The assignment will be structured to incorporate the following distinct yet associated elements: Initially, I will explain what relief system/policy was in place to address rural and urban poverty leading up to the early part of the 19th century. Then, I will go on to set the environmental context in terms of how the rapid industrialisation that occurred in Britain could have contributed towards exacerbating the poverty being experienced by local communities and individuals during the early 19th century. I will then go on to concentrate on those policies and interventions that were introduced and/or endorsed by the state to specifically address poverty and help the poor; whilst considering in parallel, the differing perceptions of success and failure that surfaced during the implementation of these policies spanning a timeline of the 1800 1939 period. An integral part of this will include the differential categorisations and views on poverty that existed and subsequently evolved during this time period. Main body From the introduction of the Elizabethan Poor Law Act of 1601, those who were considered as deserving poor received relief from within their parish, which was subsidised by a compulsory poor rate levied on each parishs land and property owners. This was intended to give local control and responsibility for reducing the poverty being experienced by the poor, young, infirm or elderly within communities. These deserving poor were provided with what was termed Outdoor Relief in the form of either monetary payment or in-kind relief such as food, rent or clothes which enabled them to stay at home. Those who were classed as poor impotent people (2002, pg 11) and unable to help themselves, alongside the able bodied poor who were set to work, were provided with indoor relief within workhouses. This system continued well in to the late 18th century until the introduction of the Gilberts Act which advocated that workhouses should become poorhouses, run by poor law parish unions, to help only th e sick, the orphaned or the elderly. Joseph Townsend subsequently expressed his disapproval of this approach: and said that the workhouses operate like the figures which we set to scare the birds, till they have learnt first to despise them then to perch upon the objects of their terror. (Townsend 1788 cited in Spicker 1984, pg 10) The able-bodied poor could still claim outdoor relief but would be expected to find employment outside of the union workhouse, therefore poverty and poor relief problems became compounded further during a time of agricultural depression when wages were low and unemployment and population numbers were on the increase. By the early part of the 19th century the poor relief system was under significant strain as poor rates escalated, food prices were higher and the worlds first industrial society was spawned as industrialisation hit Britain. This was to be a period of rapid industrial advance and unprecedented urban growth; of major shifts in patterns of occupation (chiefly from agricultural to industrial and service) and of economic insecurity for many. (Kidd,1999; pg 4) Technological advancement moved into rural communities, and the agricultural labourer was replaced with more cost efficient machinery, such as horse powered threshing machines. This meant that agricultural workers and their families had little choice but to move to the more industrious towns and urban cities where wages were higher and there were more opportunities for work within factories, particularly in the textiles, transport and mining sectors. In reality, this optimistic view taken by those looking to escape the difficulties of the countryside and improve their standard of living would be faced with other prohibiting factors and subsequent poverty within the mass working class neighbourhoods would be harshly realised in various ways. Within the cities people were living in cheaply built, overcrowded terraced housing, which had inadequate sanitation and few amenities. Within the factories, conditions were no better as workers were subject to working unprotected around dangerous machinery, whilst working long hours for unduly low wages and receiving harsh punishments for non compliance. Similarly, employers could freely use child labour which they felt aided poor families by giving their children work from the age of five years upwards, much to the detriment of a childs education which was fated due to no enforced legislation being in place. In addition, there were increasingly instances of poor malnutrition that existed in families which was associated to the costly prices of food, therefore poor factory workers could usually only afford to buy rotten items. Taking into account all of these factors, the families of manual workers were always vulnerable to unemployment, sickness, old age or the death of the breadwinner, which reduced them to pauperism (Royle, 1997; pg 162) New Poor Law As population growth reached an unprecedented level, poor relief costs were also rising as more people were falling into a spiral of poverty and pauperism rather than benefiting from the increased wages and improved standard of living that optimists of the industrial revolution predicted. Politicians recognised that the current poor law system of 1601 needed to undergo considerable reform as there were clearly widespread frustrations on the back of what Malthus argued as providing encouragement to illegitimacy (Spicker et al 2007; pg 148) through the provision of family child allowance and that outdoor relief will diminish both the power and the will to save among the common people (Malthus cited in Kidd 1999; pg 21) inadvertently forcing more people towards poverty. Malthus subsequently concluded in saying that dependent poverty ought to be held disgraceful and the poor laws abolished. (Englander 1998; pg 9) Social reformer and laissez-faire economist Jeremy Bentham argued for a more disciplinary and corrective approach and believed in the primacy of the free competitive market in the solution of social problems. (Englander, 1998, pg 10) In 1832 in response to the pressures highlighted above a Royal Commission on the Poor Law was appointed, consisting of 9 members and several assistant commissioners ranging from economists to social reformers e.g. Edwin Chadwick. Their remit was to identify the flaws in the current poor relief system and make recommendations for a new, more cost efficient model for implementation. In the midst of this review, the first policy move against child labour occurred in the form of the Factory Act of 1833, whereby children younger than nine were not allowed to work, children were not permitted to work at night and the work day of youth under the age of 18 was limited to twelve hours. (INSERT SOURCE) After much assessment of fact and statistics in conjunction with the previous influential ideas portrayed by Malthus and Bentham the New Poor Law Report was published in 1834, that concluded the law itself was the cause of poverty. This led to the subsequent endorsement of the Poor Law Amendment Act of 1834 that focused on the ethos of instilling a work discipline whilst controlling the costs of poor relief (Pierson, 2009). In order to do this, the act placed its emphasis on putting the deterrent workhouse at its core with the guiding concept of less eligibility which would distinguish between the able-bodied pauper and the independent poor and automatically weed out the merely work- shy from the truly indigent (Brundage, 2002; pg 35). Consequently, the pauper would experience poorer conditions within the workhouse than the lowest living standards of an independent labourer. The workhouse would resemble the layout and mechanics of a correctional institution, comprising segregation (a mongst different classes), uniformity, tedious work, a controlling discipline and the bare minimum in food and accommodation. This it was hoped would ultimately deter the able bodied from applying for indoor relief in favour of finding employment to survive, whilst simultaneously improving the ethical nature of the indolent people it housed and to encourage their eventual liberation. The Act also proposed to abolish all outdoor relief, however this actually persisted to provide assistance up until the 1840s as there were insufficient workhouses built to house the inevitable increase in paupers who would not get help outside. Another key feature that remained was the guardians control of the stringent settlement laws which would help avoid a large influx of paupers from the rural villages, thus keeping costs for the urban tax payer at a manageable level. At the start of the Victorian era in 1837 the view on poverty remained as one of self responsibility and character, whereby the individual was considered responsible for his/her own actions and subsequent survival in life irrespective of the environment they were living in. This opinion gathered momentum as people continually failed to or were reluctant to find a job, thus leading to the increased dependency on the state and little or no inclination to save money as a means of supporting themselves through difficult circumstances and into their old age. This became exacerbated further by those who simply ventured down the path of petty crime, sexual immorality, idleness and insobriety, which were defects which could be overcome by discipline and new attitudes (Townsend, 1993; pg 97); and thus further supported the principles and establishment of the deterrent workhouse system. As the 1840s progressed; the guardians began to reduce the levels of outdoor relief being distributed to the able bodied poor. People were becoming shamed and increasingly aware that to be considered for relief they would be expected to perform some work tasks with a view to accessing employment, otherwise they would be faced with the harsh reality of having to enter the workhouse with their families. Subsequently, people began to recognise the emerging stigma attached to relief and would focus their efforts on finding work and other means of assistance before succumbing to the indignities of the Poor Law and the ultimate indignity of a pauper funeral (Alcock et al, 2008; pg 13). This was similarly echoed by Jeremy Bentham who argued that people did what was pleasant and would not do what was unpleasant so that if people were not to claim relief, it had to be unpleasant (Spicker, 2007; pg 148) At this time the severe measures and conditions within the workhouse system were receiving a barrage of criticism and opposition from the religious sector and workers unions which led to the review and further amendments of the Amendment Act, removing the harshest measures of the workhouses. The Andover workhouse scandal, where conditions in the Andover Union Workhouse were found to be inhumane and dangerous, prompted a government review and the abolishment of the Poor Law Commission, which was replaced with a Poor Law Board. In 1842 Edwin Chadwick wrote and published a report made the statement that sanitation After the influenza and typhoid epidemics in 1837 and 1838, Edwin Chadwick was asked by the government to carry out a new enquiry into sanitation. His report, The Sanitary Conditions of the Labouring Population was published in 1842. In the report Chadwick argued that disease was directly related to living conditions and that there was a desperate need for public health reform. Over 7,000 copies of the report was published and it helped create awareness of the need for government to take action in order to protect the lives of people living in Britains towns and cities. Sir Robert Peel and his Conservative administration were unwilling to support Chadwicks recommendations. A pressure group, the Health of Towns Association, was formed in an effort to persuade Peels government to take action. However, it was only after the 1847 General Election, when Lord John Russell became leader of a new Liberal government, that new legislation was introduced. In 1848 Parliament passed a Public Health Act that provided for the formation of a Central Board of Health. This new body had powers to create local boards to oversee street cleansing, refuse collection, water supply and sewerage systems Edwin Chadwick Sanitation Report (1842) Charitable/self help movement COS (1869) Slum clearance freeing up land for housing developers (1870) Charles Booth (class division/ income) / Seebohm Rowntree Sanitation/Environment studies Physical deterioration/health Boer War National fitness Committee on physical deterioration Settlement Houses to mix upper class in with poor communities Bibliography Alcock, C., Daly, G. and Griggs, E. (2008) Introducing Social Policy, 2nd ed., London: Longman Brundage, A. (2002) The English Poor Laws 1700-1930, Basingstoke: Palgrave Englander, D. (1998) Poverty and Poor Law Reform in 19th Century Britain, 1834-1914 From Chadwick to Booth, Harlow: Longman Kidd, A. (1999) State, Society and the Poor in Nineteenth-Century England,Basingstoke: Macmillan Royle, E. (1997) Modern Britain: A Social History 1750-1985, 2nd ed., London: Arnold Spicker, P. (1984) Stigma and Social Welfare, Kent: Croom Helm Spicker, P., Alvarez Leguizamon, S. and Gordon, D. (2007) Poverty: an international glossary, 2nd ed., London: Zed Townsend, P. (1993) The International Analysis of Poverty, London: Harvester Wheatsheaf