Case Study On HR Planning

Ms. Barnacles has a MBA-Human Resources Management from Winston Churchill University and has been instrumental in formalizing the organization's HR's arrangements and techniques. Inhabitance rates in the medical clinic had run somewhere in the range of 76 and 82 percent from 1987 to 2012. Be that as it may, from that point forward, inhabitance has tumbled to 57 percent. Such decreases have not been unordinary for this industry during this period because of the accentuation of on outpatient benefits and expanding competition.However, the decay inning inhabitance rate has influenced this medical clinic incomes to such a degree, that it ran a shortage just because a year ago. The main reaction to these progressions hitherto has been a fixing of necessities for hardware or apply buys. At the latest quarterly gathering of the Board of Directors on July 31 , 201 3, DRP. Imides Gigantic introduced the fairly disheartening budgetary picture. The anticipated deficiency for 2013 was PH 3,865,0 00. 00 except if some extra income sources were recognized or some extra reserve funds were found.The Board's suggestion, in light of the prompt emergency and need to produce transient sparing, was that representative cutbacks were the main practical other option. They suggested that DRP. Imides Gigantic consider laying-off up to 10 percent of the medical clinic's representative's with an accentuation on hose in â€Å"non-essentials† zones. DRP. Immense reacted that the clinic workers had never been laid off throughout the entire existence of the organization. Also, she saw the representatives as a major aspect of the â€Å"family/' and would have incredible trouble in executing such lay-off.Nevertheless, since she had no reasonable momentary option for shutting the â€Å"revenue gap†, she hesitantly consented to actualize the cutback strategy which would be as reasonable as conceivable to all workers, with assurance of reemployment for those laid off, and to discover extra income sources so cutbacks would be pointless later on. DRP Gigantic called Tees Barnacles into her office the following morning, shared her interests, and requested that her get ready both a transient intend to spare PH over one year from now through worker lay-offs just as long haul intend to stay away from cutbacks in the future.Her concerns were that the cutbacks themselves may be exorbitant as far as lost interest in a portion of the laid-off representatives, lost productivity, likely claims, and lower spirit. She was worried that the rules for the cutback not exclusively be evenhanded, yet in addition have all the earmarks of being impartial to the workers. She additionally needed to ensure that those being laid off got adequate† notice so they could make elective arrangements or so the medical clinic could help them with discovering elective employment.Since the emergency clinic has no past involvement in representative cutbacks and no association contract requir ements, her inclination was that both rank and occupation execution ought to be considered in figuring out who might be laid off. Tees knew the medical clinic's exhibition examination framework was lacking and should have been patched up. While this assignment was high on her â€Å"to do† list, she likewise realized she needed to push forward with her proposals on cutbacks right away. The current reference evaluation framework utilizes a customary agenda rating scale with rundown rating.Since there is no constrained circulation, the normal appraisals of representatives in various offices shifts broadly. Display 2. 1 . Shows the synopsis appraisals of representative's in every office. Most bosses in all divisions rate the greater part of their subordinates either â€Å"satisfactory' or â€Å"outstanding. † Tees has done a speedy audit of those workers whose general evaluations Were â€Å"unsatisfactory† or â€Å"questionable†. Most are representative's wi th under three years of status, while, the â€Å"satisfactory† worker has worked for Sat. Fiber around seven years. Tees is getting ready to present her proposals to DRP.Gigantic and has come to YOU, HER Consultant, for guidance. Display 2. 2 gives a rundown of the dispersion of representatives and finance cost by office for the latest year. Questions: 1. Distinguish the serious issue or issues and their causes. 2. What are a few choices for managing these issues? For instance is it conceivable to maintain a strategic distance from cutbacks using steady loss? 3. Build up an arrangement for executing representative cutbacks throughout the following year which will produce 3 million pesos is reserve funds. Give explicit insights about condos influenced, the utilization of status versus merit, the measure of notice, and out-position exercises.

Sarbanes-oxley act 2002 Essay Example | Topics and Well Written Essays - 500 words

Sarbanes-oxley act 2002 - Essay Example Because of this the U.S Congress gave a demonstration which was later known as the Sarbanes Oxley Act of 2002. The demonstration tends to a wide range of issues and is compulsory upon each open association to follow (inside the United States of America). The demonstration comprises of 11 areas which run from the additional obligation being upheld upon various organization sheets to various criminal punishments if the rules of the Sarbanes Oxley Act are not followed. Other than such segments, the demonstration needs the Securities and Exchange Commission to guarantee that such rules and rules are trailed by all the individual organizations or not. The demonstration centers around issues, for example, corporate administration, interior control appraisal, evaluator appraisal, and so on. The demonstration made a Public Company Accounting oversight board which was made capable to oversee and regulate review organizations which go about as evaluators of various open organizations. Sarbanes Oxley Act 2002 is to a greater extent a Rules-Based methodology where rebelliousness would prompt overwhelming punishments (counting some criminal indictment too). It is a prerequisite under the US stock trade guideline to consent to SOX and a freely held organization needs to follow the demonstration (privately owned businesses are absolved from its application).

Franks Midterm Survival Guide

Franks Midterm Survival Guide I hate midterm season. Youre stressing out all week, spending the majority of your day in the library, and sleeping late to cram material. Worse yet, you have to balance studying with all your other classes going on. Its a rough and unpleasant period in the school year. Although Ive only been here for a little over a year, Ive lost count of how many midterms Ive sat through. What I do remember is that while Ive bombed my fair share of exams, Ive aced several, too. I now have a routine which works for meâ€"hopefully some of these tips help you as well. Start as early as possible. Classes will usually release midterm dates on the syllabus or at least two weeks before the exam. Note these dates down and start studying as early as possible! If you study an hour a day for two weeks, youve got at least 14 hours under your beltâ€"which is no small amount for any midterm. Starting early has two big benefits: firstly, it gives you plenty of time to cover all of the material you need to know, and secondly, its not as stressful. It does take a lot of discipline to sit down and follow a schedule, but starting early is worth it. If you have to cram, cram efficiently. Pulling an all-nighter fueled on caffeine is REALLY not fun, so Id try to avoid doing it at all costs. Unfortunately, sometimes you have to, so you might as well know how to do it well. If you start studying for an exam a day or two before it happens, dont bother going through lecture notesâ€"thatll take too long. Try find exams from the past on your course website and do as many of those as you can. Past exams are great for preparing you for the difficulty and nature of the questions that youll be tested with. Start by working through them slowlyâ€"make sure you understand the answers fully instead of just copying them down. Eventually, youll get the hang of things and be able to answer most questions on your own. Cramming works, but it feels awful and isnt as effective as starting early. Only do it if you really have no other optionâ€"there are plenty of better and less stressful study methods. Study smart, not hard. Copying out 15 lecture slides and trying to remember every single detail on each isnt just time consumingâ€"its unrealistic as well. Look for terms or topics your professor has highlighted and focus on those. Actively filter out material you wont needâ€"mindlessly copying terms down wont help you understand them. What I like to do is take notes on every lecture, and then try condense everything onto a single sheet of paper. Writing down everything twice helps reinforce concepts, and the single sheet forces me to cut useless content. Additionally, if youre in a course that allows you to bring a cheat sheet into the midterm, you can use this piece of paper! Go to the library. I find studying in my room too distracting. One moment youre drawing chemical molecules and compounds for your Organic Chemistry exam, the next youre lying on your bed scrolling through Instagram with The Office playing on the TV. Going to the library gives you a quiet environment and forces you to study. There are little to no distractions in a library, so you can completely focus on getting your work done. Plus, there are several gorgeous libraries on campus: my personal favorites are the Funk (ACES) Library and the Mathematics Library in Altgeld Hall. There are many more great spots to study on campusâ€"go to them! Although its a little far, the Funk Library is almost never crowded and is one of my favorite places to study. Take care of yourself. When you finally take that exam, the last thing on your mind should be what youre going to have for dinner. Eat normal meals, sleep a healthy amount, and take breaks. Your mind functions best when you feel your bestâ€"a diet of Red Bull and 2 hours of sleep isnt going to make you feel very good. Midterms are tough. No one likes them. But its something everyone has to go through. At the end of the day, you will be okayâ€"one bad midterm score doesnt mean youve failed your course and certainly doesnt define your intelligence. Keep your head up and keep working hard. It will always work itself out. Franklin Class of 2022 I grew up in Hong Kong, China, and I’ve come across the world to Illinois to major in Astronomy in the College of Liberal Arts and Sciences. I’ve always thought outer space is super cool, and I love that I’m learning everything that I can about it at Illinois.

Maya Bloodletting Rituals - To Speak to the Gods

Bloodletting—cutting part of the body to release blood—is an ancient ritual used by many Mesoamerican societies. For the ancient Maya, bloodletting rituals (called chahb in surviving hieroglyphs) were a way that Maya nobles communicated with their gods and royal ancestors. The word chahb means penance in the Mayan Cholan language, and may be related to the Yukatekan word chab, meaning dripper/dropper. The blood-letting practice usually involved only the highest nobles who would perforate their own body parts, mainly, but not only, their tongues, lips, and genitals. Both men and women practiced these types of sacrifices. Ritual bloodletting, along with fasting, tobacco smoking, and ritual enemas, was pursued by the royal Maya in order to provoke a trance-like state (or altered state of consciousness) and thereby achieve supernatural visions and communicate with dynastic ancestors or underworld gods. The trances were to petition their ancestors and the gods for rain, good harvests, and success in warfare, among other needs and desires. Bloodletting Occasions and Locations Bloodletting rituals were usually performed on significant dates and at scheduled state events through the Maya ritual calendar, especially at the beginning or end of a calendar cycle; when a king ascended to the throne; and at building dedications. Other important life stages of kings and queens such as births, deaths, marriages, and the beginnings and ends of war were also accompanied by bloodletting. Bloodletting rituals were usually carried out in private, within secluded temple rooms on the top of pyramids, but public ceremonies celebrating the bloodletting rituals were organized during these events and masses of people attended them, crowding into the plaza at the base of the main pyramid of the Maya towns. These public displays were used by the rulers to demonstrate their ability to communicate with the gods in order to obtain advice on how to balance the world of the living and to ensure the natural cycles of the seasons and stars. A statistical study by U.S. archaeologist Jessica Munson and colleagues (2014) found that most references to bloodletting on Maya monuments and in other contexts are from a handful of sites along the Usumacinta River in Guatemala and in the southeastern Maya lowlands. Most of the known chahb glyphs are from inscriptions that refer to antagonistic statements about warfare and conflict. Bloodletting Tools Stone Seat with Polychrome Reliefs Depicting Self-Sacrifice (Zacatapalloli), House of Eagles, Templo Mayor, Mexico City, ca. 1500. De Agostini / G. Dagli Orti / Getty Images Piercing body parts during bloodletting rituals involved the use of sharp objects such as obsidian blades, stingray spines, carved bones, perforators, and knotted ropes. Equipment also included bark paper to collect some of the blood, and copal incense to burn the stained paper and provoke smoke and pungent odors. Blood was also collected in receptacles made out of ceramic pottery or basketry. Cloth bundles are illustrated on some of the murals, thought to have been used to carry around all the equipment. Stingray spines were definitely a primary tool used in Maya bloodletting, despite, or perhaps because of, their dangers. Uncleaned stingray spines contain venom and their use to pierce body parts would have caused a great deal of pain, and perhaps include deleterious effects ranging from secondary infection to necrosis and death. The Maya, who regularly fished for stingrays, would have known all about the dangers of stingray venom. Canadian archaeologist Haines and colleagues (2008) suggest that it is likely that the Maya either used stingray spines that had been carefully cleaned and dried; or reserved them for special acts of piety or in rituals where references to the necessity of risking death was an important factor. Bloodletting Imagery Late Classic Limestone Lintel at Maya Yaxchilan. Arild Finne Nybà ¸ Evidence for bloodletting rituals comes primarily from scenes depicting royal figures on carved monuments and painted pots. Stone sculptures and paintings from Maya sites such as Palenque, Yaxchilan, and Uaxactun, among others, offer dramatic examples of these practices. The Maya site of Yaxchilan in Chiapas state in Mexico  offers a particularly rich gallery of images about bloodletting rituals. In a series of carvings on three door-lintels from this site, a royal woman, Lady Xook, is portrayed performing bloodletting, piercing her tongue with a knotted rope, and provoking a serpent vision during the throne accession ceremony of her husband. Obsidian blades are often found in ceremonial or ritual contexts such as caches, burials, and caves, and the presumption has been that they were bloodletting tools. U.S. archaeologist W. James Stemp and colleagues examined blades from Actun Uayazba Kab (Handprint Cave) in Belize and compared the microscopic damage to the edges (called use wear) on the archaeological blades to those produced during experimental archaeology. They suggest that they were indeed bloodletters.   Sources DePalma, Ralph G., Virginia W. Hayes, and Leo R. Zacharski. Bloodletting: Past and Present. Journal of the American College of Surgeons 205.1 (2007): 132-44. Print.Haines, Helen R., Philip W. Willink, and David Maxwell. Stingray Spine Use and Maya Bloodletting Rituals: A Cautionary Tale. Latin American Antiquity 19.1 (2008): 83-98. Print.Munson, Jessica, et al. Classic Maya Bloodletting and the Cultural Evolution of Religious Rituals: Quantifying Patterns of Variation in Hieroglyphic Texts. PLoS ONE 9.9 (2014): e107982. Print.Stemp, W. James, et al. An Ancient Maya Ritual Cache at Pooks Hill, Belize: Technological and Functional Analyses of the Obsidian Blades. Journal of Archaeological Science: Reports 18 (2018): 889-901. Print.Stemp, W. James, Meaghan Peuramaki-Brown, and Jaime J. Awe. Ritual Economy and Ancient Maya Bloodletting: Obsidian Blades from Actun Uayazba Kab (Handprint Cave), Belize. Journal of Anthropological Archaeology  (2018). Print.

Study And Analysis On Hedge Funds Finance Essay - Free Essay Example

Sample details Pages: 5 Words: 1480 Downloads: 3 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? Hedge funds can be distinguished from mutual funds by a number of key characteristic. Different financial instruments are used by hedge funds to reduce risk, increase returns and minimize the correlation with equity and bond markets. Compare to mutual funds, hedge funds normally have more flexible investment strategies and are more flexible in their investment options, such as using short selling and derivatives which include puts, calls and options etc, and can also decide to have a higher level of leverage. Many hedge funds can deliver returns which are not correlated to any market and aim to have absolute or positive targets that are not correlated to the development of the market while mutual funds aim to have relative return in the results of the fund compared with an index. The structure of fee in hedge funds and that in mutual funds are also different. Hedge fund managers usually invest their own money in their fund. Mutual funds only have a management f ee which is a few per cent of managed capital while hedge funds normally have a fixed fee which is around two per cent of the managed capital and a variable fee which is around 20 per cent of any earnings lower and higher than the return target. When a variable fee is charged only if the value of funds is larger than its previous top value, some hedge funds would set a limit for when the variable fee may be levied. Most hedge funds are primarily intended to be managed by investment professionals who are experienced or financially strong individuals. One of the key characteristics of hedge funds is that it only allows investors to withdraw their money from the fund on a monthly or quarterly basis while mutual funds can provide liquidity on a daily basis. This can improve investments when there are less liquid assets. There are around 14 unique investment strategies of hedge fund and there are differences between them because all hedge funds are not the same. Many hedge funds prote ct their investments against losses and downturns in markets, but this does not apply to all of them. For example, some hedge fund strategies which are not related to equity markets can transfer similar returns with a very low risk of loss, while others may be as or more volatile than mutual funds. And the hedge fund strategies are also including selling short, using arbitrage, trading options or derivatives, investing in anticipation of a specific event and investing in deeply discounted securities etc. For example, short selling strategy means selling shares but not holding them and expecting to buy them back at a lower price in the future. Among the various hedge fund strategies, there are huge differences in investment returns, volatility, and risk. Reducing volatility and risk are the targets of most hedge funds when they are trying to keep capital and transfer absolute or positive returns under all market conditions. Strà ¶mqvist (2008) and ECB (2007) show that the hedge f und market has developed dramatically between 1996 and 2007. Around 2000 Hedge funds managed about USD 135 billion dollars in 1996 and the figures were increased to 10000 and USD 2000 billion in the end of 2007 (see Figure 1). In this period, not only hedge funds have grown in size, but also numbers of strategies used has changed. Hedge funds can affect financial markets positively or negatively and perform two functions on the financial markets. Firstly, liquidity in the financial market can be improved by hedge funds. When there is a higher liquidity in the financial market, pricing should be more effective. Compare to other investors, hedge funds would like to buy or sell more assets and they can invest in markets and instruments with less liquidity while mutual funds cannot. Moreover, hedge funds usually play an important role in new markets. Liquidity in the financial market can therefore be increased. Secondly, hedge fund can use arbitrage strategy to let managers achieve i n mispricing. Investors should purchase undervalued assets and then sell overvalued assets out, so that prices can be balanced and also can be shifted closely to fundamental values. As a result, the market can be more effective by improving pricing. However, there are also some negative effects occurred by hedge funds on financial market. It may occur higher risks due to the flexibility. For example, a higher level of leverage can produce larger profits, but risks can also be increased. If a wrong investment is applied, hedge fund will collapse. And also, the use of borrowing and of derivatives can have effects on financial market. There are several events happened in financial markets in the period 2007-2009. The financial crisis of 2007-2009 is caused by a liquidity shortfall in the United States banking system and it has resulted in the collapse of large financial institutions, the bail out of banks by national governments and downturns in stock markets around the world. Fo r examples, Bear Sterns hedge funds collapsed in the beginning of 2007 and these funds had highly leveraged portfolios with credit instruments related to the US market for housing bonds; Lehman Brothers Holdings Inc which was a global financial-services firm declared bankruptcy in 2008; the Icelandic banking sector collapsed and hedge funds are accused of speculating against the currency and the economy in Iceland (Affà ¤rsvà ¤rlden, 31 March 2008) etc. The financial crisis 2007-2009 has affected hedge funds more than they have affected the crisis while there are still lack of evidences to show that the crisis is caused by hedge funds . Hedge funds had poorer returns due to the financial crisis. According to the changes in regulations to manage the financial market in 2008, hedge funds have been affected. The changes in regulations are about to prevent short selling which affected different hedge fund strategies. Short selling is one of the major strategies of hedge funds. When it was prevented in the falling market, hedge funds would not be able to sell shares and to buy them back at a lower price in the future. And also, it would be much harder to protect long positions through short positions and to use certain arbitrage strategies. Hedge funds then applied a short bias strategy to create back a higher positive return. In the financial crisis 2007-2009, future movements in values of assets cannot be foreseen easily because the volatility in shares and prices was very high. While the share prices increased and the commodity prices decreased suddenly, many hedge funds were experiencing problems. And also, the problems of banks have affected hedge funds which are in the form of more restrictive lending, higher borrowing costs and assets related to bankruptcies such as Lehman Brothers. The hedge funds were forced to sell assets in a falling market and this affected their returns negatively. Moreover, the financial crisis 2007-2009 has also affected v arious types of assets. Hedge funds normally assume different types of risks including credit, duration and liquidity by receiving premiums which usually produce majority of the profits of hedge funds. In the crisis, the higher degree of risk taking did not lead to higher profits because different types of assets has been affected by the downturn and at the same time all the profits that gained from the premiums has been cancelled by the market. The losses made in the crisis could not be covered by the increased risk premiums. Sometimes, hedge funds may also have both positive and negative effects on the financial crisis. There are many benefits of Hedge funds. For examples, many hedge fund strategies can generate positive or absolute returns in both rising and falling equity and bond markets; in a balanced portfolio, hedge funds comprehension can lower overall risk and volatility of the portfolio and also increases returns; there are huge amount of hedge fund investment styles a nd many of them are nor correlated to each other, therefore, investors would have a wide range of hedge fund choices in order to meet their different investment purposes; it is proved by some researches that hedge funds usually have higher returns and lower risk comparing to other investment funds and also hedge funds create more stable long-term investment returns than any of the individual funds etc. There are also critiscisms of Hedge funds including Transparency, Systemic risk, Market capacity, U.S. investigations, Performance measurement and Value in mean/variance efficient portfolios etc. In conclusion, hedge funds had both positive and negative effects on financial markets but had been affected by the events in financial markets in the period 2007-2009. For examples, most types of asset and markets has been affected by the downturn and it has reduced the diversifications effect; hedge funds had been affected by the changes of regulation and hedge funds which are in the for m of more restrictive lending, higher borrowing costs and assets related to bankruptcies such as Lehman Brothers have been affected by the problems of banks etc. Therefore, the performance of hedge funds became worse. Don’t waste time! Our writers will create an original "Study And Analysis On Hedge Funds Finance Essay" essay for you Create order

A Secret Weapon for Samples for Practice on Responding to a Literary Essay Prompt

A Secret Weapon for Samples for Practice on Responding to a Literary Essay Prompt Begin each paragraph by stating the most important point that you would like to chat about. You may develop this 1 sentence in your thesis statement. Maybe you haven't employed the ideal approach in the paragraph. As you compose each paragraph, quickly refer back to your one-sentence reply to the question and to your important outline points to make sure that you're staying on-track with what you want to be writing about. You'll have a less difficult time writing the analysis. Colleges are interested in a feeling of maturity and introspectionpinpoint the transformation and demonstrate your private growth. Explain this distinctive quality. Otherwise, complete the job! A Secret Weapon for Samples for Practice on Responding to a Literary Essay Prompt Write about the very first time once you felt pressured to adhere to a specific gender role. As soon as you're in a position to answer these ques tions, you can begin working on an outline and organizing your thoughtslist down what facets of the book you must tackle and the way you're likely to support your different points. Pick a prompt at random from above, or pick a topic which you think will be hard that you detach from (because you are going to want to write about the subject, as opposed to the argument) set timer to 50 minutes and compose the essay. With a bit of planning, you can be certain to keep on the proper track by means of your essay. The Bizarre Secret of Samples for Practice on Responding to a Literary Essay Prompt Additionally, you might be requested to analyze and talk about the growth of ideas in the passage. Don't hesitate to browse the webpage and click on any individual download hyperlink button below a sample which you like. These types determine the way you can write about the subject you've chosen. As you continue to practice more on this subject, you will have the ability to create a method w hich suits you. Life After Samples for Practice on Responding to a Literary Essay Prompt You ought to start early before the exam to earn an excellent improvement. Give students some guidance on how best to ascertain what's critical. Colleges are more inclined to admit students who can articulate certain explanations for why the school is a superb fit about them beyond its reputation or ranking on any list. Students receive a 15-minute reading period to accommodate the extra reading necessary for the question. School Response Essay Writing isn't a breeze. You may take a look at our Sample College Essays for more information. Templates like Descriptive Essay about Office can be helpful for someone who's planning to pay a visit to an office. Descriptive Narrative Essay Example may be used mainly to recreate an occasion. Descriptive Essay on Market can be employed by tourists or visitors that don't have any prior understanding of a marketplace. The major point is, you don't need to wait until you find the prompt to come up with an arsenal of sorts of argument-building techniques you may use to back up your points. It is a significant means to analyze information by posing questions and challenging the current literature on such topic. Our experts are always prepared to offer essay writing help. The custom of writing essays also develops critical thinking that's highly needed in any upcoming job. This will ensure it is much less difficult for you to compose a good critique essay on your book of choice. There is a particular essay in the prompt that you should analyze. The principal matter to be cautious about in personal descriptive essay is that there shouldn't be any over-exaggeration. The reader should have the thought of the entire essay from the introduction. When picking a topic for a crucial essay make sure you take a topic you are able to manage. It is crucial to pick the topic you're interested and familiar with. The target of entire course is to teach you the way to analyze. For instance, the principal character behaves in 1 manner around this loved ones but behaves differently around other individuals. Luckily, there are means to make this part simple for you. One of the greatest ways to determine how to create critical thinking is to maintain an open mind. Keep an eye on things like images, symbols or passages which deal with your topic. Another might request that you trace a particular image via a specific bit of literature. Read both passages carefully. In the majority of cases, symbolism is all about metaphors and image ry.

Credit Card Essay free essay sample

I agree most Americans should not use credit cards. The reason being is most don’t take the time to read the fine print and they begin to use the cards foolishly and put themselves in a lot of debt , on the other hand you have more responsible people who purchase wisely and understand the consequences of their actions. Countries are facing bank crisis and people are spending more than they need to spend. According to the Nilson Project, February 2010, the average credit cards debt per house hold is 15,788 and the number of credit cards held in a house hold is 3. 5. Credit cards can get you out of debt but also put you back in debt. The bad thing about having a credit card is people don’t realize how much money their actually spending as stated early on some Americans understand a credit card is a useful tool and don’t abuse it some don’t even have a balance but they still carry one its only a select few that live beyond their means and run up their debt. We will write a custom essay sample on Credit Card Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 76. 8 million credit card holders in 2008 some 28 percent of polls respondents reported that they do not have a credit card which was more than a 10 percent jump from people who reported having no credit card in 2009 (source: scientificpollforcreditcards. com) conducted February 5, 2010 only 17 percent of people carry a prepaid credit card. Your credit is really important so if you cant control spending its wise for you to have a credit card in my opinion use a prepaid card that way you spend what you have and no more.

Foreshadowing Quotes Analysis in Rebecca Essay Example

Foreshadowing Quotes Analysis in Rebecca Paper There were never any complaints when Mrs.. De Winter was alive. Page 8) Instinctively I thought, She is comparing me to Rebecca; and sharp as a sword the shadow came between us. (Page 8) This is the first mention about Rebecca. It is the first quote that introduces that Mrs.. De Winter Is constantly compared to Rebecca. The sword represents a battle and the shadow between them shows a sharp change in mood. I was a person of Importance; I was grown up at last. That girl, who, tortured by shyness, would stand outside the sitting-room door twisting a handkerchief In her ands, while from within came that babble of confused chatter so unnerving to the intrudershe had gone with the wind that afternoon. She was a poor creature, and I thought of her with scorn If I considered her at all. (Chapter 4) This quotes demonstrates the foreshadow placed on the theme of her growing up to become a woman. What gulf of years stretched between him and that other time, what deed of thought and action, what difference In temperament? I did not want to know. I wished I had not come. (Chapter 4) This Is the first quote that shows that Maxim loses his temper badly. This character weakness In character foreshadows how his temper will cause a problem In the future. We will write a custom essay sample on Foreshadowing Quotes Analysis in Rebecca specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Foreshadowing Quotes Analysis in Rebecca specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Foreshadowing Quotes Analysis in Rebecca specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He becomes a different man. The word lingered In the air once I had uttered It, dancing before me, and because he received It silently, making no comment, the word magnified Itself Into something heinous and appalling, a forbidden word, unnatural to the tongue. And I could not call It back, It could never be unsaid. Once again I saw the Inscription on the fly-leaf of that book of poems, and the curious slanting R. I felt sick at heart and cold. He would never forgive me, and his would be the end of our friendship. Chapter 5) Foreshadows how Rebecca will be the cause of the end of [their] relationship. The gulf between us had been bridged after all. I was to call him Maxim. (Chapter 5) Gulf Is a body of water. This Is not the first time that It Is mention to describe their relationship. Gulfs are larger bays. The bay Is where Rebecca died, and the gulf between them can be Interpreted as Rebecca being between the relationships. Foreshadowing Quotes Analysis in Rebecca By temper first quote that introduces that Mrs.. De Winter is constantly compared to Rebecca. I was a person of importance; I was grown up at last. That girl, who, tortured by shyness, would stand outside the sitting-room door twisting a handkerchief in her thought of her with scorn if I considered her at all. (Chapter 4) This quotes thought and action, what difference in temperament? I did not want to know. I wished I had not come. (Chapter 4) This is the first quote that shows that Maxim loses his temper badly. This character weakness in character foreshadows how his temper will cause a problem in the future. He becomes a different man. The word lingered in he air once I had uttered it, dancing before me, and because he received it silently, making no comment, the word magnified itself into something heinous and appalling, a forbidden word, unnatural to the tongue. And I could not call it back, it could never be unsaid. Once again I saw the inscription on the fly-leaf of that book of poems, and bridged after all. I was to call him Maxim. (Chapter 5) Gulf is a body of water. This is not the first time that it is mention to describe their relationship. Gulfs are larger bays. The bay is where Rebecca died, and the gulf between them can be interpreted.

Free Essays on Sonnet 98

Sonnet 98 The Shakespearean sonnets are considered to be some of the most beautiful and powerful poems in English literature (Magill 6170). Shakespeare’s Sonnet 98 has a 4-6-2-2 pattern. The sonnet uses a double couplet structure (Vendler 420). Almost all of Shakespeare’s sonnets are divided into 3 quatrains. Each quatrain has alternately rhyming lines, followed by a concluding couplet (Magill 6171). Shakespeare’s Sonnet 98 is about â€Å"shadow and substance† Sonnets 53 and 101 are also about â€Å"shadow and substance† (Magill 2531). Shakespeare’s sonnets can be divided into 2 groups. Sonnets 1-126 relate to a young man. Sonnets 127-152 relate to the â€Å"dark lady† (Magill 2530). Sonnet 98 is a simpler version of Sonnet 97. It is thought that maybe Sonnet 98 was written before Sonnet 97 (Vendler 418). â€Å"The second and third quatrain of both Sonnet 97 (‘How like a winter hath my absence been’) and Sonnet 98 (‘From you have I been absent in the spring’) are linked by muted anaphora in lines 5-9† (Booth 209). Anaphora is the repetition of a word or phrase at the beginning of successive clauses. In the first line of the sonnet, springtime has come, and the young man is away from the lady he loves. In line 2, the man is referring to all the joys of spring, some examples are the birds laying eggs and all the different flowers that are blooming. Lines 3 and 4 of the sonnet are telling how spring makes you feel young again. The heavy Saturn is referring to the saturnine temperament, meaning sullen. Even though he is sad, spring cheers him up in some ways. Lines 5, 6, and 7 are telling about the birds laying eggs and all the different flowers that are blooming and how they smell. In lines 8, 9, and 10, the man has picked lilies and roses but he can’t enjoy them. In lines 11 and 12 the man is talking about how all these things remind him of his lady. Concluding the sonnet in lines 13 an... Free Essays on Sonnet 98 Free Essays on Sonnet 98 Sonnet 98 The Shakespearean sonnets are considered to be some of the most beautiful and powerful poems in English literature (Magill 6170). Shakespeare’s Sonnet 98 has a 4-6-2-2 pattern. The sonnet uses a double couplet structure (Vendler 420). Almost all of Shakespeare’s sonnets are divided into 3 quatrains. Each quatrain has alternately rhyming lines, followed by a concluding couplet (Magill 6171). Shakespeare’s Sonnet 98 is about â€Å"shadow and substance† Sonnets 53 and 101 are also about â€Å"shadow and substance† (Magill 2531). Shakespeare’s sonnets can be divided into 2 groups. Sonnets 1-126 relate to a young man. Sonnets 127-152 relate to the â€Å"dark lady† (Magill 2530). Sonnet 98 is a simpler version of Sonnet 97. It is thought that maybe Sonnet 98 was written before Sonnet 97 (Vendler 418). â€Å"The second and third quatrain of both Sonnet 97 (‘How like a winter hath my absence been’) and Sonnet 98 (‘From you have I been absent in the spring’) are linked by muted anaphora in lines 5-9† (Booth 209). Anaphora is the repetition of a word or phrase at the beginning of successive clauses. In the first line of the sonnet, springtime has come, and the young man is away from the lady he loves. In line 2, the man is referring to all the joys of spring, some examples are the birds laying eggs and all the different flowers that are blooming. Lines 3 and 4 of the sonnet are telling how spring makes you feel young again. The heavy Saturn is referring to the saturnine temperament, meaning sullen. Even though he is sad, spring cheers him up in some ways. Lines 5, 6, and 7 are telling about the birds laying eggs and all the different flowers that are blooming and how they smell. In lines 8, 9, and 10, the man has picked lilies and roses but he can’t enjoy them. In lines 11 and 12 the man is talking about how all these things remind him of his lady. Concluding the sonnet in lines 13 an...

Aurora Textile Company Essay Example | Topics and Well Written Essays - 250 words

Aurora Textile Company - Essay Example The operating profit in 2002 was $445 which is relatively low compared to $6,234 in 2001 and $4,109 in 2000. The company’s sales are affected by stiff competition from cheap imported yarns from Asia industries that flooded the U.S market. In addition, the profit margins are affected by the liability related to customer returns. The customer returns saw the textile company loose between 5 to 7.5 times more on revenue in reimbursements (Bruner et al. 314). In order for Aurora Textile Company to survive in the competitive market, there is a need to modernize their operations and cut costs (Bruner et al. 313). The proposal by to invest in a new machine Zinser 351 will improve the company’s performance and help to reduce the production expenses. The machine would reduce maintenance and power costs amounting to $0.03/lb, and customer returns equal to $0.077/lb based on conversion costs for 2002 (Bruner et al. 316). The purchase of Zinser 351 reduces the rate of customer returns that is critical during the period the WTO lifted the ban on quotas in January 2005. When the company makes more money, then it will attract more investments by the shareholders that will help Aurora Textile industry to operate and survive in the competitive

An Exposition and Evaluation of Descartes' Arguments for the Claim Essay

An Exposition and Evaluation of Descartes' Arguments for the Claim that the Mind is not Identical to the Body - Essay Example According to Descartes: â€Å"It is true that I may have (or to anticipate, that I certainly have) a body that is very closely joined to me. But nevertheless, on the one hand, I have a clear and distinct idea of myself, in so far as I am simply a thinking, non-extended thing; and on the other hand I have a distinct idea of body, in so far as this is simply an extended, non-thinking thing. And accordingly, it is certain that I am really distinct from my body, and can exist without it.† (54) From the argument above, Descartes is trying to say that he has a â€Å"clear and distinct† idea of himself and at the same time, he has a â€Å"clear and distinct† idea of body. He therefore concludes that his having a clear and distinct idea of himself serves as enough proof that the mind exists, and that his having a clear and distinct idea of body directly implies that his body exists separately from the mind, and is therefore different from it. It is also interesting to no te that his clear and distinct idea of himself is â€Å"simply a thinking, non-extended thing† and how he perceives the body is â€Å"simply an extended, non-thinking thing.† This therefore brings us to the idea that Descartes’ argument of separation of the mind from the body, or of the body from the mind, is simply based on the matter of extension and capacity to think. Descartes therefore, in making the distinction between mind and body, does not consider the other qualities of the mind except its capacity to think and its not being extended, and he also therefore does not take into consideration the other qualities of the body except its lack of capacity to think and its being extended. Therefore, by simply emphasizing the non-extendedness and thinking capacity of the mind, and by equally emphasizing the extendedness and thinking incapacity of the body, Descartes now sees the distinction between the body and the mind. There might, however, be some objections regarding this. First, Descartes may have failed to take into account that by emphasizing the distinction between the mind and the body, it does not follow that one can say that the mind is not identical to the body. The fact that one can be perceived distinctly from the other cannot therefore guarantee that one is not identical to the other. Of course, Descartes may be correct at this, but still there is a possibility that he may be perceiving only the different qualities of just â€Å"One Thing.† It therefore could be possible that this â€Å"One Thing† may simply have the attributes of thinking and non-extension at times, and those of non-thinking and extension at other times. Descartes then may have made a mistake by equating such distinct qualities as qualities of two distinct objects (body and mind), when in fact they can simply be distinct qualities of one object. Second, Descartes’ clear and distinct perception of the mind and the body cannot guarantee t hat mind and body are different from each other because it is possible that Descartes’ perception may be subjective or impaired. Descartes was only human and, human as he was, he may not have been that accurate in perceiving such a â€Å"clear and distinct† mind and a â€Å"clear and distinct† body. How sure is Descartes in the whole of the Meditations that what he is actually perceiving is the mind or the body, and how sure is he that the mind remains thinking and non-

Parental Awareness of Educational Play

Parental Awareness of Educational Play Introduction This study will be looking at how parents of children in a foundation stage setting understand and value play based activities to aid their childs learning and to consider their views on play as an integral part of the Early Years Foundation Stage (EYFS). Many policies have been introduced in the last few years concerning the education of young children. Through the implementation of policies which concentrate on supporting families, alongside initiatives like Surestart; childrens welfare and education have been united as well as support being offered for parents, families and the community. The idea of the family is now seen as an important part of early years education and parents should be encouraged and valued as they are important to the well being of their children and their educational benefits. Aubrey (2000) suggests that early education does not happen in a void and notably, we must remember that development begins with the family and reminds us that parents are a childs first educator. The EYFS tries to include all that is needed to ensure a child thrives in a EYFS setting, including children learn through play and parents work in partnership with settings. Although the EYFS is not without its critics. This study will seek to establish the extent of parental awareness of the educational value of play in the EYFS classroom. I have been employed in the early years sector for over fourteen years and have helped with the transition from nursery to primary school for many children, including three children of my own. During this time, I have experienced many parents whom are very happy for their child to be involved in a play based curriculum whilst in nursery education, but become concerned and surprised that children when entering school do not participate in a more structured and traditional curriculum and that the EYFS is continued into school. The next chapter will review the literature in the area of early years education, and will begin by considering some of the many definitions of play. Literature review This literature review, will discuss the many definitions of play. Major learning theories with reference to play, will be considered and how they have influenced education of today. It will also look at how policy has changed and developed, what has defined the Early Years Foundation Stage (EYFS) and discuss whether parents are aware of the benefits of a play based curriculum or not. What is play? An early definition of play comes from Isaacs (1999) who viewed play as the work of children. Montessori (2005) believed that children preferred to work whilst playing. Her teaching focused on children developing basic skills, skills could include button and fastening equipment to promote independence in dressing. Though Montessori did not promote learning through play, she did value individual effort as well as working as part of a group. (Lindon, 2001). Lindon (2001) believes play is a range of activities which are undertaken for their own enjoyment, satisfaction and interest. Play is not essential for survival although these activities support psychological wellbeing, learning physical skills and intellectual stimulation. Whereas Moyles (1989) comments on how play is valuable as an excellent learning tool, he also notes the difficulties in finding a definite, precise and conclusive definition of play. He continues by saying there is a need for a different terminology to be used, as the idea of play can be interpreted as something trivial, instead of being seen as play being serious and important to learning. Wood and Attfield (2005) agree by suggesting play cannot easily be defined or grouped as it is always dependant on circumstance and context, which can vary greatly. It has become apparent that although there is no clear definition of play, play is considered to be important by researchers in the field, although Peacocke (1987) argues that the lack of definition causes parents to be suspicious of play as a true learning activity. Child development and play Roussou as far back as 1700 challenged the idea that children were naturally sinful with the opposing idea that children were naturally innocent (Oates et al, date) Roussou as cited in Wood and Attfield (2005) used his knowledge to think practically on how children should be raised and determined that children from birth to twelve, should have their natural innocence appreciated and should be free, to run, jump and play all day. Ideas through the years have often challenged the current thinking of the time and childhood and play has developed and changed because of differing new ideas, to how we define it today. Child development ideas continue to be discussed and challenged with innovative and profound ideas having a large impact on how childhood has been conceptualized and children treated in society. Whilst others asked what do children know Piaget as cited in Garhart Mooney, (2000) suggests that Piagets work was about how children arrived on what they know? Piaget claimed that children construct their own comprehension by giving meaning to their surroundings and the people they meet. Piaget (1967) noted how all children of the same age appeared to think in similar ways, and how they would also make similar mistakes. From the observations Piaget noted the changes in the childrens thinking; this led him to believe that the child was an isolated individual, who adapts to the environment they are in (Smith et el, 1998). Gerhard Mooney, (2000) suggests Piagets theory has created the most comprehensive over view of young children and how they think, although practitioners of today can see some of Piagets theories are not as purposeful as once thought, the basic ideas of his theory still helps practitioners to plan a focused and challenging curriculum for young children. Lindon (2001) continues by suggesting that it is through Piagets beliefs that children create their own understanding of the world, which led him to highlight that adults should create environments which children can discover and learn by themselves. Cadwell (2003) suggests an example of this is the preschools of northern Italy, Reggio Emilia which are strongly influenced by the theories of Piaget. Vygotsky as cited in Garhart Mooney (2000) agreed with Piaget that childrens knowledge was created from personal experiences; although Vygotsky suggests that personal and social experiences can not be separated and that children learn from each other every day, their language develops and they grasp new ideas as they speak to each other, listen to each other and play together. Daniels (1996) proposes that Vygotsky saw play as an important activity to aid learning and development. Vygotsky as cited in Garhart Mooney (2000) suggests play combines time and opportunity for activities in social interaction, language and the use of symbols. He believed that this would empower the childs own interests and operate problem creating and problem solving. As cited in Brock et el (2008) Vygotsky believed these were the tools needed to work within the childs zone of proximal development and that when children are learning, they learn best when what they are learning is just outside their grasp. Th is means that practitioners should know what the child is capable of and what they are capable of understanding. The childs development should then be aided by adult guidance and teamwork with peers. Bruner (1977) continued to develop the ideas and theories of Vygotsky. He believed that children had an in built desire to learn. Bruner, like Vygotsky suggested that it is the work of the practitioner to know where the childs development is at and how they can carry forward the childs development to the next stage, he called this scaffolding. Broadhead (2006) suggests that Vygotsky and Bruners view is that the child and adult will work together, and through this they will develop new schemas. This idea has become increasingly popular, and its relevance to todays education. Development and play Froebel as cited in Macvanel (2009) believed that childhood was a stage in its own right and children were not mini adults. He felt children should learn through play, experience life first hand, self choose activities and use natural motivation. Froebel felt that play was a spiritual activity which reflected deep inner processes and change (Wood and Attfield, 2005). Montessori (2005) believed in an environment which is planned and learning activities supported training. She disregarded fantasy play stating it as insignificant and demeaning to the child, although she provided a child sized setting in which children could learn and rehearse life skills without the adult intervening. Montessori placed less emphasis on free play and fantasy play than Froebel (Montessori and Gutek, 2004). Where Montessori disregarded fantasy play, Isaacs (1995) saw the value of play especially spontaneous, imaginative and manipulative play. She saw that play could be used as a way to gratify frustrated n eeds, work through inner discord and gather understanding of the world in which children live and the relationships they have with people. Play was central to Isaacs curriculum and invited the children to adapt problem solving techniques and develop number, mark making and reading skills (Palmer, Cooper and Bresler, 2001). Current research carried out by Play England entitled Play for a change, revealed that playing had effects on areas of the brain controlling emotion, motivation and reward. The researchers continued by suggesting that play helps children to develop a range of responses to differing situations, experiences and relationships. To conclude it states playing aids children in developing flexibility and the ability to adapt to changing situations (Quarell et el, 2008). Leong (2009) agrees by saying the research into the links between play and cognitive and social skills is apparent and that play is the first stepping stone to children learning more complex ideas as they get older. This research raises new questions for those who view play as a trivial, simple, frivolous, unimportant, and purposeless behaviour and challenges them to recognize play for the important factor it is and the effect it has on childrens learning (Christie, 2001). Smith (2000) categorised play into five areas. He believed that children were active players, learners, social and emotional beings and autonomous players, and their play fitted into each of these areas. Lindon (2001) disagrees saying that researchers must be aware that although they desire areas of play to be clearly defined into categories, that these clear categories can restrict the view of play and when children play normally, they move between areas of play and adult defined areas of development with ease. A child, who is active in play, should not always be seen as just the child engrossed in physically active play (Lindon, 2001). Fisher (1996) agrees and points out that a child engaged in an intellectual activity is just as active as the child pedalling a bicycle. Eden (2008) says that children engrossed in play with others, learn how to work together and live together, that play is a valuable resource to promote equality and cultural awareness in young children. Smith (2000) agrees by saying that children establish healthy relationships with their peers and through play children have to learn to accept others. Bruce (2001) acknowledges that it is this enjoyment of all types of play that aids the children in play. Children reflect on what they have learnt, reproduce their experiences and through this cycle of everyday learning the children consolidate their experiences. Curriculum and play Since the 1944 Education Act, primary teachers and staff were given considerable freedom to teach what they believed to be educationally relevant to the children within their care (Cox and Sanders, 1994). Change was bought about after the Education Reform Act (1988), namely with the introduction of the National Curriculum (Cox, 1996). The national curriculum was introduced in September 1989 and is a framework used by all maintained schools to ensure that teaching and learning is well structured, balanced and sound (directgov, 2010). After the implementation of the national curriculum, it was soon thought that the children under five would also benefit from a curriculum. The Rumbold report (1990) was influential in developing recommendations for provision for these young children. Play and talk were recommended as key approaches. The first attempt to define a curriculum was called desirable outcomes for childrens learning (1996) and included six areas of learning. (Wood and Attfield, 2005). Play in the Early Years Foundation Stage (EYFS) The EYFS was implemented in 2007 and brings together the Curriculum Guidance for the Foundation Stage and Birth to Three Matters. The Effective provision of pre school education (EPPE) project, informed part of the EYFS and among other things showed that the experiences provided for young children in the Foundation Stage and early years settings have a strong impact on childrens learning and social development (DCFS, 2008). All schools and early years settings caring for children under five years have to implement the EYFS programme and the programme ends at the end of the academic year the child turns five (Pugh and Duffy, 2010). The EYFS sets out legal requirements and direction to help practitioners in settings meet the varied developmental and learning needs of all children under five years (Bruce, 2008). The EYFS proposes that flexible plans are used by practitioners to adapt ideas and that carers use observations to link play situations to learning outcomes. The main premise of the EYFS is that play is the central aspect and can support each of the six areas of learning (Canning and Read, 2010). For example, Pimentel (2007) suggests that to develop problem solving reasoning and numeracy in young children, practitioners should be providing mathematical opportunities through play based, open ended and challenging activities like imaginative play, songs and stories. Current research from Bergen (2002) agrees concluding there is a relationship between problem solving and pretend play and that social play has a great influence on problem solving of all kinds. Worthington and Caruthers (2010) continue by suggesting that parents should been shown how children explore mathematical meaning through play, to fully understand the concept. Riley (2003) suggests that play opportunities offer chil dren the chance to acquire knowledge and understanding of the world in which they live and that play has the potential to be the major approach to childrens learning. The EYFS, promotes parents as partners as it recognises that young children whose parents are involved in their early learning make notably better progress (Evangelou, 2004). The child and the family is now recognised as a whole, each able to benefit the other. Initiatives such as Sure Start believe in educating parents in order to educate the child. (Kurtz, 2003). Although Wiltshire (2002) argues that the whole idea of the foundation stage is confusing to parents as they do not know anything about its aims and outcomes. Petrie and Hollaway, (2006) suggest some parents may not be aware of the opportunities for learning that are embedded in a play-oriented curriculum, whilst Brotherson (2009) reminds us that at times, parents have concerns that their child is just playing and not learning what they need to learn and parents must be made aware that play is learning for children. Elkind (2007) continues by saying that parents are concerned their child is at a disadvantage if they are no t constantly engaged in high level learning and educational games, and is of the opinion that parents need to be alerted and reassured of the learning benefits of unscheduled imaginative play situations which will help develop their academic and social abilities. Since the EYFS has been implemented, there has been some who have criticised the initiative. There are fears that a single framework will result in a checklist style curriculum, with practitioners being overwhelmed with the framework (Thompson, 2006). Whitebread and Whitebread (2008) agree by continuing that although concerns over the expanse of the curriculum are minimal, there are serious concerns that in some areas the capabilities of the children are under estimated. Brock et el suggests that practitioners must be fully aware of the breadth and depth of play and a play based curriculum to be able to implement the EYFS effectively and with worthwhile outcomes. Key points As far back as 1929 Isaac defined play as childrens work, now over eighty years later the EYFS is based upon children learning through play. The EYFS principles are based on research and theory of the early years pioneers of education, although it is argued that parents are critical and confused by it. Policy and early years initiatives are encouraging parents to become involved in their childs care, but it is unlikely they will become involved and embrace the EYFS if they do not understand the ideas and concepts which it is built around. I am interested to see if parents understand the benefits of play, or like Peacocke (1978) suggests parents do not see the benefits of play and like Whitebread (2002) states they are confused by the foundation stage. Research Aims To find out what knowledge parents have of the Early Years Foundation stage. To gather information on what parents understand are the benefits of play as a learning tool in the foundation stage classroom. To gain insight into what parents views are of a play based curriculum compared with a more traditional curriculum. Methodology This chapter will look at how the research for this study has been approached, how I have designed the research and how it will help to answer the question Do parents of school age children value play as a learning tool to support the Early Years Foundation Stage? I will look at which methods of research have been chosen and why, highlighting the benefits and problems surrounding the chosen methods. Validity and reliability of the research will be discussed as well as discussing ethical issues which may arise whilst carrying out the study. Method and Approach This piece of research is focused upon parental views and awareness of the educational value of play, it will use qualitative methods during which personal opinions will be sought. As the parents views are paramount within the research the methodology used will be an interpretive approach. Robert Holmes (2005) suggests that qualitative researchers believe that the social world is created by the shared understanding of situations. Cresswell (2003) continues by saying that qualitative methods bring peoples personal views into the study. Peat (2002) suggests that the strengths of qualitative research include being able to gather information on the views of the participant and this in turn can help us gain insight and ideas. However, Silverman (2005) suggests that there can be limitations to qualitative research such as a hypothesis cannot be tested and that more ethical issues relating to qualitative studies can be noted as participants are giving personal viewpoints and opinions. Validity Hughes (2001) suggests that interpretive research is valid as long as it is true and notes the genuine voice of the participant. This is demonstrated through the research as the parents are active people whose understandings and actions are paramount and the intricacy and diversity of these opinions are respected. Robert- Holmes (2005) suggests that multiple understanding of the research is all equally important and the range of interpretations gives the research validity. Although Robson (2002) suggests validy is rarely recognised within a single study, but is built up over time during various research. Silverman (2005) suggests that validity can be affected in qualitative research, if the researcher uses second hand knowledge rather than first hand research. I feel that I must make note of this and be assure that I remain aware of as I feel it would be easy to allow my own thoughts, views and opinions affect the research. Robson (2002) continues by suggesting further concerns with validity can arise with concern to whether the sample of people within the study is representative of the population and this must be questioned. To acknowledge this I am aware that the sample of people I am using for my research are not representative of the population as a whole but is rather focused on a small group of parents within a small community, although these parents come from differing social backgrounds. As Bell (1999) points out researchers are dependent on the amity and availability of subjects, and it can be difficult to achieve a true random sample. Focus group My research will be focusing on the parents of a class of thirty children who have all started at primary school in September 2009. The primary school is set on the edge of the Cotswolds and is the only school in a small town. The children are from mainly white British heritage and the school admits pupils from a wide variety of social backgrounds (Ofsted, 2007). Prior knowledge of the class suggests that majority of the children have attended at least one of three pre school settings in the town including two private day nurseries and a charitable preschool. I decided to research this subject after a discussion with a small group of parents who were concerned that there children were still just playing now they were at school rather than participating in the more traditional curriculum, that they were expecting. This made me realise that some parents still did not view play as a significant learning tool to support the EYFS. I also began to question what parents really felt about pl ay as a learning tool, their views of the benefits or criticisms of a play based curriculum and if they even realised that there children would be taught within the EYFS when they began at primary school. Method To find out the views and knowledge that the parents have of both the EYFS and how they view play, I will be using questionnaires and interviews. I have decided to use questionnaires as they are ideal if you are trying to gather a large amount of primary information from a group of people, as suggested by Green (2000). A pilot questionnaire has been designed and given out to a selection of people who are similar to the people I will be giving my final questionnaire to. Once I have collected the draft questionnaires from my pilot group, I will be able to draw up my final questionnaire using any criticisms and suggestions that my pilot group give me. Green (2000) suggests that piloting your research questionnaire allows for the researcher to get rid of any uncertainty or vagueness that your questionnaire raises. The questions I am asking within my questionnaire are a mixture of differing sorts including open ended and closed questions. Green (2000) suggests that a combination of question types should be used when designing questionnaires, whilst Hucker (2001) reminds us that we should ensure that questions are relevant, using straight forward language avoiding assumptions and using a mixture of question types and avoiding leading questions. I feel that since I will have sent a first draft questionnaire to a pilot group of people, that the finished questionnaire I am sending to the parents will have hopefully been changed and rethought if needed, with questions altered or added and that they will meet all the suggestions of Hucker (2001) and Green (2000). Permission will be gained from the head teacher of the school. If the head teacher is happy with the questionnaire content and the proposed methodology for the research, the questionnaire will be issued to all thirty families within the EYFS classroom. Ethical considerations and confidentiality Aubrey (2000) reminds us that researchers have a duty to ensure that their research will do no harm to their participants and that participants will be treated with respect and their answers treated with anonymity and confidentially. The ethics of this research include ensuring the anonymity of all the participants and to present the information they share with me in a true light and to ensure the information remains confidential. Hucker (2001) reminds us that people who are involved in research have a fundamental right to know how the information collected about them will be used. To ensure that all parents know what my research is about I will enclosed a covering letter with my questionnaire outlining my intentions and the aims of the research, my details in case they wish to contact me to discuss anything regarding the research, alongside a brief paragraph outlining who I am and why I am carrying out this research. I will state within this letter that all questionnaires will be ke pt confidential and at no point will anyone be able to identify parents answers. Arrangements will be made to return all questionnaires in a sealed envelope to the class teacher and then passed onto myself. At no point will I know who has returned their questionnaire and who has not. I will suggest to the parents that the questionnaires are returned to the teacher in a sealed envelope, so that they will also not be able to view the answers given by the parents. Hucker (2001) suggests that it is an important idea to ensure triangulation in the research to show similarities across the range of methods used and to support validity and reliability in the research. Questionnaires are my first research tool and as another method to ensure triangulation, I will ask on my questionnaires if any parent would like to meet with me and participate in an interview. By using more than one method of research, I can hopefully show a fully rounded view of the research topic and as suggested by Robert-Holmes (2005) the different evidence produced can be combined and compared to provide a triangulated analysis. To prepare for the interview with any parent who would like to take part, I have decided to do an unstructured interview rather a structured interview and have decided on a list of questions to prompt me to ensure the interview flows and to aid me in doing this. I have chosen to complete unstructured interviews as Robert-Holmes (2005) suggests that structured interviews are very similar to questionnaires where as unstructured interviews shifts the focus away from the researcher and towards the issues and the true feelings of the participant. Bell (1999) suggests that during questionnaire the responses given by participants have to be taken at face value, where as during an interview rich material can be gathered, he likens this to putting flesh on the bones of any possible questionnaire responses. Robert-Holmes (2005) suggests it is an interviewers job to courteously listen to the responses made and to remain non judgemental at all times, this will be easier to do in a relaxed atmosp here. The prompts I will use will be open ended questions, similar to some of the questions asked within my questionnaire but in a much loser context with the aim to allow me more in-depth information on my research topic and parents views on play as a learning tool and gain an insight into their knowledge of the EYFS. An open ended question is a question in which the respondent is requested to provide their own opinion or ideas (Babbie, 2009). The responses my participant gives will be recorded by me in note form, but if I feel that I am missing out on significant information or not giving the participant my full attention, I may use a Dictaphone. This will be discussed with the participant and if they are not comfortable with this I will remain with note taking only. I will need to address the fact that the participants anonymity will have been compromised when doing the interview as I will obviously know whom they are, but I am aware I must ensure that they realise I will remain a confidant at all times and when quoting them or discussing there interview within this study, I will use a codename for each participant. Participants will also be made aware that they are free to withdraw from the study at any time. Hucker (2001) reminds us that there are many advantages of interviews including that they allow researchers to gain more in-depth information from the participants, but that disadvantages of interviews can be that the researcher can affect the research and that the interviewer can often influence the participants answers. Green (2000) agrees suggesting that interviewers should be aware that asking leading questions can be problematic and personal bias can make the research one sided rather than purposeful. Conclusion To summarise this piece of research seeks personal opinions, therefore will be a qualitative study. Aspects of validity, reliability and ethical issues have been discussed and will be maintained throughout. Questionnaires and Semi-structured interviews will be used to collect data from a sample population of parents with children in a EYFS classroom. Though this is a small study, responses will be interesting with regard to parental views towards views on play as a learning tool and the EYFS. Now that the method of data collection has been established, it is now possible to commence with the data collection. N.B After discussions with the Head teacher of the primary school regarding the content of the questionnaires, she has asked that I include two further questions in my questionnaire, the first being Where parents received their information of the EYFS and If parents would like further information on the EYFS and how they would like to receive this information The head teacher felt on a personal level for the school, that she would be able to use all the research to show how effectively the school is working in partnership with parents and where if at all they need to extend the parents knowledge of the EYFS. If the research shows that the school needed to support the parents further how they needed to improve and how parents would like to receive information was also important to her. I have agreed to this as I feel it could benefit all the parents, the children and the school. Hucker (2001) reminds us that carrying out research helps us analyse how we might do something better or mo re effectively, and the head teacher of the school wanted to be able to do this from my research. Data Collection and Analysis This chapter will discuss the data, how it was collected, analysed and interpreted. It will initially discuss the data collection process, any problems which I experienced and the successes I had. Specific themes will be identified and acknowledged alongside a brief description on the analysis of the data and how this data links to current literature. Once the main themes have been acknowledged, they will be examined and discussed in greater detail, which will lead towards the conclusion of the data and the summarisation of the main themes. Data collection Permission was granted by the head teacher of a primary school for me to carry out this research within the school, she agreed as the results would be beneficial to parents, children and staff. A letter of introduction was then distributed to the foundation stage class parents alongside a questionnaire. The letter outlined the research, and the parents were asked if they would complete the questionnaire and additionally participate in an interview. In total, thirty parents were invited to participate in the study. Problems with data collection On sending out the questionnaires, the initial response was low and after the first week only five parents had returned their questionnaire

Dutch Republic Essay -- Dutch Economy, History

The Dutch Republic in 1650, being a formidable commercial, financial, and naval power at the time, faced many imperialistic challenges which led to the end of its golden age by the year 1713. The security of the Dutch Republic was consistently being challenged with wars because of weak military capabilities among the merchants, and this was viewed by the Dutch as a sign of an impending set of military conflicts and to foreign nations as a way to win over the republic. The wealthiest of the provinces, being Holland at the time, led to rivalries and jealous unequal provinces that all viewed Holland as a threat and also fought to get ahead of each other. The prosperity of the Dutch Republic was starting to crumble as trade was being damaged which led to the destruction of the empire, and the Dutch viewed this as a reason for why there was great competition between the Republic and the English. Because of all the wars that the Dutch Republic was involved in, they were not capable to deal with the wars because Holland was the only province with some money and could not win against larger nations such as England who could became a threat. In battle and in naval warfare, the Dutch were significantly outgunned. The estimated losses of Dutch ships seized by the English to merchant shipping in the three Anglo-Dutch wars were about 2000-2700. The Dutch on the other hand, only seized about 500 ships (Document 3). This particularly shows that the Dutch were in no position to be defending themselves against foreign nations, especially the English. It also shows that the English were a huge threat to the Dutch Republic because they could easily overwhelm the Dutch in battle. In the same manner, the Dutch were in no position to be engaging anyb... ...pport their East India Company. This point of view of the administrator is accurate because he is a member of the office which presides over the trade. Because of the drastic challenges the Dutch Republic went through, their golden age soon came to an end. Their profits soon turned into losses as the prosperity of the provinces soon became competed against by larger nations who had won over and dominated trade in Europe. As many nations wished to take over the Republic, the Dutch soon weakened by the wars which were seen as harmful by the people within the nation as well as surrounding countries. The jealousy of the provinces also caused conflict which weakened the unification of the whole Dutch Republic. Overwhelmed by the challenges that they were experiencing at the time, the Dutch soon spiraled down which led to the end of their golden age by the year 1713.

Analysis of “Death of a Salesman” opening stage directions Essay

Arthur Miller’s ‘Death of a Salesman’ (1949) opens with an extensive description of the Loman house. Miller uses extremely precise and detailed stage directions, including prop placement, sound and lighting, giving heavy significance to each of these elements and painting an unchangeable picture to ensure that it is preserved in every interpretation of his work. Throughout the opening stage directions of Act 1, despite the structure and tone being very factual, composed of short, clear sentences, Miller hints at underlying themes and messages through a range of stylistic devices, preparing the audience for the play, and setting the scene. As the play is set in Brooklyn, New York some years after the great depression, many references are made already at this early stage to idealism and the American dream; the desperate and yearning vision of many Americans at that time of a better life. This permeating theme becomes apparent formerly even to the introduction of the characters, as the mere scenery and props act as symbolic elements, which reflect this motif. Miller however subliminally makes it evident that this dream is purely an illusion, through emblematic phrases in his stage directions such as ‘rising out of reality’ and physical representations, for instance the broken boundaries where ‘characters enter or leave a room by stepping through a wall onto the forestage’ which create an aura of delusion. The first stage directions include a melody played on a flute, ‘telling of grass and trees and the horizon’. This natural imagery encompassing three physical elements accompanied by the soft and harmonious sound, sets a serene tone which is then highly juxtaposed with the following depiction of the house and it’s neighborhood, featured with darkness and hostility. This heavy contrast may be symbolic of the conflict between the dreams to which the individual aspires and the actual harshness of society’s reality. The description of the surrounding cluster of apartment blocks seems almost to have a greater prominence than the house itself, as this is the first thing the audience ‘becomes aware of’. The tall and ‘angular’ silhouette of Manhattan that lies in the backdrop has expressionistic features and  surrounds the Loman house in a way that suggests some metaphorical form of oppression or confinement. The ‘glow of orange’ that falls upon the ‘fragile-seeming’ house is personified as ‘angry’, perhaps reflecting the hostile times in which the play is set. This enclosing and intimidating hostility is in part what makes the home appear so fragile, a fragility that may represent weakness in family bonds or equally, weakness in he who represents the house, condemning him immediately to the role of a tragic protagonist. Willy clings to his dreams just as ‘an air of the dream clings to the place’. This idea becomes present again in the description of Linda’s feelings towards her husband and his traits. ‘his massive dreams’ are the source of his tragic nature, dreams that he shares with the rest of society, but that for him become an unhealthy obsession. Willy is cursed with the incessant desire to pursue his dreams ‘to their end’ and these words forebode a fate that unfolds as a result of this fixation. Overall the opening of this play provides the audience with a sense of the themes that will permeate throughout, by cleverly using stage schemes and elements that insinuate profounder significance of what is to come.

Significance Of The World War - 1912 Words

Nathan Rieken Western Civ-132 Research Paper 12/3/2015 The significance of the impact of WWII The largest war in human history was WWII, It spanned across the globe involving more than 70 countries. The war lasted seven years and carried the loss of sixty million people. During the war battle sites could be found in over 40 countries. It s hard to argue that it was not the single greatest war ever, partial to the above it had a more significant impact on the economy, the governments and at that time the entire world and its future. WWII influenced moving several countries borders while new states as well. The cause of the war is directly related to global militarization and nationalism. During this time most countries involved in the war†¦show more content†¦The country had to accept The Treaty of Versailles which placed blame for the war on Germany s soldiers , and also made them repay debts and reparations to other countries. Even though the general republic was forced to proceed, Hitler and is followers where humored and appalled by it. 1â€Å"In a speech to the Reichstag on 17 May 1933, Adolf Hitler denounced the Treaty of Versailles because, in part, it had imposed such large reparations payments as to leave Germany in economic shambles. An excerpt states â€Å" As a matter of fact, the policy of reparations could only be financed by German exports. To the same extent as Germany, for the sake of reparations, was regarded in the light of an international exporting concern, the export of the creditor nations was bound to suffer. The economic benefit accruing from the reparation payments could therefore never make good the damage which the system of reparations inflicted upon the individual economic systems.† The treaty left out certain provisions that would have stopped to germans from attacking again , but Germany was free to take another shot at war. The war could have been much better handled with the help of the League of Nations. Instead the League s primary focus and center of resources had failed. This was due to the appeasements of Great Britain and France, The two biggest countries in the league. This time of mismanagement gave Hitler enough time to invest in new technology