Vocational Education Vs. Standardized Testing Essay -- Vocational Cour

Plenty of schools focus on the scores that come from standardized testing. Though standardized testing is non going to help a student get to where they need to be in order to gain their career. In fact, standardized tests are mainly world used to measure a teachers ability to teach (Manalo 1). Why are schools basing their curriculum on standardized test scores or else than teaching vocational education courses that allow help students later on in their lives? There are many different vocational courses which include nursing, victuals ethics, computer solving, office management, and even cosmetology. Give high school students vocational classes or let the school system crumble. Vocational courses better go down students for the age to come. Vocational courses prepare and teach and create leaders and are well rounded. Every student deserves to have an opportunity at success and vocational classes will organize them in the manner they need to be prepared. These classes narrow one s focus so they are able to discover what they want to copy for a living. (Ziliak 1). Vocational classes open up doors of opportunity. Cannot use the excuse that teaching vocational education in schools would lower the chances of getting into college because college credits can be earned through these courses. In 2012 students engaging in the Kokomo career center earned 834 credits from Ivy Tech conjunction College (Ziliak 2). Apparently vocational classes prepare students for real life situations and put them on the right track towards their dream career. As many schools use standardized testing to measure their students growth they do not realize that standardized tests do not reflect the character of children which will definitely not encourage succe... ...re a case of authentic learning. Vocational education adds variety, relevance, and purpose.Works CitedJames, Howlett. Industrial Arts Call It What You Want, the Need Still Exists. Industrial Arts Call It What You Want, the N eed Still Exists. N.p., Mar. 2008. Web. 12 Feb. 2014. Manalo, Taylor. Civic Issues. Civic Issues Site Wide Activity RSS. Civic Issues, 1 Apr. 2013. Web. 12 Feb. 2014. Watkins, Bill. Do Standardized Tests Raise Dropout Rates? Newgeography.com. New Geography, 16 Nov. 2011. Web. 12 Feb. 2014. Jorgenson, Olaf. What We Lose In Winning The Test Score Race. Principal 91.5 (2012) 12-15. Education Research Complete. Web. 7 Feb. 2014. Ziliak, Lindsey. In Vocational Courses, Ind. Students Get Early Glimpse Of Careers. Community College Week 25.14 (2013) 11. Education Research Complete. Web. 7 Feb. 2014.

Anorexia and Bulimia - A Threat to Society Essay -- essays research p

In a society that discriminates against people, particularly women, who do not look slender, some people find they usher outnot - or think they cannot - meet societys standards through normal, healthy take habits and often fall victim to eating disorders. Bulimia Nervosa, an example of an eating disorder that is characterized by a cycle of binge eating and purging, has become very common in our society. Although it generally affects women, men too are at a time coming to clinics with this kind of disease. This is not a new disorder. It can be brought on by a complex interplay of factors, which may include emotional, and personality disorders, family pressures, a possible genetic or biologic susceptibility, and a culture in which there is an overabundance of food and an obsession with thinness. Common signs of this problem are pre-occupation with the body, a need for control and perfection, difficult interpersonal relationships, and a low self-esteem. It seems that irrespective o f the initial triggers, bulimia can become a rigid pattern, which is difficult to change. The decide of this paper is to reason out why bulimia is detrimental to our society. It focuses on its bad effect to the health of an individual and to the society. Perhaps you do not withstand this kind of eating disorder but you are definitely affected by it.Bulimia nervosa is a serious, potentially life-threatening eating disorder characterized by a secretive cycle of bingeing and purging. Binge eating is the uncontrolled consumption of large amounts of food lasting a few minutes to several hours. katharsis or ridding the body of food eaten during a binge through self-induced vomiting, laxatives, fasting, severe diets, or vigorous exercise follows this. The cause of bulimia is really unknown. It may build up due to a combination of emotional, physical, and social triggers. The precise reasons for developing it are probably different for each person. Bulimia is more common in westbound s ocieties, and some people link them to media images of thinness. Being thin is often linked to being successful. Bulimia may occur in several family members. People who acquire a mother or sister with an eating disorder are more likely to develop one, although it is not clear whether this is due to genetic factors or the learning of certain behaviors. Bulimia nervosa can be extremely harmful to the body. The recurrent binge-and-pu... ...bulimia is and encourage them to fight this kind of disorder. If we will not work it out, this can influence more people leading to a malfunction society because we all know that bulimia is actually detrimental to our society. BIBLIOGRAPHYBulimia nervosa. Workplace Blues. Retrieved January 6, 2005, from http//www.workplaceblues.com/mental_health/healthcons.aspBUPAs Health Information Team. (2003 November). Bulimia nervosa. BUPA. Retrieved January 6, 2005, from http//hcd2.bupa.co.uk/fact_sheets/pdfs/Bulimia.pdfClark, D. & MacMahon B. (1981). Prevent ive and Community Medicine 2nd Ed. Boston Little, Brown and Company.Eating disorder. Bambooweb. Retrieved January 6, 2005, from http//www.bambooweb.com/articles/e/a/Eating_Disorder.htmlEating disorders. MoDMH Division of nationwide Psychiatric Services. Retrieved January 6, 2005, from http//www.dmh.missouri.gov/cps/facts/eating.htmEating disorders. Perth Clinic. Retrieved January 6, 2005, from http//www.perthclinic.com.au/treatmentprograms/eatingdisorders.htmlMongeau E. (2001 February). Eating disorders a difficult diagnosis. Vital Signs. Retrieved January 6, 2005, from www2.mms.org/vitalsigns/feb01/hcc1.html

Psychology As Storytelling Essay -- essays research papers

<a href="http//www.geocities.com/vaksam/">Sam Vaknins Psychology, Philosophy, Economics and Foreign Affairs Web SitesStorytelling has been with us since the age of campfire and besieging wild animals. It served a number of important functions amelioration of fears, communication of vital information (regarding survival tactics and the characteristics of animals, for instance), the satisfaction of a sense of order of magnitude (justice), the development of the ability to hypothesize, predict and introduce theories and so on.We are all endowed with a sense of winder. The world around us in inexplicable, dumbfound in its diversity and myriad forms. We experience an urge to organize it, to "explain the wonder away", to order it in order to know what to expect adjoining (predict). These are the essentials of survival. But while we have been successful at imposing our minds structures on the outside world - we have been much less successful when we seek to cope w ith our internal universe.The relationship between the structure and functioning of our (ephemeral) mind, the structure and modes of operation of our (physical) brain and the structure and conduct of the outside world have been the case of heated debate for millennia. Broadly speaking, there were (and still are) ii ways of treating itThere were those who, for all practical purposes, identified the origin (brain) with its product (mind). Some of them postulated the institution of a lattice of preconceived, born categorical knowledge about the universe - the vessels into which we pour our experience and which mold it. Others have regarded the mind as a dumb box. While it was possible in principle to know its input and output, it was impossible, again in principle, to understand its internal functioning and management of information. Pavlov coined the word "conditioning", Watson pick out it and invented "behaviorism", Skinner came up with "reinforcement". B ut all ignored the psychophysical question what IS the mind and HOW is it linked to the brain?The other camp was more "scientific" and "positivist". It speculated that the mind (whether a physical entity, an epiphenomenon, a non-physical principle of organization, or the result of introspection) - had a structure and a limited set of functions. They argued that a "users manua... ... inaccessible, recesses of his mind. He feels that he is being reintegrated, that "things fall into place". In psychodynamic terms, the energy is released to do productive and positive work, rather than to induce distorted and destructive forces.c. The Purgatory Principle - In most cases, the client feels sinful, debased, inhuman, decrepit, corrupting, guilty, punishable, hateful, alienated, strange, mocked and so on. The plot offers him absolution. Like the highly symbolic figure of the Saviour before him - the clients sufferings expurgate, cleanse, absolve, and atone for his sins and handicaps. A feeling of hard won achievement accompanies a successful plot. The client sheds layers of functional, adaptive clothing. This is inordinately painful. The client feels dangerously naked, precariously exposed. He then assimilates the plot offered to him, thus enjoying the benefits emanating from the previous two principles and only then does he develop new mechanisms of coping. Therapy is a mental crucifixion and resurrection and atonement for the sins. It is highly religious with the plot in the role of the scriptures from which console and consolation can be always gleaned.

Alzheimers Disease Essay example -- Alzheimers Disease Essays

Alzheimers DiseaseOn the first day of class, it was proposed that Brain=Behavior, implying that not only all actions and emotions can be explained by neuronal activity, but also the very sense of self which is so important to some of us. This latter implication was met with considerable resistance. Surely in that respect must be more to an individuals personality and Self than a bunch of patterns of activity across neurons. Through the research I have done for this paper, I have discovered that disorders such as Alzheimers disease add a new twist to the debate surrounding the origin of the Self. My purpose here is to hand over an overview of Alzheimers disease, including its neurobiological basis, the differences between early and late onset, and some of the possible causes, and then to readdress the question of whether the Self can be traced to the Brain in light of this information. everywhere the last few decades, Alzheimers disease has come to be recognized as the most common form of dementia among the worlds older population, affecting an estimated 4 meg people in the United States alone (1, 2). It is characterized by progressive loss of memory, language and reasoning skills, and other cognitive functions, as well as changes in personality, such as increased aggressiveness (1, 2). No definite cause has been discovered, and it is as yet without a cure however, much progress has been and continues to be made, and many scientists believe that a cure will eventually be developed. Although the causes are unknown, research has shown that the disease begins in the entorhinal cortex and spreads first to the hippocampus and then rejoinder to other parts of the brain, particularly the cerebral cortex. Since these two regions are ... ...comprehensive summary of current research regarding the causes, diagnosis, and treatment of Alzheimers, including care. In addition to this wealth of information, the site has resplendent graphical representations accessible b y links throughout the text, as well as a glossary of technical terms at the end.2. http//hcs.harvard.edu80/husn/ humour/vol3/b96txt.htmlEarlyandLate Early and Late Onset as Subdivisions of Alzheimers Disease, an article by Elizabeth Kensinger published in the online journal, The Harvard BRAIN. Explores and explains research to date regarding these two different forms of Alzheimers disease, covering the symptomatic, biological, genetic, neurophysiological and neurologic characteristics of both early and late onset subtypes. Then proceeds to draw conclusions from this data, regarding future approaches to diagnosis and treatment.

Huck Finn Freedom :: essays papers

Huck Finn Freedom It is no surprise that a book that elegantly combines American History, culture, and moral dilemmas along with controversial issues has engender a classic novel. This novels effects were felt from coast to coast and its presence shaped the nation as no other has of all time done. Therefore, it remains no surprise that what many people regard as the first truly American novel, set in the 1840s and written after the American Civil War, should have at its heart the issue that divided the nation, slavery. Mark Twains The Adventures of Huckleberry Finn illustrates a slaves escape from freedom and a boys escape from societys standards, a plot in which the entire theme of freedom and bondage occurs. Twain utilizes freedom as a main theme in this novel in order to illustrate the constant struggle to escape psychological and social imprisonment. Hucks initiation into adulthood seems to show his inner struggle with the problem of being free from the grips of society . Huck is stuck in a world that he does not suffice to. While in captivation, Huckleberry is not the person who he wants to be. He cannot seem to escape the grips of society. As points out, Jim can say as soon as he escapes from Ms. Watson, I owns myself, while Huck is still owned by the official values supervised by his conscience. Huck is not only imprisoned by society but by the grips of his own mind. Due to the abusive relations of his father, Huck is imprisoned by the idea of survival. A healthy person, as demonstrate by noted psychologist Abraham Maslow, is able to meet self-actualization needs. However, Huck Finn on the table of Maslows hierarchy of needs is stuck at gumshoe needs. Because of his fathers emplacement towards him, Huck needs to take care of his safety needs until he is able to feel secure. When he finally feels secure, he will move from safety needs to love and belongingness needs. However, in order to fulfill these safety needs, Huck must escape from soc iety but, he is a fugitive from society who cannot be alone(219 ). Clearly, Huck is trapped between existing as a prisoner to society or as a prisoner to his own lonesomeness. In lighting out, Huck preserves his independence but also commits himself once more to isolation.

Huck Finn Freedom :: essays papers

huckaback Finn Freedom It is no surprise that a book that elegantly combines American History, culture, and moral dilemmas along with polemic issues has become a classic novel. This novels effects were felt from coast to coast and its presence shaped the nation as no otherwise has ever done. Therefore, it remains no surprise that what many people regard as the first truly American novel, set in the 1840s and written subsequently the American Civil War, should have at its heart the issue that divided the nation, slavery. Mark Twains The Adventures of Huckleberry Finn illustrates a slaves escape from immunity and a boys escape from parliamentary procedures standards, a plot in which the entire theme of granting immunity and bondage occurs. Twain utilizes freedom as a main theme in this novel in order to illustrate the constant struggle to escape psychological and social imprisonment. Hucks initiation into adulthood seems to show his inner struggle with the problem of bei ng free from the grips of society. Huck is stuck in a world that he does not respond to. While in captivation, Huckleberry is not the person who he wants to be. He cannot seem to escape the grips of society. As points out, Jim can say as soon as he escapes from Ms. Watson, I makes myself, while Huck is still owned by the official values supervised by his conscience. Huck is not only intent by society but by the grips of his own mind. Due to the abusive relations of his father, Huck is imprisoned by the idea of survival. A healthy person, as demonstrated by noted psychologist Abraham Maslow, is able to meet self-actualization needs. However, Huck Finn on the table of Maslows hierarchy of needs is stuck at safety needs. Because of his fathers attitude towards him, Huck needs to take care of his safety needs until he is able to feel secure. When he finally feels secure, he will do from safety needs to love and belongingness needs. However, in order to fulfill these safety needs, H uck must escape from society but, he is a fugitive from society who cannot be alone(219 ). Clearly, Huck is trapped between existing as a prisoner to society or as a prisoner to his own lonesomeness. In lighting out, Huck preserves his independence but also commits himself once more to isolation.

Kimberle Crenshaw’s “The Intersection of Race and Gender”

Kimberle Crenshaws arguments and research in The Intersection of Race and Gender offer an insightful and probing look into the state of women of coloration in the current racial and gender climate of our culture. Her main point, that women of color experience both their subspecies and their gender together in a stylus that is non mutually exclusive, as they are so often treated, and are informed one by the other and as they occur simultaneously, is one that nigh sparks a flippant attitude of No kidding.When the argument is first introduced, it seems to simple and so self-evident as to be self-explanatory (and taken for granted) at first it almost seems like a waste of time to be delving into something so painfully obvious. However, through her very thorough research and her carefully pieced argument which clearly shows how X relates to Y relates to Z, Crenshaw is able to take something that does indeed seem like it should be plainly obvious and more or less proves, as much as it can be proven, that even still today go and gender are not given the adequate attention the two together deserve.As Crenshaw is scrupulous to point out, both issuesissues of race and gender, that isreceive quite a bit of popular attention in our current culture climate. In fact, the issues have been make so big that they are difficult to contain in any one argument.Nowadays, so many things become either an issue of race or an issue of gender, it is difficult to discern which issues legitimately need to be addressed by these isms and which have simply been lumped into them by sheer popular appeal (i.e., race and gender issues are the new hot-button It topicif any discussion is going to occur on the large-scale mainstream popular platform of the media, one of the two had break off be involved). However, through all of this seeming social desire to focus so much on gender and race, the fact that the two can overly intersect and create a whole new array of complicated issues for a person and a culture seems to have been totally missed.That last teentsy bit is my own digression, and not part of Crenshaws argument this is simply what struck me as so entirely shocking. While weve been so caught up discussing race and gender, weve completely missed the discussion of race with gender. Crenshaw has a plethora of information and examples to cite which show how race with gender has been entirely neglected by everyone, including the antiracists (who predominantly serve black men) and the feminists (who predominantly serve white women).Here, Crenshaw further contains the overall argument into speaking strictly in terms of violence against women, and how violence against women of color is treated and viewed as being the same as violence against women in general, completely ignoring the deeper-lying complications of layers of different of social structures which match women of color that DO NOT affect white women (something that, if women of color are to be treated in a way that is beneficial and acknowledging of them and their plights, simply cannot be ignored).Again, Crenshaw brings so much evidence to the knock back that her point rings loud and clear the separate and distinct plights of women of color are not recognized by any other vocal collection as being anything noteworthy. And this attitude further perpetuates this belief of their own negligible experiences in the minds of those very same women of color. And so is the vicious cycle.I found Crenshaws shew to be extremely culturally important and incredibly relevant. For as much as antiracist and feminist groups preach about Otherness, they too are guilty of Othering in order to further their own causes (or, worse than Othering, just flat-out ignoring).Any effective kind of identity politic must be informed by all aspects of a persons identity not just race, and not just gender (or, for that matter, class, religion, sexual orientation, age, profession, education, employment history, d isability, proclivity to heart disease, or anything else), but a combination of all the various intricacies that creates a persons identity. To separate one out makes a person no less of the other, and the only way to truly address them is to do so in a way that accommodates how they all come together to form their own separate and unique experience. peradventure this is where the postmodernists really got it right identity is fluid, after all.

Notes on Religious Views on Life After Death Essay

Question is What are we made of and what survives after dying of the remains. If anything survives how much of the original identity of that person survives and in what form? People try to answer this byBelieving in a superior being who has communicated a promise meeting data some LAD near death experiences, past life memories that suggest reincarnation, the para-normal Accepting no life after death we are count and return to matter and become part of the wider world again Exploring ideas about the nature of body and soulSome Christians see death is the event that makes whiz of our previous lives and the meaning of death itself is changed in the promise of eternal life. John Hick, it should not evoke the sickening fear with which we face what we know to be evilness It is a fuller stage in the outworking of the Creators loving purpose for his children.SOURCES Revealed companionship The Bible, Quran, Torah etc which tell us of the events others have experienced and what they claim and to those who convey them as revealed knowledge this gives certainty. Christians believe that Jesus was and is God Incarnate, so if he promises eternal life to his followers, he must be trusted. Similarly Muslims trust the vaticinator Mohammed as Allahs chosen messenger and as he has spoken of paradise, then there must be such a place. Inferential Knowledge Reasoning that the ideas expressed explain so much that they must be true even if theres no proof = a belief. Hindus do not have any promise in scripture, barely they trust their God loves them and so impart e god to them upon death.In neither theme is there absolute proof the believer trusts that it is true.Religious views Christian Old Testament solid and bad alike to go to Sheol as ghostlike individuals romp 14.7-12 Theres hope is a tree is cut down as buds toilette grow from the trunk but man lies down and does not rise again. However he in any case believes that if he has a personal relationship w ith God which is beyond the trials of this life he will be with God at the end.New Testament the crucifixion and resurrection of Christ is at the heart of the belief in LAD,. Jesuss promise to the good freebooter crucified with him This day you will be with me in paradise only appears in the Gospel of Luke indicates that he believes in the possibility of paradise for the righteous and the repentant. However the reading of paradise could also refer to a pleasant place. Jesus referred to promised land as the place where God lived Our Father which art in heaven earmark of Revelations contains visions of Saints whose bloody robes have been washed clean in the blood of the lamb (Christ) in a heavenly city, the new Jerusalem. It is clear there is a heaven after death, which is separate from the last judgment, also known as the second coming, which will happen at the end of time.The term eschatalogical gap refers to the gap among whats in the bible and the precise details of the afte rlife Purgatory Roman Catholics only people have to atone for sin before they can immortalize heaven no scriptural evidence for this idea Limbo not in current use, but Catholics used to believe the unbaptised or good people whod never heard of Jesus would go here. Protestants believed such people would go straight to hell as God would have called those to be saved. One reference in Peters letters The spirits who are in prison Reincarnation some Christians have accepted this in the past but not currently in use.Catholics in particular value appearances by Mary (Lourdes, Fatima etc) and other saints after their death as corroborative an after life.Quakers religious body without creeds and so base beliefs on experience, life experience varies and therefore so do views on LAD. Three main views place these are not fixed, all beliefs are personal. 1. The good we have done (and possibly the evil) lives on after we have gone in the lives of those affected this cogency be as mem ories or as the impact of deeds 2. Survival of the Human Spirit as a continuation of this life in a spiritual body (St Pauls term). Some also believe in reincarnation 3. Acceptance of heaven and hell as destinations after death but belief in a Loving God and redemption through Christ means hell cannot be eternal Personal conclusions about LAD are based on individual experiences of the Love of God in this life in spite of the experience of suffering.Therevada Buddists Nirvana achieved in this life, without substrate and so continuing to live in bodily form is described as a set of qualities in The Questions of King Milinda. He asks Nagasena whether he can compare it to anything in this world to help him understand. Nagasena says it cant be compared to anything, but its qualities can. E.g As a lotus is unsustained by water, so Nirvana is unsustained by all the defilementsIslam God has a plan for the whole universe and all human beings At the day of judgement to whole universe will be destroyed and the deadened raised to stand before him That day will be the beginning of an unending life on which every individual will be judged and rewarded by God according to their deeds. The Quran argues that life after death is vital of make sense of morality. If there is no afterlife then a belief in God is irrelevant.Hindus believe in certain heavenly states, notably Goloka, Krishnas heaven for devotees, but there is little justification in scripture. Hindus believe as a God loves his people he must be good to them when they die.The Resurrection of the Body Key Christian belief is that the individual survives as an individual. Also that the individual is judged as a individual Jesuss resurrection and ascension is the model we will follow as he was sent to learn us the way, the truth and the light.. The Apostles and Nicene Creed both affirm belief in the resurrection of the dead and the life of the world to come Tey also refer to the communication of saints which refers t o the Church as one body uniting those in heaven and those on earth. The point of the Creed is to reinforce belief in the face of challengesChristians believe that man can be saved as a whole, body and soul man can glorify God through his body as he is made in the image of God, the body can become a sacrifice to God and also a dwelling place of the divine Spirit, (Corinthians 6.19-20,Do you not know that your bodies are temples of the Holy Spirit, who is in you, whom you have received from God?). Also Christ at the Last Supper gave his Body and Blood as a means of salvation, so the human body is important On the same day as jesuss resurrection Matthews gospel reports dead prophets rising from their graves indicating a bodily resurrection.Paul speaks of us dying and rising with Christ in Baptism as a spiritual experience (Romans 6.5-11) but he is clear that the body will be resurrected after death however in 1 Corinthians 15-50 he also says flesh and blood cannot get the kingdom of God. Irenaeus and Tertullian both interpret this to mean that flesh is resurrected for judgment and that the Spirit must be present in the flesh to enter heaven. The Creed also affirms belief in the Holy Spirit.1 Corinthains 15.35-50 Paul is asked How are the dead raised? He uses the analogy of a seed and a bulb to demo that something completely different can arise from a source. At h time there was a commonly held belief that the flesh would be resurrected the carcass Paul tried to make it clear that the body refers to the whole personality and person, both inner and outer. Through Adam we are part of the physical region and through Christ we are part of the spiritual sphere Christ was man and God together we are physical body and spiritual body together. Paul does not describe the spiritual body.

Buyer and Seller Relationship in the retail industry Essay

1. IntroductionFor many years buyers and sellers in the clothe sell sector keep up been battling to answer the question as to why it is difficult to cast a steady human kindred with one another. This can be ascribable to the know guidege gap that there is in a lack of understanding on the issue. We aim to thoroughly associate the concepts of Collaboration, Information Sharing, stick Relationship Effort, employ Investments, Commitment and Trust, Satis itemion and Performance with the different buyer seller relationships that exist in the clothing retail sector. Thus the problem world investigated is the unsteady relationship that exists in the clothing retail sector in the midst of buyers and sellers.The study will be using a survey consisting of 37 questions that will be issued to buyers in the industry. A sample size of 500 clothing companies will be used in Cape Town, South Africa which was selected to answer the surveys. The query method is denary in nature. Thus the study aims to c arfully examine how buyers and sellers interact in spite of appearance the tote up chain relationship. Some papers acquire touched on supply chain relationship issues, but have not done the association with these particular concepts our study aims to use. The master(prenominal) objective of our research is to provide buyers and sellers with the necessary learning to assist them as to why there ar certain imperfections in the relationship.2. Literature ReviewSome research has be done on the concepts quislingism, entropy sharing, enunciate relationship labor, dedicated investments, committal and self-confidence, satisfaction and act, which gave an insight to how these variables develop, change and how they be maintained in the context of buyer-seller relationship. Therefore for the purpose of this study dozen (12) articles written in the context of buyer and seller relationship will be used to define and explain the above mentioned concepts and how it is used throughout our research study.CollaborationCollaboration can be defined as latest development in supply chain management which involves the process of working unneurotic with your suppliers, business organisation collaborators or clientele in achieving a common goal that benefits every(prenominal) parties (McLaren, learning ability & Yuan, 2002). Ellinger, Daugherty & Keller (2000) observed what exactly links marketing and logistics inside a caller-ups integration, as healthful as measures of performance that are both(prenominal) objective and subjective in nature. They found and identified collaboration as a variable that impacts a relationship in a progressive way in that it increases sharing information and ideas and leads to partners functioning together.Information sharingMcLaren, Head & Yuan (2000) has identified information sharing as the exchange of pregnant companion information with your supply chain partner for purposes that would assist each partner in the future. McLaren et al. (2002) discusses how a partnership between the buyer and seller can be in force(p) for both parties where information sharing is of key importance. Their findings were that, creating partnerships between buyers and sellers were beneficial for both parties and that the success of information sharing depends on the type and size of the company as well as which mechanism they used for information sharing.Joint relationship labourJoint relationship effort refers to the combined determination and drive that is put into collaboration between buyers and sellers. Monczka, Petersen, Handfield & Ragatz (1998) argued for example that when task organisation is performed between buyers and sellers, the buyer can then form a perceptive trust in their partners abilities which will later form a unattackable trust in their relationship.Dedicated investmentsKnemeyer, Corsi & Murphy (2003) defined dedicated investments as particularresources and goods that are transferred to another party that is bluely important towards producing services and products. They tested to prove that there are different levels of partnership development in logistics management by research done by previous researchers who have similarly done research on the existing topic and if there is in fact a going away between these levels. Their findings were that the more trust there is within the relationship, the more partners invest in the relationship which directly increases dedicated investment.Commitment and trustCommitment refers to buyers and sellers engaging themselves and maintaining a working relationship in a way that will benefit both their own organisation and the company they have an association with. Trust refers to the reliance, surety, confidence or ability in a person or thing. In this case, it is having the reliance, surety, confidence or ability in the working relationship of one or more organisations. Mohr and Spekman (1994) was the first-class honours d egree to find that trust and commitment are of ut most(prenominal) importance in a buyer seller relationship, and that these factors lead to the success of the relationship.Satisfaction and PerformanceSatisfaction can be defined as referred to Mohr & Spekman (1994) as the completion of a task by which the involved party is pleased with the quality and degree of work carried out and it meets the specimen set by the partners. Performance on the other hand can be defined as the completion of a task by a degree higher than specifications set out by the individual involved. Mohr & Spekman (1994) argued that the buyer-seller relationship is a partnership which generates satisfaction when performance expectations have been achieved. A study had been conducted and showed that commitment and co-ordination are corroboratively associated with satisfaction and an increase in profits would bring slightly satisfaction among those parties involved in the supply chain3. Research HypothesesThe h ypotheses are constructed with a purpose of assisting in answering the research question, which is seeks to find The Nature of Buyer-Seller Relationships in the Retail Sector. Based on the review of the relevant literature, our hypotheses are ground on some of the important variables that exist in the supply chain relationships. The relationship variables pore on are commitment and trust, performance, satisfaction, conjunction relationship effort and collaboration, and will be shown using the relevant hypotheses. These relationships form the basis of the research propositions that will be tested in the duration of this study. H1 Commitment and trust has a positive impact on collaboration. Since committed partners make an effort to achieve the goals of their business relationship, high levels of commitment are most likely to larn a good collaborated relationship. H2 Performance has a positive impact on collaboration.The strength of collaboration in a supply chain relationship dep ends on the force of the chain performance short-term (performance within one year), medium-term (performance over one to three years) and long-term (performance over twain to five years). H3 Satisfaction has a positive impact on collaboration.The extent to which the buyers and sellers in the supply chain relationship are satisfied, determines the strength of their relationship. Thus, when both parties are satisfied with the collaboration, their relationship will produce good results. H4 Joint relationship effort has a positive impact on collaboration. By engaging in a joint relationship effort that involves sharing resources and capabilities, buyers and sellers can achieve a profitable collaboration that they cannot create alone.4. Research MethodologyAn exploratory-descriptive study was conducted to write this research traverse. The context selected for this study think on the clothing retail sector. The unit of analysis in this study was the nature of buyer and sellerrelation ship in the clothing retail sector. We focused on the buyers perceptions of the relationship as we were unable to collect info from both buyer and seller. Even though having information collected from both parties would have been more beneficial, time and finances were a constraint and had to be taken into con spatial relationration therefore it resulted in focusing on one side of the relationship. Internet searches of various clothing companies were compiled. Each company was contacted by telephone so that we would be able to speak directly to a clothing buyer. They were notified early as to the purpose of this study and that their participation would be fundamental in completing this research report.The clothing buyer had the choice as to receiving the questionnaire via email or an interview. Most questionnaires were sent via email as buyers had other commitments as well and preferred this form of communication. A sum of 500 questionnaires was sent to various companies within t he clothing retail sector, of which, only 106 (response rate of 21%) responses were get that was used for analysis. This response rate was lower than we had anticipated but we had to work with the entropy provided and progress the process as it was a busy period for most buyers at that time. The surveys were coded and then uploaded on a spreadsheet as it was simpler to analyse the data and descriptive statistics had been use to construct the necessary graphs that would conclude the findings. The following chart was designed to illustrate the response rate of the survey. interpret 1 Percentage of Responses Coded5. Data analysis and FindingsIn this component of the report there will be a detailed discussion on the data collected in the survey as well as a representation of the findings. There will be a detailed analysis of the hypothesis tested and also an explanation of how the findings were derived. To complete the report 500 surveys were distributed to companies across South A frica. Only 106 of the companies responded but there were a spell of biases. With regards to the nature of the relationship with supplier 5 respondents didnt answer, under the sections joint relationship effort, dedicated investments and commitment andtrust there was 1 respondent who didnt answer the questions. Under the satisfaction section 7 answers were left untenanted and 2 of the questions were answered with incorrectly. Under the performance section 8 answers were left blank.The following table was designed to displaying the mean, median, mode and range. Below is the table 1 showing all the data.MEANMEDIANMODERANGE1.NO. YEARS AT COMPANY8.73809575382.NO. YEARS IN flow POSITION6.62948241373.NO. YEARS WITH SUPPLIER12.016101060Table 1 Mean, median, mode, range, standard deviationThe first row in the table 1 above illustrates the number of years the respondent has been with the company. This information shows that the second-rate issue forth of years a respondent has been with the company is 8.738095 years, the middle ghost response was 7 years, the most frequent response was 5 years and the difference between the respondent who has been with the company the least amount of years and most amount of years is 38 years. Since the respondents have a number of years with the company it means that they are familiar with the companys way of business, how they deal with suppliers, who all the suppliers are and also the type of relationship they have with the suppliers.The second row illustrates the number of years the respondents have been in the company. It shows that the average amount of years a respondent has been with the company is 6.629482 years, the middle frequent response was 4 years, the most frequent response was 1 year and the difference between the respondent who has been with the company the least amount of years and most amount of years is 37 years. The high number of years that some of the respondents have been in their current positions gives an indication the information given is reliable and that it will aid in answering the question at hand.The third row depicts the number of years the company has spent with the supplier. It shows that the average amount of years a respondent has been with the company is 12.016 years, the middle frequent response was 10 years, the most frequent response was 10 years and the difference between the respondent who has been with the company the least amount of years and most amount of years is 60 years. The high number of years with same supplier shows that the information collected depicts a mature relationship between the buyer and the seller. Seeing that the relationship is matured the main focus of both the buyer and the seller would then be to continue to build on the relationship so that they can be in business for even more years tocome.The following chart illustrates the position of the respondents which in turn goes with the number of years the respondents have been in their curr ent position. It shows that 5% are CEOs, 1% COOs, 7% directors, 10% sales managers or supervisors, 12% other employees and 48% buyers. The fact that such a high number of the respondents are buyers displays that the questions answered are quite accurate since they have a good understanding of the relationship with the supplier. The buyers best understand the relationship with the supplier and since the study at hand is looking at the collaboration of buyers and sellers, the information gathered will have a great impact in answering the given hypothesis. Figure 2 Current positionCommitment and TrustFigure 3 degree of respondents to questions about commitment and trust expositionThe above data represents responses pertaining to questions about commitment and trust amongst buyers and their suppliers in supply chain relationships in the clothing sector. The graph illustrates whether the buyers add together or disagree to the extent of commitment they have with their suppliers. The x-a xis of the graph represents the scales between powerfully disagree and strongly agree. Meanwhile, the y-axis of the graph represents the response scores of the buyers. synopsisWhen assessing the data, it is evident that seven hundred and forty one (741) responses were obtained in the commitment and trust section of the questionnaire. Taking a closer look at the responses, it is evident that 4% of the respondents strongly disagree that commitment and trust have a positive impact on collaboration. Meanwhile, 6% of the respondents have a indifferent(p) opinion, and 90% of the respondents strongly agree to the questions.The low 4% might have been supported by the fact that their companies are in business on a short-term basis. Thus, they do not foresee the business relationship continuing for a long time, very little investment has been injected to their relationship, thus commitment is very low. The slowly uphill 6% response rate could have been due to the fact that buyers are not c ertain where their loyalties lie with that certain supplier. Another factor could be because they are s till in early business with the supplier, so the suppliers commitment and trust to the buyers company have not reached maximum levels yet. The very high response rate of 90% can be influenced by various factors.The supplier is genuinely concerned that the buyers company succeeds buyers expect the business relationship to continue for a long time the buyers are committed to their supplier effort and investment have been made to build their relationship they expect the relationships to strengthen over time, etc. These factors prove that these buyers support the hypotheses stated, that commitment and trust have a positive impact on collaboration. Therefore, this data proves Mohr and Spekman (1994) correct when they found that trust and commitment are of utmost importance in a buyer seller relationship, and that these factors lead to the success of the relationship.PerformanceFigure 4 Degree of respondents to questions about performanceDescriptionThe graph depicts the responses of clothing buyers to four questions relating to performance being a factor of a successful collaboration among buyer and seller relationships. The horizontal axis(x axis) illustrates the Likert scale from 1 7 which ranges from strongly disagree to strongly agree. The vertical axis(y axis) depicts the score, which is the cumulative responses received from the clothing buyers. The above graphical representation shows the movements of responses to a set of questions aimed at performance and just by glancing at the graph one can already notice that most respondents (about 74%) strongly agree that performance has a positive impact on collaboration. AnalysisWhen assessing the data it can be seen that four hundred sixteen (416) responses were received that answered this section of the questionnaire. However on a scale of 1 3, 12% respondents strongly disagreed with the notion of performa nce enhances collaboration, 14%(scale 4) were neutral and 74 %( scale 5 7) strongly agreed on most of the questions that had been asked. The reasons that may have led to a 12% response rate could be that the buyers never had one central supplier or were not in a long business relationship to determine if the relationship affected the businesss overall performance.Furthermore, the 74% response rate may have led to buyers agreeing with H2 performance has a positive impact on collaboration, as their relationship with the seller may have contributed to the increased performance of the overall relationship and company. Other factors contributing to the 74% response rate might have been that the relationship, reduced cycle times, improved narrate processing accuracy as well as punctual delivery of goods, this in turn increased the accuracy of forecasts that may have been conducted. According to Ellinger, Daugherty &Keller (2000) performance may be conceptualized as the extent to which the firms goals are achieved, and as illustrated in the above graph the percentage of respondents that strongly agreed already indicates that performance aids in positive collaboration which in turn would allow firms goals to be met effectively.Joint Relationship EffortFigure 5 Degree of Respondents to questions about joint relationship effortDescriptionThe above bar graph describes the number of respondents (clothing buyers) that disagree or agree that joint relationship plays an important factor in the buyer and seller relationship in the clothing sector. Respondents had to choose between a scale of 1 till 7 by which 1 stipulates strongly disagree and 7 refers to strongly agree. Thereafter the data was grouped together according to the number of individuals that did choose between the scales of1 till 7. Respondents were asked three questions relating to joint relationship effort. These were as follows , whether the firm and supplier has 1) joint teams 2) conduct joint proviso to anticipate and resolve operational problems and whether they make 3) joint decisions about improving overall cost efficiency. When looking at the results, one can see that 49 respondents had a neutral view regarding joint relationship and 74 of the respondents strongly agrees that joint relationship plays an important role in the buyer and seller relationship.AnalysisWhen assessing the data it can be seen that 307 responses were received that answered this section of the questionnaire. However on a scale of 1-3, 25% respondents strongly disagreed with the notion of joint relationship that enhances collaboration, 16% (scale 4) were neutral and 62% (scale 5-7) strongly agrees on most of the questions that had been asked. The reason that has led to a 25% response rate can be due to buyers and suppliers does not have joint teams and thus do not plan together as a team. Therefore they do not know the benefits of having joint teams.Therefore this data show case a capacious view regardin g joint relationship effort as being an important variable as the graph has an upward trend. Furthermore, the response rate of 62% may have led to buyers agreeing with H4 joint relationship effort has a positive impact on collaboration, as their effort and commitment in creating joint teams and planning together might have improved collaboration between buyer and supplier.SatisfactionFigure 6 Responses to Satisfaction in the Clothing IndustryDescriptionThe above graph describes the number of respondents (clothing buyers) that disagree or agree that satisfaction plays an important factor in the buyer and supplier relationship in the clothing sector. Respondents had to choosebetween a scale of 1 till 7 by which 1 stipulates strongly disagree and 7 refers to strongly agree. Thereafter the data was grouped together according to the number of individuals that did choose between the scales of 1 till 7. Respondents were asked eight (8) questions relating to satisfaction.The questions were as followed whether the buyer was satisfied with the relationship in foothold of 1) coordination of activities 2) participation in decision making, 3) level of commitment 4) level of information sharing 5) management of activities 6) profitability 7) market share and 8) sales growth. When looking at the results, one can see that 153 respondents had a neutral view regarding satisfaction and 448 of the respondents strongly agrees that satisfaction plays an important role in the buyer and supplier relationship.AnalysisWhen assessing the data it can be seen that 1508 responses were received that answered this section of the questionnaire. However on a scale of 1-3, 6% respondents strongly disagreed with the notion of satisfaction enhances collaboration, 10% (scale 4) were neutral and 84% (scale 5-7) strongly agrees on most of the questions that had been asked. The reason that led to a 6% response rate can be due to buyers and suppliers having a spring chicken business relationship and thus not reaching satisfaction levels as yet. When looking at the data, the response rate of 84% may have led buyers agreeing with H3 satisfaction has a positive impact on collaboration.This can be due to respondents identifying market share and sales growth as being two of the most important factors being satisfied by the supplier. This relates to a study done by Mohr & Spekman (1994) as they identified the completion of a task by which the involved party is pleased with the quality and degree of work carried out and it meets the standard set by the partners, market share and sales growth being the standard set by the buyer.6. ConclusionAs mentioned above the problem being researched was the knowledge gap between buyers and sellers perspective of the nature of the supply chain relationship. The research study conducted on the nature of buyer-sellerrelationship in the clothing industry was a lengthy procedure that involved plentiful of consultations and analysis of the data obtaine d. However, we have concluded that our data findings have committed to the hypotheses mentioned in the research report. As previously mentioned time and finances were major constraints for the duration of the study and so the weak response rate of 21%.Some of the other constraints were the buyers having their own responsibilities because of the short time frame given in which to complete the survey. In addition, 50% of the buyers were reluctant to answer some of the questions as they contained confidential company information. Furthermore, the report only focused on the buyers perspective of the relationship. The sellers perspective was not taken into bet therefore a future study using this report in combination with conducting a survey of the sellers point of view can lead to a better understanding of the buyer seller relationship.BibliographyCannon, J.P. Doney, P.M. 1997. An Examination of the Nature of Trust in Buyer-SellerRelationships.Journal of Marketing, April, pp.35-51. D ahlstorm, R. McNeilly, K.M. Speh, T.W. 1996. Buyer Seller Relationships in theProcurement of Logistical Services.Journal of the Academy of MarketingScience, 24(2), pp.110124. Disney, S., Holweg, M., Holmstrom, J. &Smaros, J. (year unkown). Supply chaincollaboration fashioning sense of the strategy continuum. Ellinger, A., Daugherty, P., Keller, S., 2000.The Relationship BetweenMarketing/LogisticsInterdepartmental Integration And Performance In U.S.Manufacturing Firms AnEmpirical Study. Journal Of Business Logistics, 21(1),pp.1-22. Handfield, R., Monczka, R., Petersen, K., &Ragatz, G., 1998. Success Factors inStrategic Supplier Alliances The Buying Company Perspective. DecisionSciences, 29(3) pp.553-577. James, A.E. et al., 2004. An Assessment Of Supplier client Relationships. JournalOf Business Logistic, 25(1), pp.2562. Kauser, S. & Shaw, V. 2004.The influence of behavioural and organisationalcharacteristics on the success of international strategic alliances.InternationalMarketi ng Review.21(1) 17-52. Knemeyer, A. M., Corsi, T. M. & Murphy, P. R. 2003. Logistics outsourcing relationshipsCustomer perspectives. Journal of BusinessLogistics.24 (1), pp.77-109. McLaren, T., Head, M. & Yuan, Y. 2002. Supply chain collaboration alternativesUnderstanding the evaluate costs and benefits. Internet Research ElectronicNetworking Applications and Policy. 12 (4), pp.348-364. Moberg, C. R. &Speh, T. W. 2003.Evaluating the relationship between questionablebusiness practices and the strength of supply chain relationships.Journal ofBusiness Logistics.24 (10), pp.1-19.Mohr, J. &Spekman, R. 1994. Characteristics of partnership success Partnershipattributes, communication behaviour and conflict steadiness techniques. StrategicManagementJournal.15 (1) 135-152.Simatupang, T.., Sridharan, R. 2002. The Supply Chain A Scheme for InformationSharing and Incentive Alignment. The International Journal of LogisticsManagement.1, pp.1-32.

Wider Professional Practice

Task 1 Wider Professional Practice We were selected to deliver a learning action on the concept of Professionalism in the LLS. Tasked to investigate the meaning of captainism, using the perspective of organisations such(prenominal) as the bread and butterlong education UK (LLUK), the training and Development Agency (TDA), Institute of knowledge (IfL) and in addition considering the broader context of business. In order to broaden the scope of look the radical were eitherocated specific tasks.We pull aheaded the definition of professionalism from a eight separate sources such as traditional dictionaries, the internet, business sources, including political sympathies bodies interpretations. This was beneficial as I intentional the range of definitions and how professionalism is interpreted in different sectors. The conference dynamics were totally normal, with some members non meeting dead lines for submission of resources, another(prenominal)s being as well dominating w ith unrealistic expectation, members non being regular attendees, some contri plainlying too little others contri onlying too much.I would say that it was a typical collection mix and as the groups were selected randomly the result was the best mix. I was very content to work with all the members. We were equal to(p) to agree on the most all-encompassing definition as continually achieving excellence through and through a willing, eager and credi bothrthy approach to enhancing ones own relevant qualifications and competence (LLUK) the tuition of ones own knowledge and the application of good shape sexual relation to teaching and learning (CPD) developing people and modify unexampled lives (TDA).It was overly agreed that a teacher should follow some principles of professionalism Teachers should take a resolutionable and proactive approach to 1. Improving knowledge 2. The application of good practice 3. Addressing quality, diversity and inclusivity issues 4. Complying wit h the law 5. Respecting professional codes of practice 6. Accepting governance and accountability 7. be altruistic in professional duty and 8. Embracing change and making it work.Through our research we came across the business idea adopted by the Japanese methodology where the process of work has been organized into five stages, so in-order to understand work on that point are 5 phases or the 5 S 1. Sorting, 2. Straightening or displace in order, 3. Sweeping or systematic cleaning, 4. Standardising, 5. Sustain the discipline or self discipline. We looked at a report by Ashwin Kini (2011) who gave his view on professionalism and distilled this into the 3 Ps of Passion, Persistence and Professionalism. Therefore qualities an individual should admit to perform well and gain authority.However when I looked at a report from Brown and Turk (1998) the mmisuse of reason can happen when a professional person takes control of a situation. People on the receiving end of power misuse be lief powerless. Brown and Turk (Brown, 1998) arouse that children and vulnerable adults can be subject to physical abuse because of an abuse of power. These vulnerable people are usually in care and because of their special needs, the professional have recover to their bodies beyond what would be considered typical (Brown, 1998, p114).We all were included in the discussions and opinions were heard plainly clear boundaries were laid down to which the group was able to follow set targets. The planning was clear and developed a good foundation to which we were able to include a good volume of material with varied critical opinions. Learning took place when we introduced the concept and coupled with our level of interest we were able to engage the learners, with our idea.We also handed pop a very comprehensive amount of additional critical material in order so that the learners could refer spinal column to it for prospective reference. furthermore, if I had to do this again we would organize our departure material in either one simple handout, so that the learners could follow the speaker or have the other group members stand at the back of the class, to hand out information. In order not to overshadow the main speaker and keep the noise level down as mentioned on the evaluation feedback sheet (see Appendix1). In the findings t was clear that predominately the individuals felt that the exhibit, the group legal action was fit for purpose. The group go was to ensure we structured the presentation in a comprehensive way and at the same cartridge clip handout more than enough information for the individuals to have and read in there own time. I understand that a level of professionalism is an important part to the role of a teacher and although it is incorporated in the standards, guidelines and policies of organizations, is often not implemented nor highlighted in practice.Certainly in respect to my currently college and I feel this acts as a restraint on my progression and my ability to be professional. The importance of this subject I feel goes beyond what a teacher may know, but if they lack a clear reason of professionalism they are missing a broad body politic of the profession. As teaching is such a demanding profession, careful consideration needs to be devoted to how effort is distributed so that every student gets equal attention. As a professional it is important that consistency is maintained.When teaching students they will need to know what the learning objectives are so I clearly explained at the set-back of the lesson and recapped at the end. These are some of the patterns of demeanor that I have adapted in my practice. I have discovered that these simple practices help to make students conscious of how the topic connects to the Big Picture. Ginnis (200232) proposes, if pupils are allowed to see the big picture, the purpose of the lesson, what it contains, how it fits with whats gone before and where it is go ing, then more interest and motivation will be shown in lessons. As teachers we demonstrate a passion that stimulates learning by giving examples, ensuring clarity, providing individual as well as whole class practice in applying knowledge. These are some of the ways that I am able to support students in lessons to think for themselves and gain a better understanding of the subject, thereby applying knowledge in light of other situations. Appendix 1 Peer feedback Feedback 1 Group facilitator should have hovered instead of walking & talking within group instead of letting us just get on with it. 0 handouts disturbed flow but also good resources & research Professionalism looked & delivered well Feedback 2 The overall presentation was very good. Evidence of research was evident, you seemed to have confidence in what you were doing and your findings will help me in my own professionalism. Learning took place but there were too many distractions handing out handouts. Feedback 3 Group member should not be speaking whilst one member is delivering. Handouts could have been sent via telecommunicate really Feedback 4 Please do not talk to other group members whilst one of your group is giving the presentation Feedback 5 If we had more time on the activity, wouldve been more useful. I know you were pressed for time. I really enjoyed it, otherwise everything was very professional. I want to know more. Thanks. Feedback 6 Lots of handouts which were given out at the same time as the information which proved a little distracting. Very well planned & executed presentation. Feedback 7 I thought it was put across very professionally, very good, sharp and interesting well throughFeedback8 Too much/many pieces of paper. propagations Brown. H, TurkV, (1998) Defining sexual abuse as it affects adults with learning disabilities in K100 Understanding Health and Social Care, Offprints Book, Milton Keynes, The Open University Ginnis, P. (2002) The Teachers Toolkit. Wales. Crown H ouse Publishing. Kini. A. A Personal View of Professionalism http//www. ipthree. org/blog/professionalism-what-does-it-mean? bound=5 (Last accessed 22. 05. 11) http//tlp. excellencegateway. org. uk/tlp/cpd/puttingcpdintoa/putting (Last accessed 29. 4. 11) http//www. ifl. ac. uk/(Last accessed 29. 04. 11) http//en. wikipedia. org/wiki/5S_(methodology) (Last accessed 29. 04. 11) Task 2. The role of Quality Assurance in LLS. pursuit the brief introduction by the group we were asked to address the question How would you treasure the role of a teacher in marchess of quality toast? Following this statement the group continued to move to the group activity. The activity charted out a time-line in which individuals were asked to see what there role at each stage.I found this a little challenging initially as I seaportt considered my role in term of quality self-confidence in terms of the complete cycle of the learner on a course of study. The aim of the learning activity was useful in as much as it increased my understanding of the full range of a learners thoroughfare broken across a time line, which I have not seen demonstrated in this form. I would recommend that the introduction be extended on the simple fact that the time used by the individual to understand the activity and its purpose the group could have eased the learners in to the activity without disrupting engagement.But it did not give a simple explanation of Quality Assurance, something like is a type of quality amendment, which provides provisions with recognition that they have achieved quality against a set of standards. This provides settings with satisfaction and shows parents/carers that the provision has raised standards above minimum. (National Childrens Bureau 2007). Clearly the subject was well researched by the group being demonstrated through the material provided as well as the delivery of the presentation had a good rapport, which allowed for a smooth transition between group mem bers.As a result of having participated in the activity I now realize the importance of quality assurance at a number of different stages. Also that the aim of the quality assurance in education is to provide a framework for reviewing, measuring and improving the quality of the work being done by approved institutes. I also well-educated that the systems operate on a number of processs which measures the quality of provided by the service and identifies areas for ongoing quality benefit.With the ultimate aim of these quality assurance systems for learning providers to promote and ensure quality outcomes for learners. But the learning activity did not cover the possible methods which can be used to increase and improve Quality Assurance in institutes by increasing its awareness to teachers. I feel that this can only be achieved through a shared understanding of service aims, priorities, policy developments and monitoring and evaluating mechanisms. This requires everyone involved to have a clear vision of what they are working towards and commitment?I would like the group to also be specific and maybe tried addressing the issue of whether it is possible to provide an overall service for learners which encompasses every learner in every aspect of society. Furthermore I would have liked the group to mention the definition of what constitutes quality as I have found out that it has been the subject of an ongoing make out particularly in relation to the balance between parent-led and professional-led services for children and families. Overall having participated in the activity I now realise the importance of quality assurance across a much wider range of events.I have in the past given little attention to quality assurance and certainly following the presentation I have further investigated this topic in relation to broadening my own learning. It has been an important experience for me to investigate further the areas that I may not have considered very importa nt but where now for me a Tutorials can be seen as a form of quality assurance as they claim the learner advice and give feedback on their learning journey how far they have come, where they are now and where they are going to.Reference National Childrens Bureau (2007) Putting children and young people first online Available from http//www. ncb. org. uk/Page. asp (Last accessed 22. 05. 11) Group 3 An aspect of equal luck policy and its impact in LLS It was clear that this group had done there research and demonstrated a relatively competent understanding of equal opportunity. Through there presentation the aim was to get the information short delivered to the class by means of power point material as well as by a main speaker.A colorful leaflet was also created. The contents were, concise bits of information regarding the definition of disability under the Equality Act 2010. The leaflet was very concise and I feel that under the bunch the information that I got was very limited and in order for me to get a stronger grip with the subject I would certainly require further research in the area, in my own time. I felt this to be a negative aspect to the material and would have hoped to get a more fact list of resources.As for the presentation, this group decided to hand out a group activity. This involved a list of three open questions designed to draw from the group its understanding on issues relating to equal opportunity. I felt that the initial request to undertake the questioner was very vague in its instruction announced to the class. Following this the supervising provide I felt were a little too keen to get the group started in there discussion, rather than allowing the groups a blink of an eye to absorb the requirement.The aim of the learning activity was useful in as much as it increased my understanding of barriers of education, equal opportunity for all for an inclusive classroom by setting achievable targets, managing facilities and differentia tion related to diverse learning needs and of the relevant Acts of law related to equal opportunity but these area did not cover any in-depth explanation on these areas which I could refer to at a later date. Question one required a list of potential barriers to learning and assessment.For the initial question our group was able to chart out a number of barriers. Although the second question took relatively endless to understand, one reason could be that it was not to the point. I felt that the group also realized this fact as they attempted to ask an additional two questions in order to lead to the desired outcome. The final question required the group to list relevant Acts relating to equal opportunity, with the ability to use the internet to gather the answers.Under the circumstances this was not practical as it was a class activity limited by time, I was in a group of mature individuals who through their long experience in teaching have come across a number of the government Ac ts. Listing the Government Acts related to equal opportunity was useful in as much as it highlighted my understanding of what they are, but it would have been better if they could have given a simple Executive Summary, which would have helped me more. As a result of me participating in the activity I now realize that it is important for me to investigate further Policies in the education sector.Group 4- A government policy- each Child Matters (ECM/ELM) The group introduced the activity which was an introduction to the government green paper Every Child Matters (Children Act, 2004). In 2003, the Green Paper Every Child Matters was published and designed to protect children and maximise their potential in response to the death of Victoria Climbie1, This opening sequence had me completely engaged. I learned that the tragedy of Victorias death uncovered the weaknesses in our ability to protect the most vulnerable pupils.This publication sets out a framework for the newly approach to t he well being of children and young people from birth to the age of 192 and it is aimed at helping reduce the number of educational failures, offences and anti social behaviour and those who suffer from ill wellness, teenage pregnancy and abuse. I learned that although the current coalition government has moved away from the term ECM and withdrawing its funding, it has simply replaced the term to ELM (Every Learner Matters). Although the principle of ECM is preserved by the Children Act (2004) and even though the terms have changed the organizations linked with ECM i. social workers, health workers, and the police continue to base there practice on ECM ideology. Regarding the activity, the instructions could have been more clear and concise to avoid asking the group to repeat the instructions. The group members demonstrated a competent understanding of the subject area as they were able to share there knowledge confidently and answer all questions. The group worked well together as they were able to demonstrated a smooth transition from each member. I felt that the learning activity was extremely helpful but I think they could have explained in detail the Government aim for a learner.This resulted in me finding out that the Governments aims for all young people whatever their background may be 1. To be healthy 2. To stay safe 3. Enjoy and achieve 4. To make a confirmative contribution 5. To achieve economic wellbeing The aim of the learning activity was useful in that it increased my understanding of how and why the policy of ECM was introduced but it did not cover in-depth the main outcomes of this policy. I would have liked to have more information to allow me to further investigate this area and i feel if a critical material list was provided it would have been very helpful in my learning.This has clearly highlighted a need for me to extend my understanding with the regulations of ECM/ELM. Reference 1 BBC News www. news. bbc. co. uk/1/hi/in_depth/uk/2002/ victoria_climbie_inquiry/default. stm (Last accessed 22. 05. 11) 2 http//www. everychildmatters. gov. uk/aims/ (Last accessed 22. 05. 11) Task 4. In light of the experience of the other group discussions I was very much interested in the subjects covered. I personally feel that these subjects although covered before were far more effective when delivered by peers in this format.The interest and passions was certainly palpable in there delivery. I learned something new with each subject either through the group activity or through the presentation. The area of the Life Long Learning Sector (LLS) is constantly changing and in order for me to keep up with the changes I plan on investigating further ongoing progress. I would be certainly looking deeper in to the idea of professionalism in the context of my teaching and college. The aim being I incorporate it more heavily in my future teaching and development for the future.The Every Child Matters initiative is integrated into the colleg e system. But it is not openly publicised and following the presentation I feel its certainly something I need to incorporate in my personal understanding. Currently the college that I work at is undergoing radical and extensive changes with the introduction of regular staff training days and I will make sure to attend are the ECM/ELM initiative. The systems are under constant review to be this initiative and as a result the college has adapted various approaches to ensure learners receive the best support and guidance.The aim of each and every new development I pursue is to ensure that I learn that each pupil is considered on their own merits and that where help and assistance is required I enable the pupils to access the curriculum to achieve their full potential. In addition I will need to explore the following reports in greater depth, Success for All (2002), Skills for Life (2001), 14-19 Education and Skills The Tomlinson Report (2005), The Foster Review (2005) looking at the future of further education colleges. Further The National improvement Strategy (2007) from the quality improvement agency.These are just a few of the significant material that I feel can further enhance my future development. Education Raising Skills, improving Life Chances (2006), Raising expectations and Pursuing Excellence. Furthermore I will like to investigate why it is that in the current political and economic climate the government is sending contradictory messages, where on the one hand major cuts are being implemented to the university funding in the LLS initial teacher education. Whilst on the other hand sending and supporting a message of the importance and magnitude for the country to have a qualified, fully trained and professional LLS workforce.

Maslow’s Hierarchy of Needs Essay

In the 1950s a psychologist called Abraham Maslow conducted research on the understanding of gentleman motivation. In 1954 he suggested there were two sets of human ineluctably, one set related to basic survival demand such as homeostasis, physiological compulsions and safety. The second set he believed focused on egotism actualisation, this disperseicular need is where he thought an individual realised their full potential. (Cardwell et al, 2000). On the arse of his theory he arranged these various needs in a pecking order, starting with the basic survival needs and at the very top the self-actualisation need.(As envisioned below). Maslows original power structure of needs. image00. png (www. outlandishjosh. com/files/400px-Maslows_hierarchy_of_needs. svg. png) He suggested that each need had to be satisfied first before moving on to the next stage of the hierarchy, and the higher(prenominal) up the hierarchy an individual went, the more difficult it was to satisfy the nee ds, he suggested this was because the higher up the hierarchy an individual went the needs became psychological rather than physiological, they too became long term needs rather than short term needs.(Cardwell et al, 2000). Maslow suggested that many individuals would never reach our full potential and would therefore never reach self-actualisation. How the Hierarchy Works. Each individual starts at the bottom of the hierarchy and has to satisfy each level before they can move to the next level of the hierarchy. Physiological needs these are the basic needs such as, oxygen, shelter, food, thirst, sleep, sex etc, these basic needs must be meet in order to move up to the next level of the hierarchy.Safety needs the next level that has to be satisfied is the safety needs, these include, a need to feel physically safe and secure, security in a assembly line, protection and stability. Love & Belongingness the next needs that have to be satisfied are love and belongingness, this is w here an individual wants to be accepted and belong to a family or friends, to be loved and to love someone in return. Esteem needs this is where an individual has to satisfy their birth self esteem, where they desire to be well-thought-of by others, to be given recognition in their job etc.Self-actualisation- this is the final need to be satisfied this is where an individual realizes their full potential and seeks self fulfilment. (Class notes). (Cardwell et al, 2000). In 1970 his hierarchy of needs was revised to include Cognitive needs (an individuals need to know and understand and needing to search for a meaning) and Aesthetic needs (the need for beauty in arts and nature etc and the need for order) he place these needs above the esteem needs. (Class Notes). (Haralambos & Rice, 2002). image01. jpg(www. waterstone. files. wordpress. com/2007/06/mh-pxw. jpg) How Maslows Hierarchy works In day-to-day life. Maslows hierarchy can be applied to a number of situations in everyday li fe, in the work placement, in schools etc to encourage motivation. Applying Maslows hierarchy in the work place. Physiological needs this level can be met by providing a place to eat and drinks, ensuring the workers have breaks, have reasonable working hours and providing a comfortable working environment, bonuses to boost their wages, etc.Safety needs this level can be met by providing a safe working environment, job security, pensions, health insurance etc. Love and Belongingness needs- this level can be met by involving the individual in decision making, so that they feel part of the team, encouraging friendliness amongst the workers, introduce team building activities outside of work hours e. g. nights out, sports activities etc.Esteem needs this level can be met by value the individual for their work, treating them in a professional friendly manner, offering the chance of promotion, etc. Self-actualisation- this level can be met by the individual reaching their own goals i n the workplace, encouraging the individual to be creative, by encouraging the individual to take promotions, encourage training schemes, etc.

William Blake was one of the first romantic poets, writing during the French and American revolutions in 1780

William Blake was one of the first romantic poets, writing during the French and Ameri preempt revolutions in 1780. wild- gistd poets believe that people should be free to follow their own desires, anyone has a right to pursue and fulfil their desires in order to be bright, that imagination is much important than science and logic, and that childhood is important and should be innocent. Blake was a visionary writer, he talked to theology and angels came to him in his romances and visions. He translates these have intercourses into his metrical compositions. He viewed God as an artist, alert and full of passion and love, rather than a scientist. However, Blake disliked institutions such as the Church and formal religion, the government and the royal family.Blake believed that people should have open marriages and to sleep with sex, possibly with multiple partners, and was also against unions such as marriages. Society and the Church taught people to think that sex was sinfu l and wrong, whereas Blake believed sex and desire is a connective to God and spirituality. Blake was especially frustrated with the Church, he thought they were nurseling people, especially the poor and liveing classes. These institutions would teach that although people may be poor and dysphoric in this life, if they do non rebel they will be able to go to Heaven and be rewarded. This was seen by Blake as a form of disposition process,London, a poem tack together in Blakes Songs of roll in the hay, relates to the poets views on the English capital in the 19th vitamin C. Blake employs a consistent rhyming structure similar to that of The School boy plainly with shorter four bank note verses. The poem, written in Blakes first person, is obviously expressing his own personal opinions. The first stanza relates to the strict uniformity of Londons plotted land (a pet shun of Blakes) along with the poets observations of troubled citizens (Marks of weakness, marks of woe). Th e second chorus style verse expands upon Blakes views of public constraint, implying that citizens have been conditioned into believing that their lives argon tolerable (mind-forged manacles). Examples of which charitable of people should not put up with their miserable lives are provided in the third stanza (chimney s squalls, soldiers) and the poems ends with a specific development of the life of a 19th century prostitute (harlot).The first verse of the poem relates to Blake himself wandering through the streets of London, noting the wretchedness of the unaware citizens. The poet curses the dictatorial layout of London in quiet outrage with the use of the rallying cry chartered in consecutive lines. Blake believed that life could be better for everyone without the strict rules and regulations imposed by governing bodies, and his unusual tidingsing plays on this fact. The marks Blake apparently sees on every face he passes are not of the physical variety a deeper, more sinister interpretation relating to deprivation of the population at the time should be considered. The weakness and woe Blake speaks of cannot be perceived by the uncaring eye.In the second chorus style verse, Blake attempts to show the reader the totalitarian influence of the mind-forged manacles he can hear. The use of the word every in three successive lines emphasises the entirety of the population he is referring to men, women and infants alike are all included in his exclamation. Blake obviously wants the reader to realise that the mind-forged manacles he refers to are a bad thing. Negative imagery (such as the infants cry of fear), the repetition of the word cry and the relation of his statement to arguments (bans) are each included to impart towards the overall feel of sadness. The mind-forged manacles Blake mentions associate with his view that the people of London unintentionally restrict their minds and imaginations by the proper customs of 19th century England.The third stanza of London subjectively considers two different figures that Blake believes have been deprived. The plight of the chimney sweep is one the poet takes particularly to heart (exhibited by other works), with once again a cry falling upon deaf ears. This time, it is the church that is ignoring the heartbreaking situation of the young sweeps (How the chimney- sweepers cry/Every blackening church appals). Blackening is used here as a link to the ripening pollution levels in London and as a reference the soot which covered the little chimney sweeps.Symbolically, it may also relate to the churchs reluctance to religious service the sweeps which Blake thought seemed painfully hypocritical and cruel. Blakes description of a hapless soldier in the second half of the verse refers to the unpleasant life of many combatants. The imagery of their strain running down palace walls relates to the many pointless wars that higher powers have deemed necessary. Meanwhile, many lives of those that could have enjoyed life have been wasted in futile struggles for supremacy.The uttermost(a) verse displays another(prenominal) personal exasperation of Blakes. It is do out to be of greatest splendour of the three cases the poet mentions via the use of the word most (But most thro midnight streets I hear/How the youthful harlots curse). The youthful harlot is just one of many young girls that had to resort to selling their bodies to survive. Blake attempts to relate to the situation some young women had to deal with by having no choice but to take care of an unwanted, fatherless child (Blasts the new born infants tear). The poet takes upon a tone of irony in the final line as he mentions the strange image of a marriage hearse. A hearse, usually used in funeral processions, does not fit the joyful representation of a wedding. This may be a reference to the adverse affect prostitution had on a marriage both physically and psychologically. The ending of this poem is another perhaps more subtle example of Blakes dislike for the disingenuous social culture of his time.In conclusion, William Blakes poems are very successful in presenting his social viewpoints. victimisation relatively simple language, subtle irony and sarcasm, powerful imagery and easily identifiable meanings, Blake makes sure that his points get across to the reader. It is easy to see that the Songs of Innocence and Experience are not just idle words that have wandered onto a piece of paper Blake wrote each of his poems for a purpose and with a clear significance. William Blake was a man fighting against the mainstream opinions of 19th society. His fortified willed independent attitudes meant that no matter what the odds, he would stick to his guns. Blake had an intense dislike for government and other established persuasion bodies.He believed that people would lead happier lives if left to their own devices, unrestricted by rules or regulations. William Blake was also great critic of the church, viewing them as wretched hypocrites in the battle against the evils of society. Even in todays modern era, the central themes of his poems (poverty, social injustice, the church) still remain relevant and Blake serves a wonderful icon for those battling against such political constraints. Although his work was not truly appreciated until a century and a half after his death, Blake was a undoubtedly a genius of his time.Blake believed that the Church was so corrupt, it genius water- tone downed individuals into not interviewing passel, God and its authority. The Church would teach catechisms to small children, such as the child in The Lamb. In this poem, the young child has found a lamb and talking to it, and telling the lamb how wonderful God is and how they are both part of God. The little child is confident and asks questions to the lamb,Little lamb, who made thee?Dost thou know who made thee?In the second stanza, with no response from the lamb, the child impacts withLittle la mb, Ill tell thee,Little lamb, Ill tell theeThe child is brain washing the lamb, having been brain washed himself. He has been taught questions and answers, and knows that God was once a lamb and then a child, but the child no longer questions what he has been taught. He (or she) is happy and safe, and so is still in the gentleman of innocence.In this poem Blake is challenging the way the Church has brain washed children to not question their fate and to get into unhappiness. The child in the Lamb describes God asHe is meek, and He is mildwhich to Blake is too passive. A God needs to be weapons-grade and helpful, the opposite to meek and mild. The language used is simple, and reflective of the world of innocence. For example, delight and bright. This is also end rhyme, to emphasise the childs delight at talking with the little lamb somewhat his God, and how everyone is a part of him. The child rejoices in his knowledge and is proud of himself on teaching the lamb about his creat or.As a romantic writer, Blake saw God as more of an artist, and in the poem The Tiger demonstrates what he believes God to be like. The Tiger is paired with the Lamb, and although it is in the songs of last, the person is returning to innocence by enquire so many questions. These questions, such asIn what distant deeps or skiesBurnt the fire of thine eyes?On what wings dare he place?What hand dare seize the fire?challenge God. In this poem, Blake is marvelling what kind of God could make such a beautiful, deadly creature. Blake is showing that if God can make something as gentle as a lamb, and then makes a killing machine such as a Tiger, He must be dangerous. Blake is also portraying God as a workman or blacksmith, with the lineIn what furnace was thy brain?.The God in this poem, despite not tell the questions, is clearly more of an artist. He is strong and powerful, the opposite to a lamb. The use of exclamation marks throughout indicates the awe and wonder felt by the person asking the questions. The pace is fast, and is almost predatory, similar to the movement of a tiger. The pace also reflects the thoughts processes of the person asking the questions, there is a sense of excitement and the images created are vivid. Run on lines are used in the first stanza, and also in the last as the first stanza is repeated at the end of the poem to reinforce the magnificence of such a beautiful creature and its creator.Tiger Tiger Burning brightIn the forests of the night,What immortal hand or eyeDare frame thy fearful symmetry?The combination of end rhyme for bright and night and also the run on line for that sentence create a strong image of the Tiger prowling through a forest, and is clearly visible in the night. The second line rhymes eye and symmetry to suggest that God must be physically everlasting(a) and immortal to create such a beautiful, strong creature.In conclusion, Blake has used his collection of poems to demonstrate many of his views on the socie ty of his era, including his chiding of institutions such as the church, the government and royal family, his ideas on marriage and sexuality, the neglect of the poor, and also the way the church brainwash people to control them so that they do not question anything.Blake demonstrated his views in his collection of poems called the Songs of Experience and the Songs of Innocence. Children are born into the world of innocence, where they are allowed to be free and happy, and are also protected from the world of experience for as long as possible by adults. Blake would have hoped that adults would enter the world of experience but someday return to innocence, and protect the children. The world of experience to Blake and other romantic writers was inevitable yet a harsh, cruel and unhappy place full of restrictions and frustration. Blake suggests in his poems that people and children are not in control of their own lives, they are not allowed to think for themselves and are restricted by a corrupt, uncaring Church and monarchy.In this essay I will demonstrate how William Blake objected to the poverty suffered by most of the society, neglect by the government and how children were used and not allowed a childhood. I will also look at religions disapproval of sex and its agreement with the state to keep the poor, poor, for their own moral good.Durkheim theorised hi123s marxism .There are two The Chimney Sweeper poems, one in the Songs of Experience and one in Innocence. The boy in the songs of innocence has maintained his innocence despite experiencing the death of his mother and his father selling him at such a young age. In this first stanza, Blake uses end rhyme for young and tongue to indicate how young this child is to be sold and not have a family to protect him.weep weep weep weepis repeated and followed by exclamation marks to emphasise how awful that weep is the first thing this child says, when babies are supposedly born into native innocence and shoul d be happy.So your chimneys I sweep, and in soot I sleep. ,Ends in a full stop and indicates that this child is doomed to be unhappy, he has been brain washed into accepting his situation and does not aspire to be anything other than a chimney sweeper, and believes he can only be happy in death.In the second stanza, when Tom Darces head is shaved, the narrating boy is positive and practical in saying that at least the soot will not spoil his hair. Blake uses run on lines to reinforce the youth of these children, and their vulnerability with the linecoed ed . r se . ed . ed . w or. ed . . ed . k ined foed . ed . Hush, Tom Never mind it, for when your heads bareYou know that the soot cannot spoil your white hair..cogb gb . r se . gb . gb . w or. gb . . gb . k ingb fogb . gb . .Without realising, the boy is helping to brain wash Tom by telling him to accept the situation. Toms hair was white and with the soot had become black, symbolic of the end of innocence.Blake believed that in dreams and in our imaginations, we are truly free. However, this boy dreams of angels. Blake is showing how deeply brain washed by the Church this child must be for dreaming of angels and still believing that ifcogb gb . r se . gb . gb . w or. gb . . gb . k ingb fogb . gb . .hed be a good boy, Hed have God for his father, and never want joy.These chimney sweepers are so desperately unhappy, they are looking forward to their deaths in order for them to be free and happy. Blake is also criticising the God and angels in this poem for being too passive in the lives of these young, unhappy children.Symbolic words such as bright key, free, green, leaping, laughing, they run, lambs back and joy are all associated with the world of innocence, however there are also words such as soot and coffins of black showing that these children are surrounded by the harsh world of experience and corruption with no protection. To Blake, the colours black and grey were the colours for the world of experience and unhappiness, whereas white and green were for the world of innocence. As the children dream of running down a green plain, it shows the children dream in the world of innocence.The chimney sweeper in the world of experience does not even dream in innocence, he wears clothes of death.Although this child has parents, they have left him to go to the church to pray. It is as though he has no parents, like the boy in the songs of innocence. Blake is showing that the parents have also been corrupted by the Church, and are helping to brain wash their child. Blake also explicitly demonstrates his views on the monarchy and the church in the last two lines,And are gone to praise God and His Priest and King,Who make up a Heaven of our misery.The full stop at the end of the sentence finalises the poems message that the child, along with his parents and church goers, are doomed to be unhappy whilst the Church and monarchy continue to restrict and control.The young boy in the worl d of experience appears no hope of return to innocence. Unlike the boy in the songs of innocence, this child cannot even dream in the world of innocence. Blake is showing the boy is so restricted that not even in his dreams is he able to be free. In the first poem, the boy uses I , whereas this child is described as a little black thing. This is showing that the child is not aware of its own identity, it has been so exposed to the world of experience. a little black thing also shows that he has been corrupted, the colour black being a negative colour in the world of experience. thing suggests that the child is of no importance to anyone, the child is weaker and more vulnerable.He has no protection from parents or even other chimney sweepers as companions and support. He is totally alone in a world where no one, including the church, will help him. Snow and woe are used as end rhyme twice in the poem, emphasising that although the snow is white, a pure colour, it is frigorific and c annot offer warmth, linking it to woe where the child is constantly unhappy and full of sorrow.

Effects of Video Games on the Mind Essay

Not only do video feebles furbish up children, mixer s bulges and addiction, they affect the brain and our actions. How more times have you gotten kil guide in a video game and gripped the controller so hard it almost broke. Researcher Eleni Kardaras studied two boys licking a private-enterprise(a) game. The younger boy wins, season the older boy gets furious and kicks him over. These are some of the actions we portray while playing video games Professor Akio Mori conducted a survey of people playing video games. Mori monitored the beta gesticulates that prognosticate liveliness and tension in the prefrontal region.These results show a higher decrease of beta waves that play video games. Tests show that the beta waves were at zero, which indicate low use of the prefrontal regions in the brain. This led to many people in the survey becoming angry and found it harder to concentrate. Many of us discover out our frustrations and stress through aggression and anger. An example o f this is the columbine- wound incident in Colorado. Two students took the precious lives of many and eventually taking their own. Evidence and research shows the two students were infatuated with video games, especially a shooting game called shoot em up.Aside from this there are other forms like competition and an animate to win. However video games give the gate teach us to control our emotions. I remember as a kid I use to always hear the myth that video games kill brain cells and back end make a hole in your brain. Studies show that playing video games do not kill brain cells however playing extensively makes the brain slow to a halt, registering low alpha wave readings. Playing video games can be seen as being unproductive, the time spent playing on video games could be spent studying or doing outdoor activities.It also can affect social skills, which we already talked about. Aside from the negatives aspects video games have on the mind, some may argue that playing games ca n sharpen the mind. Fast pace games like GTA and Need for speed deliver excitement and agile movements in controlling the players to think quickly. Many soldiers that have constantly played video games were better at bear upon information and identifying objects.

Was female rule unacceptable in early modern Europe?

This narrative leave be investigating the political and royal policies of early modern Europe and its reasoning behind preferring (and insisting) that solitary(prenominal) staminate royal blood lines should maintain the throne. I shall be researching how Queen Elizabeth 1st was fitting-bodied to seclude the throne as a single distaff, as well as (despite never universe adequate to expunge the throne herself) the years that her sons obtaind is now known as the age of Catherine De Medici.It will be necessary to look at religious opinions and political laws, as well as literary opinions from the sixteenth and early 17th century (in some vitrines earlier) across early modern Europe, England and Scotland, regarding wo men and their place in monastic order and how that relates to women in positions of power Early modern Europe was segregated by extreme religious reproach lines. With England, Scotland, Germ either, The Netherlands and France fighting (both politically and lite rally) for superioty of their chosen religion, these were Calvinism, Lutheranism, Roman Catholicism and Protestantism, with a small minority of Anglican following also.The majority of Spain, Portugal and Italy remained virtually wholly Roman Catholic, which lead to many wars and disputes with bordering nations. The Royal polity of the time was to intent marriage to cement literal boarders between neighbouring countries in an effort to create great nations, and also to view as intangible connections that cemented power between nations creating beneficial alliances. Political and mixer opinion of women at the time was generally delinquent to the writings of St. Paul in the New Testament regarding Adam and Eve, and how Eve carried out the send-off human sin, disobeyed God and tempted Adam with the apple.This therefore made Eve responsible for the fall of mankind, and left women being get wordn as the source of all evil and sin. Coupling this with Aristotles premise that a woman was an inferior fluctuation of the perfect male form, meant that the opinion of women was non something to be fought against, it was simply irrefutable fact. Because of this, religious political and social opinion of women in early modern Europe, women were only seen as valuable for their usefulness in connecting families through and through marriage or continuing family legacies through childbirth.Therefore families could effectively link up their daughters off like chattel. Women in early modern Europe were seen as feeble and weak minded, unable to be decision makers, and think of for themselves. They (women) by religious opinion were created by God for man. Therefore giving man the right to rule them. As Martin Luther put so plainly Women are created for no other purpose than to serve men and be their helpers. If women grow weary or fifty-fifty die while bearing children, that doesnt harm anything. permit them bear children to death they are created for that. redden women in positions of power were aware that they were not comparable to men. As Queen Elizabeth recognised, I know I call for the body of a weak and feeble woman, exclusively I baffle the heart and stomach of a King1 Queen Elizabeth the first, was arguably one of the most renowned female rulers in our history, yet her road to power was a difficult one. Elizabeths rule while she was alive, and even later her death, has been shadowed by questions regarding the legitamacy of her right to the throne.The Catholic populace never fully accepted her, as her father Henry VIII broke with the Catholic Church to divorce his first wife Catherine of Aragon to marry Anne Boleyn (Elizabeths mother). However Henry VIII and Catherine (his first wife) had a daughter Mary, Henry VIII went on to have Elizabeth with his second wife and a son Edward with Jane Seymour his 3rd wife, and despite Catholic beliefs regarding divorce, (which made Elizabeth illegitimate, but not Mary or Edward) the only surety wa s that Henrys male heir was going to take the throne first. afterwards Edward took the crown Mary was to follow closely succeeded by Elizabeth.The only other candidate that could possibly take a rightful place over Elizabeth was Mary Stuart, who was currently Queen of Scotland and Queen of France (by marriage), and with the ever looming holy terror of a two-pronged assault on England by the French and the Scottish, Elizabeth became the necessary and logical choice as the side of meat people were at the time seen to be more nationalistic than catholic (and an exceptional ruler she went on to be), managing to form both Roman Catholics and Protestants into a compromise, which arguably stopped England from falling into a religious war, as was the case in France. that it also conveyed to her public that she was able to accept both faiths and allow them to coexist in the efforts of peace, a feat that had not been accomplished so logically or peacefully by her male predecessors. France was plagued by its own political difficulties and religious disputes, and having a female singularly ruling was intolerable to them, and with the medieval Salic Law remedy in force (of which some of its policies are still in use today) the French were able to regulate who took to the throne and who maintained power.Salic law was clear, however it decreed a purely French solution. (Elsewhere, in countries where Salic law did not apply Scotland, England, Spain women undoubtedly had the right to succeed to the crown, although their rights in other areas were very limited. )2 As Queen Elizabeth found herself when trying to deal with her Generals and war strategists, many of whom ignored her input refusing to consider that she would have any useful insights into battle planning. Salic law was particularly relevant to Catherine De Medici, as it kept her from the throne after the death of her preserve.Catherine then put her sons on throne, where she was virtually able to rule by defac to for many years, due to her sheer iron will and the strong maternal hold she had over her sons even when her son Francis II died, his wife Queen Mary (Mary Stuart, Queen of Scots) fled back to Scotland rather than be dominated by her mother-in-law. Even with Queen Elizabeth being in power in England, and Catherine De Medicis virtual rule in France there were still many who felt that female rule was unlawful.But this started a debate in the early sixteenth century as to whether females born of Royal blood and extensively educated were able to overcome the piffling fallings of their gender. Were Queen Elizabeth and her sister Queen Mary, as well as Mary Queen of Scots and Catherine De Medici able to break these notions and change history? To conclude as to whether women were acceptable Queens able to fully rule, the exercise is clearly no. Female rule in early modern Europe was unacceptable.Men did see women as more feeble, both physically and mentally, and assumed that they were automatically superior. Women were nothing more than the child bearers, a point exemplified by marriages that were able to be absolved if no children were born (regardless of religion). It would appear that one of the factors of fearing female rule would be felt by the current King preparing to hand power to his daughter, the King (from any nation) would be aware that opinion of females was poor, and that the new queen would need to take a husband to guide and countenance her.Which then leads to the question of whom should marry the future queen? Her right to power would automatically revert to her husband very probably a Prince or King from another nation, which would leave the current King to foreclose the fall of his Kingdom to a foreign land. France kept with the extremely old salic law, that was first made policy in medieval times to make sure that only males of French blood from royal lines could ascend to the throne.But it would seem as was the case across Europe and Engl and that Salic law, and English/Catholic opinion and preference on female rule only counted if it suited. If the alternative ruler was unpalatable (for instance Mary Queen of Scots) then the nobles and governments would find alternative methods to crown their ruler of choice. The debate of female rule was never or so what was lift out for France, England or whomever, but quite plainly about those in power precludeing that position for as long as possible at whatever the cost.Historic and modern literature written about Queen Elizabeth I, Catherine De Medici, Queen Mary I and Mary Queen of Scots can paint a picture of a very manipulative, autocratic and sometimes capricious class of Queen, but with the severe adversities they confront I feel that as independents they were utilizing their femininity, as well as their individual strong wills and education to keep a firm control. These famous rulers from our history did bring about change, and they forever altered the face of royal house as well as assisting (even if only selectively) the view of women across the world.