Strategic Management and Leadership Essay Example | Topics and Well Written Essays - 3500 words - 7

Strategic Management and Leadership - Essay Example There are around 26,000 people employed under the company in worldwide market segments. The company has made adequate investments in the segments of production facilities and ‘Research and Development’ (R&D) facilities with the aim of ensuring that innovative along with better quality cars are provided to global customers. Subsequently, the company with the assistance of R&D facilities is able to conduct business operations in an effective manner (Jaguar Land Rover Limited, 2014). The success of a company is based on the facts that business objectives are accomplished in accordance with desired business outcomes. In this regard, Jaguar Land Rover has been performing business operations in the worldwide market segments with quality products. The prime focus of the company is in the area of quality, innovation, design and technology, which have assisted in enhancing market share, customer base as well as production line. Subsequently, the company is identified to develop new product types which include F-TYPE along with a new variety of Range Rover. The company has been selling different variety of cars that include luxury saloons, four wheeler off-road vehicles and spots cars in almost 178 countries (Bloomberg, 2014). The customers are recognised to be the prime consideration for the success of the company. The company has been making investments in R&D facilities with the intention of providing products in accordance with the expectations of the customers. In this respect, the company has invested around  £2 billion during the period 2013 with the intention of developing production facility, infrastructure and product development (Jaguar Land Rover, 2013). Jaguar Land Rover had employed around 3,000 additional employees during the year 2013. Subsequently, the company with the assistance of its employees, dealers and supply chain networks has been able to provide around 374,636 cars i.e. 23% above from the

The Effects of Jazz and Classical Music on Musicians Essay Example for Free

The Effects of Jazz and Classical Music on Musicians Essay A thesis presented on the history of jazz as compared to classical music and the effects on musicians, beginning with the birth of jazz, and covering the twentieth century. Berliner (1994) impresses upon the idea that jazz music is more important to a musician’s development and an individual’s mental health than classical music. It is this author’s opinion that Jazz is superior over classical music because jazz music is often soft, smooth, and reflective. In addition, the world of jazz has some wonderful artists who can both play and write jazz music so extraordinary that it will make music lovers melt like ice as the stress washes away. Jazz allows people to close their eyes, relax, mediate, and dream about their loved ones. It is the best for mediation purposes because it provides people with softness, calm, soul, and fantasy. The freedom found in jazz represents the freedom inside of all Americans. Jazz itself is a success story told through its own invention. True jazz musicians play the music that they do as a necessity to themselves. Their music is their diary, and their diary is more pure than words can tell. Jazz is Americas great contribution to the arts. It is thrilling, exhilarating, and thought-provoking music that stirs emotions of all kinds. Jazz is in the mind, heart, and in the soul. Its influence extends worldwide, and touches all related forms of music. It is an enriching art form that deserves a special place in our vibrant culture. III In the world of jazz, young performers must master a repertoire of chord progressions, off-beats, and harmonies so that they can count on them as structures around which and through which they might weave more magical variations. Jazz players use chord changes as a means of giving shape to melodic improvisation. Classical players merely read lead sheets or book arrangements and use strict chord symbols in a much more static way. â€Å"Classical music is simple for its rhythmic pattern and simplistic chords while jazz’ chords are complex† Cook (p. 17). Many may argue that classical music is a more integral part of development, but a talented classical composer will in fact draw on stylistic elements of jazz to enrich the classical tradition of symphonic music. Classical composers have consistently been making use of two elements of jazz over the years which are syncopation and harmony characterized by blue notes. â€Å"Indeed, even apparently knowledgeable classical musicians often sound confused and unsure about the essence of jazz music.† Carr (p. 174). Some of the most accomplished musicians of our time have devoted themselves to a life-long study of jazz music, and few classical musicians have been able to master jazz. Jazz music ran parallel to the development of the twentieth century classical style music. Those musicians that learn both types of music are not locked into one type of discipline, and will have more musical experiences. â€Å"We are the musical melting pot achieving a vision of merging cultures that fulfilled the image that America had of its own social destiny.† Gioia (P. 395). As a result of this concept, jazz composers began to attend symphony concerts, and subsequently jazz and classical styles began to overlap to a degree; which resulted in an art form now referred to as jazz fusion. Some would argue that jazz music is too different from classical due to being unceremonious, gritty, or too improvisational. Between 1920 and 1950 jazz and classical music together made the most successful contributions to music. â€Å"One genre essentially has the ability to learn something from the other, and can create an even more captivating sound.† Ratliff (p. 23) Many could dispute over the fact that a newcomer to jazz might feel bewildered by its proliferation of styles and differing approaches to music-making. â€Å"Indeed, harmonies are more dissonant, phrases more irregular, accents sharper, and tempos are more varied, but that is what makes it so beautiful. Its casual nature is evidenced by the inoffensiveness of wrong notes being plated, by singers taking breath sometimes without relation to lyrics, and musicians being introduced right in the middle of a performance† Ratliff (p. 72). Classical music on the other hand can occasionally trigger a thorough exploration of self and mind. It may cause a person to look at their failures in life. A sudden realization of self can be extreme or painful. Not everyone enjoys classical music. In the UK, classical music is used to drive groups of youths away from places they congregate in. Jazz music is a beautiful improvisational art making itself up as it goes along just like the country that gave it birth, and with each tap of the foot, jazz musicians reaffirm their connection to the earth. Jazz waxes and wanes between tension and repose. It challenges the musician with unpredictability and then rewarding the listener with predictable rhythms. â€Å"Jazz rewards individual expression but demands selfless collaboration.† Ward (p. 1). Listening to jazz is not just a satisfying and rewarding experience; studies show that it is actually good for a musician’s health. Listening to jazz or playing jazz melodies can relieve chronic pain and migraines, reduce blood pressure, accelerate post-stroke recovery, improve memory, boost immunity and induce relaxation. 2 Jazz music helps distract people. It gives individuals a sense of control and also releases endorphins into their bodies that alleviate pain. There is a very contextual debate that classical music is superior due to the fact it can release dopamine during anticipation and experience of peak emotion to music. It conveys very well what the composer puts into it, and although classical music does activate pleasure and reward-related regions of the brain creating a high, playing highly pitched stimulating music for long periods is not healthy because it leads to cortisol and noradrenalin secretion without the concomitant fight or flight action. Long term overdose with those hormones is well documented to create many health problems, from depression to sexual dysfunction. The current market share of Jazz in America is mere 3 percent, but jazz is still regarded as a very powerful music which is in the blood and feeling of the American people more than any other style of music. It can be made the basis of serious symphonic works of lasting value in the hands of a talented composer. â€Å"Jazz music has always been and forever will be fundamental in the development of future musicians† Cook (p. 65). Glossary Bebop: the style of jazz developed by young players in the early 40s, particularly Parker, Gillespie, Kenny Clarke, Charlie Christian and Bud Powell. Small groups were favored, and simple standard tunes or just their chord progressions were used as springboards for rapid, many-noted improvisations using long, irregular, syncopated phrasing. Improv was based on chordal harmony rather than the tune. The ‘higher intervals’ of the chords (9th, 11th and 13th) were emphasized in improv and in piano chord voicings, and alterations were used more freely than before, especially the augmented 11th. The ground beat was moved from the bass drum to the ride cymbal and the string bass, and the rhythmic feel is more flowing and subtle than before. Instrumental virtuosity was stressed, while tone quality became more restrained, less obviously ‘expressive’. The style cast a very long shadow and many of today’s players 60 years later could be fairly described as bebop. Blues: (1) A form normally consisting of 12 bars, staying in one key and moving to IV at bar 5. (2) A melodic style, with typical associated harmonies, using certain ‘blues scales’, riffs and grace notes. (3) A musical genre, ancestral to jazz and part of it. (4) A feeling that is said to inform all of jazz. Boogie (boogie-woogie): a style of piano playing very popular in the thirties. Blues, with continuous repeated eighth note patterns in the left hand and exciting but often stereotyped blues riffs and figures in the right hand. Cadence: A key-establishing chord progression, generally following the circle of fifths. A turnaround is one example of a cadence. Sometimes a whole section of a tune can be an extended cadence. In understanding the harmonic structure of a tune, it’s important to see which chords are connected to which others in cadences. Free Jazz: a style of the early and middle sixties, involving ‘free’ playing and a vehement affect. It was originally associated with black cultural nationalism. Sometimes two drummers and/or two bass players were used. Some free jazz was profound, and some not very good. Some who played it later denounced it, but the style became an ingredient in future styles and still has many proponents despite its lack of general popularity. Groove: an infectious feeling of rightness in the rhythm, of being perfectly centered. This is a difficult term to define. A Medium Groove is a tempo of, say, 112, with a slinky or funky feeling. Improvisation (improv): the process of spontaneously creating fresh melodies over the continuously repeating cycle of chord changes of a tune. The improviser may depend on the contours of the original tune, or solely on the possibilities of the chords’ harmonies, or (like Ornette Coleman) on a basis of pure melody. The ‘improv’ also refers to the improvisational section of the tune, as opposed to the head. Inner voice: a melodic line, no matter how fragmentary, lying between the bass and the melody. Interlude: an additional section in a tune, especially one between one person’s solo and another’s. The Dizzy Gillespie standard A Night In Tunisia has a famous interlude. Jazz Standard: A well-known tune by a jazz musician. See Standard. Latin: (1) Afro-Cuban, Brazilian or other South American-derived. There are many special terms used in Latin music and I haven’t tried to include them here. (2) Played with equal eighth notes as opposed to swung (see swing def. 2). Also ‘straight-8†². The feel of bossa novas and sambas. Pattern: a pre-planned melodic figure, repeated at different pitch levels. Something played automatically by the fingers without much thought. Reliance on patterns is the hallmark of a weak player. REFERENCES: Berliner, Thinking in Jazz, University of Chicago, 1994 Carr, Ian, Jazz the Essential Companion, Prentice Hall Press, 1987 Cook, Richard, The Penguin Guide to Jazz, Penguin Books, 2004 Gioia, Ted, The History of Jazz, Oxford University Press, 1997 Ward, Geoffrey, Jazz a History of America’s Music, Random House, 2000 5

Futility in Samuel Becketts Waiting for Godot Essay -- Waiting For Go

Beckett explores the theme of futility in an attempt to leave the audience with questions about the meaning of life. The techniques and ways in which he does this vary in relation to the scene but he relies heavily on the use of philosophical and emotive language and a shocking way to intellectually and emotionally engage the audience. All characters that Beckett features in his play are used as literary constructs in creating the tone and setting in which to develop and examine the theme of futility. The theme of futility is linked to the philosophy of Nihilism and grounded in the belief that our universe is stochastic, and therefore structure-less. If life has no structure or coherent meaning it can ultimately be seen as futile. Beckett explores the theme of futility throughout the text in numerous ways. The theme of futility is immediately brought to the forefront in the beginning of the scene through stage directions concerning Estragon’s struggle with his boot. Diction such as ‘he gives up, tries again†¦ as before’ immediately set the tone of the futility of both his actions and the situation. This is further reflected in the setting of the play and the apparent bareness of their surroundings. The theme of futility is further reflected in the cyclical nature of the dialogue in the sense that nothing appears to change and everything is simply repeated, their conversation never reached a definitive conclusion they are ultimately still ‘waiting for Godot’ and longing for answers. The concept of time is used very successfully by Beckett in order to highlight and develop the theme of futility in ‘Waiting for Godot.’ Time can be seen as a very fluid concept in the sense that the audience is never made aware of how l... ...above. Whilst numerous techniques are employed in order to develop and influence the audiences understanding and perception of themes he deems important perhaps the most significant tool, which Beckett utilizes, is the motifs and certain characterization. The play can be considered highly minimalist and therefore the dynamics that exist between the characters are essential in order to demonstrate and explore the theme of futility. Ultimately, the theme of futility and the effect it has on relationships and attitudes can be considered the most significant and widely explored by Beckett. Conclusively, futility is greatly involved in the play and Beckett explores it through methods I have explored in this essay. Works Cited Beckett, Samuel. Waiting For Godot. 3rd ed. N.p.: CPI Group, 2006. Print. Vol. 1 of Samuel Beckett: The Complete Dramatic Works. 4 vols

Unit 3 – Supporting Children

E1. Five pieces of current legislation are: 1. Sex Discrimination Act 1975 2. Equality Act 2006 3. Childcare Act 2006 4. Race Relations Act 2000 5. Special Educational Needs and Disability Act 2001 E2. The Sex Discrimination Act 1975 states that we should not discriminate on the grounds of gender and that both genders should be treated equally with the same rights. This means that practitioners should involve boys and girls in all activities and should not make comments such as ‘Girls are more sensible than boys’. Equality Act 2006 provides a legal framework to protect the rights of individuals and advance equality of opportunity for all.That means that practitioners should treat all children as an individual and give children equal opportunities as children have individual needs that should be met. Childcare Act 2006 incorporates the welfare standards with which all settings registered to work with children under 8 years must comply, and also provides a learning framewo rk for children aged 0-5 years called the Early Years Foundation Stage. The welfare requirements affect much of the day-to-day practice within settings, for example the adult to child ratio in rooms.Race Relations Act amended 2000 apply to discrimination on the grounds of colour, race, nationality and ethnic and national origins. It states that practitioners should give equal opportunities to all children no matter what their race, nationality and ethnic origin is. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children. It also states that schools must ensure that they make reasonable adjustments to ensure that children with disabilities are not placed at a disadvantage.E3. Safeguarding is defined as: All agencies working with children, young people and their families taking all reasonable measures to ensure that the risks of harm to children's welfare are minimized. Policies and Procedures w ill help safeguard children by making sure that all steps are taken to protect children and young people from harm. To ensure this create an environment in the setting which encourages children to develop a positive self-image, regardless of race, language, religion culture and home background.Encourage children to develop a sense of autonomy and independence and enable children to have the self-confidence and the vocabulary to resist inappropriate approaches. Following the correct procedures in the setting is essential because if there is an accident and you have followed all the correct procedures then the accident is not your fault; however if you haven't followed the correct procedures then you are responsible for any accidents that happen and the consequences are your fault. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children.It also states that schools must ensure that they make reas onable adjustments to ensure that children with disabilities are not placed at a disadvantage Another policy that will safeguard children is Health and Safety Policy. This policy aims to ensure that settings both inside and outside are secure, safe and healthy place for children, parents, staff and other people to be around in. This policy also aims to prevent accidents, injuries and ill-health, and it makes sure all staff is aware of potential hazards within the setting and the surrounding environment. E4.An Inclusion policy ensures that all pupils are fully included in all aspects of school life and have an equal opportunity no matter what their gender, religion, race, background, specific difficulty or physical ability is. This policy aims to support the individual needs of each and every child recognising their rights and raising awareness. By having a relations or partnership with parents’ policy in place a setting, helps a setting to recognise that parents and carers ar e the first educators of their children. â€Å"Parents are children’s first and most enduring educators.When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning. † Commitment 2. 2 Parents as Partners, EYFS The policy’s aim is to work in partnership with parents and carers in providing an environment that supports and involves them in the setting. A setting can do this by informing parents of how the setting operates, opening times and policies and procedures through written information on notice boards and involve parents in the shared development record keeping about their child and ensure they have access to their child’s developmental records..Another policy that is provided to promote fair, just and inclusive strategies is ‘Equal Opportunities’. This policy is designed to provide opportunities for all people to achieve according to efforts and ab ilities. This policy means individuals will be catered for and they will be given equality of opportunity no matter what disability, ethnic origin, medical condition, gender, special educational need, religion and age. As a practitioner working in a setting you must understand that everyone is equal and everyone has different needs and abilities. E5.One strategy which my setting uses to empower children to develop independence and self reliance is arrival time. When children arrive to school they have few jobs to do before they sit down on the carpet. Firstly what they have to do is put their book bags in correct box Hares, Rabbit or Reading Group Box it depends on which group they are in and whether it is their turn to read. To find out if it is their turn to read they look up on the reading board to see if their picture is up. Once they have done this they have to do the same with their lunch boxes.Then its time to find their pegs and hang up their coats. All children have their o wn pegs with their picture and name on them which makes it easier for children to find their pegs. Finally children say goodbye to their parents and sit down on the carpet in their sitting spaces. Another strategy that my setting uses to empower children to develop independence and self reliance is ‘Special Helper Day or sometimes called VIP day. All children in the classroom have a turn to be a VIP. Children have special jobs to do when it is their turn to be VIP. In the morning the teachers tells children who theVIP is and give children a VIP sticker. Then children are asked to take the register and money basket to the office and on the way back to get the fruit box. Throughout the day VIP’s are responsible for giving the fruit and milk out at snack time and during the day the help the teacher in simple task such as giving the paper out or putting pencil trays on the tables. E6. Transition is a time of change, when children pass through the various stages of life. For the baby this can mean being weaned from milks to solid foods, and for the child it means starting nursery and then school.There are many strategies and examples of how childcare settings can prepare children for transfer or transition. These are listed below: Parents can become as anxious as their children about the move to a new class. Practitioners will regularly have meetings for ‘new parents’ before their children start school. Also, most mainstream provisions have meetings when parents can meet their child’s new teachers; where staff can talk to parents formally about the routines and informally to get to know each other.It is an opportunity to show parents the layout of the setting, and all the practical things which parents need to know about and for them to meet new staff. Reading books, leaflets, brochures and hearing stories that deal with the subject of transition will prepare and support children. This helps to familiarise children with the transiti on process and helps minimise the fear of the unknown. Some children whose second language is not English will find it difficult to communicate or interpret the information provided and the setting will need an interpreter to ease the child’s transition.Ensuring that all documentation about a child is organised and ready to be passed on to a parent/carer or other professionals as appropriate to the situation- For example a key person may hand on a child’s developmental records. Children having comfort objects brought from home will ensure that a child has a smoother transition. Having a comfort object offers children psychological comfort and security especially in unique or unusual situations and also encourages independence.Allowing plenty of opportunities for children to express their feelings and emotions through imaginative and expressive play will ease transition and develop self help skills. Imaginative play helps children to work out ‘real life situations ’ which then helps them to replay the situations which helps children to create solutions to life which is essential for early childhood onwards. Expressive play helps children to release their emotions which will help a child who has just started in a setting to feel more confident.It will help to learn to express emotion more effectively. By having information given by the parent/carer a setting will be more aware of a child’s particular needs or requirements therefore this partnership is crucial. The role of the key person is also important to provide stability for the child and security for the child. E7. Discrimination can occur because some people can have very stereotypical attitudes by having a judgemental approach against children they don’t know and they then assume they know what the children are capable of.Assuming you know what the children are capable of can lead to telling them they can’t do certain activities that other children are doing, when actually they may be capable of it, however even if they aren’t they should be given a chance to try the activity and develop their skills, if they are struggling. Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school.All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to other children â€Å"we are alike but different. † A lot of discrimination can be caused by school children thinking they are better than other children. Children don’t understand that everyone is equal and have the same right. Most often children make comments about other children that come up unde r discrimination. For example they may say: ‘I don’t want to play with black children’.This will make children that are different ethnic background feel different, and picked on. They may feel lonely and left out as other children don’t want to play with them because there skin colour is different. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† (Tassoni et al. 2005 Page 82. (Children’s Care Learning and Development Level 2, Heinemann, Page 82) D1. There are many issues relating to practice which support children to prepare for transitions. Gathering Information about the setting. It is useful to find out information about school/nursery before parents make a d ecision which school/nursery to send their child to. Parents can look up the information on the setting’s website where they can get some background information. They may also read Brochures/Prospectus. These can be useful as they may contain photographs which will be easier for children to visualise where they are going.Parents can also make a phone call to get some more information about the setting; they could also arrange a visit to the setting. Parents could also ask other parents about the setting as other parents may have children that go to the certain setting. However these would be just opinions from other parents. Talking about school with children It is important to talk with children about school, discussing what it might be like and what will happen during the day. To do this effectively, it may be helpful to school or the teacher who will work with the child to find out some more information about the routine.It is important to avoid building overly unrealistic expectations about what school will be like, as a child’s disappointment when the first day is not as they expected may have an effect on settling in process. Visits to school It is beneficial for a child to visit school before starting. Many schools/nurseries offer visits to school/classroom or when the child is moving to the toddler room etc. The more times that a child can visit the place that the child will be moving to the better as the child will get familiar with the setting and will get used to the routine , other children and teachers.Partnership with Parents It’s important that the setting has a partnership with the child parents, as the parents of the child may worry/panic about their child going into a new environment. For example, the setting could have a coffee morning where stay and play sessions can take place to the parents can watch their child play. The child’s self help skills will also have a link with their parents, For example, if a child still uses a potty the parent of the child and the child's teacher will work together to motivate the child to use the toilet.By working together with parents practitioners can find out more information about children such as child’s interest, dietary requirements or if the child needs any special help. D2. Listening to children By listening to children, children will realise that others value what they have to say and therefore children will feel accepted as individuals with their own feelings and thoughts. There are many ways that early learning and child care practitioners can help children to feel heard. During circle times children can be encouraged to share their personal stories, opinions and feelings.Practitioners can encourage children to speak by asking questions, which will give them the chance to speak and to elaborate. When children’s questions are taken seriously they feel validated and comfortable to seek answers. Taking child’s interests into th e account If a child demonstrates interest in something, practitioners can follow up by offering more opportunities for children to try activities related to his/her interests. By following up on the discussion initiated by the child’s question, it shows the child that the practitioner has heard and appreciated his expression of interest.Empowering children to seek answers engages them in the learning process. Giving children choices When children are given some guided choices appropriately and gradually or whenever possible rather than given commands all the time this helps to build up their decision making ability and self confidence. This is by far better than giving commands alone as giving children commands in upbringing stifles the child’s decision making ability which may result in an overly dependant mindset and a general lack of self confidence.B. Assuming what children are capable of can affect children because practitioners may judge them and treat them diff erently, and children will eventually notice that they are being treated differently which will affect their self –esteem and their social and emotional development. When a child feels that way they may stop trying to achieve or only attempt tasks half-heartedly. They may withdraw from activities and/or the group. This is a self-fulfilling prophecy-the less a child tries, the more likely they are to fail.This reinforces their belief that they will fail and they may try even less as a result. ‘’Discrimination of any kind prevents children and young people from developing a feeling of self-worth or self esteem. The effects of being discriminated against can last the whole of a child’s life. ‘’ C. Meggitt 2007 page 155 If a child is the subject of discrimination, they may have a lack of confidence as a result. But there are also additional issues that may have impact on their learning. Children who are discriminated against are not given equal op portunities in comparison to their peers.This can limit children’s experiences and relationships which in turn affects their learning. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† Children’s Care Learning and Development Level 2, Heinemann, Page 82.If children are not given equal opportunities to attend settings, participate fully in activities and have their needs met, they are unlikely to learn effectively as children who do not experience discrimination and are therefore treated superiorly. Children are discriminated for a range different reasons for example: A practitioner will not allow boys to play with dolls and the home corner because she thinks they are girls’ t oys. A wheelchair user is encouraged to read a book inside while the other children go outside to play because the practitioner thinks they will not be able to join in with the physical activities.Children may discriminate against other children on account of their differences; this is often the form of name-calling and teasing, and may be directed at children who are either fatter or thinner than others in the group, or who wear different clothes, have a disability or are bilingual . Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school.All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to o ther children â€Å"we are alike but different. † C. One theoretical perspective which supports the development of strategies for empowering children is Albert Bandura’s theory. Bandura used the term ‘self efficacy’ to consider the extent in which children believe in themselves. A child with a high self-efficacy believes that they are capable of doing activities and they feel more confident.As a child with low self-efficacy has a low self-esteem and will not feel comfortable about some activities. They may make assumption that the activity is too hard and they can’t do it before even starting it. A. The Sex Discrimination Act 1975 has influenced working practices within the early year’s settings as Schools and nurseries need to ensure that nobody is discriminated on the grounds of gender. The settings needs to ensure that nor boys or girls are discriminated in the provision of play activities or during routines.In my placement we plan activit ies where all the children, boys and girls, are able to take part, for example, dressing up. ‘’The Sex Discrimination Act 1975 makes it unlawful to treat a person less favourably than a member of the other sex’’ http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf In my setting I have seen that there is a lot of legislation in place to protect and safeguard children, their parents and families. I have found that the legislation plays part on the work practices when in the setting and it reflects on the setting’s policies and procedures.For Example; at my setting we have a policy on behaviour that states no physical punishment is allowed because the Human Right says children and adults have the right of dignity. The Equality Act 2006 has influenced working practices within the early year’s setting as now every setting has an equal opportunities policy which aims to ensure that every member of the school community is given an e qual opportunity to achieve their full potential . It also aims to offer equal opportunities regardless of race, culture, gender orientation, academic ability, physical ability or class.Provide an environment free from social, sexual or cultural prejudice for all members of our school community. Achieve an environment in which members of the school community can be respected as individuals and in which the varied experiences of the community can enrich the life of the school. Race Relations Act 2000 has influences working practices today as every settings take this Act in to the account that racial discriminatory practice is unaccepted . The Act was introduced to make discriminatory practice illegal in the United Kingdom.In practice this will mean that an organisation must be alert on how a setting promotes their service, recruits staff and make the service genuinely accessible to all. The Act defines two types of discrimination: 1. Direct Discrimination – where a person or o rganisation treats another person less favourably because of their colour, race, ethnic or racial origin. 2. Indirect Discrimination – where apparently everyone receives the same treatment, but where that treatment disadvantages people from a certain racial group.Following the Act the Commission for Racial Equality was established in order to help enforce the act, and also to advise the Government and others on issues concerning it. â€Å"The Race Relations Act 1976 and its amendment Act 2000 and the Children Act 1989 place duties on Local Authorities and others to carry out their functions with due regard to the need to promote equality of opportunity and to provide racially, culturally and linguistically appropriate. ‘’ http://www. durham-lscb. gov. k/Procedures/appendix5. shtml The Special Educational Needs and Disability Act 2001 strengthened the right of children with disabilities to attend mainstream educational facilities. It is unlawful for any school to discriminate against any disabled children or parents. Ofsted inspectors are now checking that schools are complying with the SENDA and are making sure that children with disabilities have the same rights as other people. The Disability Discrimination Act 1995 cover all four UK nations.It defines a disabled person as ‘someone who has a physical or mental impairment which is substantial and long term adverse effect on his or her ability to carry out normal day –to-day activities. Each nation has their own legislation to ensure that children with specific needs are assessed and have their needs met in most appropriate way. Settings are required to make ‘reasonable adjustments’ by either changing policy, providing alternative ways to access a provision, or by addressing physical features which make a service impossible or unreasonably difficult for disabled people to use.For example settings can make their provision more accessible by having downstairs toilet s, wider doors and ramps to the front doors. Bibliography Author| Date of publication| Title| Name of publisher| Tassoni et al| 2007| CACHE Level 3 Child Care and Education 4th Edition| Heinemann| Meggitt C et al| 2011| Children and Young People’s Workforce| Hodder Education| Miranda Walker| 2006| Child Care , Learning and Development| Nelson Thornes| Websites http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf http://www. durham-lscb. gov. uk/Procedures/appendix5. shtml

Harper Lee’s “To Kill a Mockingbird” Essay

In Harper Lee’s To Kill a Mockingbird, Atticus Finch is a man of action. He will never sit idly by while danger is afoot. He steps in, takes charge, and does the job right. Atticus is a man the town can call upon when crisis has arisen. One concrete example of this ability would be the Mad Dog incident. Tim Johnson ran rabid in the streets of Maycomb, and the man called for the job was none other than Atticus Finch. Atticus solved this problem with one well placed gunshot, but this would be only the beginning. The rabid dog Atticus shoots is echoed later in the novel in his attempt to save the community from committing an act of madness. The responsibility of defending Tom Robinson is given to Atticus in the identical matter that Heck Tate gave Atticus the responsibility of defending the town from Tim Johnson. Shooting and wounding a rabid dog can just make the situation worse, just the same as wounding a town’s system of beliefs and values, and as Heck says, both situations are â€Å"a one shot job.† (109) One Shot Finch is brought in to solve the problem. Defending Tom to the point of waiting outside his jail cell, protecting him from a lynching mob shows Atticus’s willingness to carry out a task completely. In this scene he comes against an entire pack of mad dogs armed torches and pitchforks and running rabid with prejudice, ignorance and rage. This situation is a great deal more intense for Atticus, because this time his children are involved. Even with a pack of vengeful, drunken, and angry men staring down Atticus and his two children Atticus still stays calm and â€Å"put the newspaper d own very carefully, adjusting its creases with lingering fingers.† (173) The same calm is shown in the dog scene Scout believes he moves gracefully, â€Å"like an underwater swimmer.† (109) In the trial scene, Atticus must face the toughest pack of mad dogs, yet; the jury. Foaming at the mouths with preconceived notions of how the trial will end, Atticus must attempt the impossible and try to convince a panel of white people that a black man is innocent. Like making a careful shot, Atticus takes aim and sets up all his opponents. He then strikes them all down with one swift move. The sad thing about this fight is that everyone knows that there is no way Atticus can win. â€Å"Atticus Finch won’t win–he can’t win. But he’s the only man in these parts who could keep a jury out so  long in a case like that.† (247) This, however, is all beside the point. The point is that everyone in that courtroom sees Atticus gun down the prosecution with cold, hard evidence, and does so with a certain finesse and dignity that no other lawyer in the town of Maycomb could possess. â€Å"He’s not supposed to lean, Reverend, but don’t fret, we’ve won it. Don’t see how any jury could convict on what we heard.† (238) No matter how good of a shot Atticus is, the jury was already infected with a seemingly incurable madness. Bob Ewell is the ideal personification of a mad dog to the town of Maycomb. Most of the community doesn’t even attempt to treat the Ewells like citizens. â€Å"The Ewells are members of an exclusive society made up of Ewells.† (34) Bob Ewell has gone mad with jealousy and hatred. He feeds on hatred. Though Atticus attempts to retain some respect for Mr. Ewell, he thoroughly maintains his higher standards whenever Bob comes looking for trouble. â€Å"Atticus was leaving the post office when Mr. Ewell approached him, cursed him, spat on him, and threatened to kill him†¦ but Atticus didn’t bat an eye†¦Ã¢â‚¬  (249) Even in a literal sense, Bob Ewell is foaming at the mouth. This mad dog is shot down by means of public humiliation, however. â€Å"I destroyed his last shred of credibility at that trial, if he had any to begin with.† (250) Bob Ewell’s reputation had been shot dead. In conclusion, the series of events after the mad dog incident are all too similar to be purely coincidental. A common theme of the mad dog runs through crisis just as a common theme of the mockingbird runs through peace. Situations involving mad dogs are Atticus’s responsibility, and it becomes evident that Atticus is called upon to pull a lot of weight in the town of Maycomb. Atticus Finch will continue to answer the call for help, no matter where it comes from, or what its for.

John Edward and the Afterlife essays

John Edward and the Afterlife essays The idea that an afterlife realm exists although prevalent in many cultural and religious doctrines, is still a theory that many grapple with. But if one presupposes a post life residence somewhere within the ether of the spirit world, perhaps one can entertain the idea of communicating with that realm. John Edward, a rising star on this side of the veil wants us all to know that life and love are eternal and he holds steadfast to this message because he has been a medium for whom the message has been given and he says it comes from the "afterlife." His spirited TV program, "Crossing Over with John Edward," which airs on the SciFi Network (Sun., 8-9pm ET/PT & Mon-Thurs., 11 & 11:30pm ET/PT) and is headed for syndication, has been the platform for these messages and more. Messages, which he says, are telepathically relayed from the energies who have departed physical life but still continue on in spirit form. Clearly this is a provocative claim - however it should be duly noted here t hat theories of an afterlife have not only been upheld by religions the world over, but by diligent research for well over a century that has spilled a cornucopia of data suggesting that such a realm may indeed exist. Crossing Over has garnered an enormous and loyal following, peaking unprecedented interest to a mainstream audience, clearly crossing over to reach viewers from a diverse cultural, religious and socioeconomic scale to talk about the subject of death and life after death. When I asked Edward what he would attribute to the success of Crossing Over during a one-on-one interview on the set of the energy-filled show he said, "I think what's driving Crossing Over's (success) is as Gary Zukav put it in his (best-selling) book The Seat of the Soul - 'As a society, we are evolving...' and I think that on the planet and as a society, we are evolving. People are seeking knowledge and I think that they are seeking to identify with truth and seeking to ide...

Cundo no aplica castigo 3 y 10 aos por estar ilegal

Cundo no aplica castigo 3 y 10 aos por estar ilegal Las leyes migratorias de los Estados Unidos castigan con la prohibicià ³n de obtener una visa por 3 y 10 aà ±os a las personas que han estado ilegalmente en el paà ­s. Pero hay excepciones importantes a esta regla. Esto quiere decir que a las personas que no les aplica este castigo podrà ­an solicitar tanto una visa no inmigrante , como la de turista o estudiante, como obtener la aprobacià ³n de una visa inmigrante siempre y cuando no existan otras causas por las que se pueda denegar. En este artà ­culo se explica a quià ©nes no aplica el castigo de los 3 y 10 aà ±os por estar ilegal, en quà © casos no importa la estancia ilegal para obtener un beneficio migratorio, cà ³mo se computa el tiempo como ilegal ya que no siempre es claro y, finalmente, quà © hacer si se est fuera de Estados Unidos y se quiere sacar una visa y hay el problema de este castigo.  ¿A quià ©nes no aplica este castigo? El castigo de los 3 y de los 10 aà ±os no aplica a las personas que: Aunque estuvieron ms de 180 dà ­as ilegalmente en los Estados Unidos, ese periodo no de un modo continuo. Es decir, a aquellos que estuvieron un mes de una vez, dos meses de otra, etc. Pero nunca llegaron a pasar seis meses seguidos como ilegales.   (Sin embargo, hay que tener mucho ojo con este punto, ya que las estancias ilegales asà ­ sean discontinuas por un periodo superior a un aà ±o sà ­ que se computan para el castigo de prohibicià ³n permanente para ingresar a Estados Unidos).Se quedaron ilegalmente ms de 6 meses seguidos, pero fue con anterioridad al 1 de abril de 1997. Esa es la fecha en la que entrà ³ en vigor la ley del castigo de los tres y diez aà ±os y no afecta a situaciones anteriores.Son menores de 18 aà ±os. No se computa el tiempo que pasaron como ilegales antes de cumplir la mayorà ­a de edad. Adems, en el caso de los Dreamers con  la accià ³n diferida  aprobada no computan tiempo de presencia ilegal en los Estados Unidos mientras estn protegidos por DACA. Y asà ­ pueden viajar a otro paà ­s y regresar si cumplen una serie de requisitos para obtener un advance parole o permiso para viajar. Se encuentran dentro de Estados Unidos. Este castigo sà ³lo aplica a los que estn fuera del paà ­s. Algunos indocumentados podrn legalizar su situacià ³n sin salir de los Estados Unidos mediante un ajuste de estatus. Pero otros tendrà ­an que necesariamente salir para ir a una entrevista al consulado. Y ahà ­ habrà ­a el problema del castigo de los 3 y de los 10 aà ±os.Pueden beneficiarse de lo que se conoce como Seccià ³n 245(i), para casos muy antiguos. Situaciones especiales en los que no importa el tiempo como  ilegal En casos especiales, la presencia ilegal en Estados Unidos no es considerada causa de inadmisibilidad y, por lo tanto, ser posible ajustar el estatus o sacar una visa de inmigrante, siempre y cuando se reà ºnan todos los dems requisitos. Estos son los casos: Se solicita una visa T por trfico humanoSe solicita  de un TPS o Estatus de Proteccià ³n TemporalSolicitante de una  visa U por casos de và ­ctimas de violencia Và ­ctimas de violencia domà ©stica segà ºn la ley VAWA. Cà ³mputo de los dà ­as en los que se ha estado ilegalmente en Estados Unidos En la mayorà ­a de los casos es muy fcil saberlo. Si se ingresà ³ ilegalmente, desde ese dà ­a. Y si se ingresà ³ con una visa cuando finalizà ³ la fecha prevista en el documento que se conoce como I-94 registro de entrada y salida o la fecha de estatus (D/S, en inglà ©s).   Adems, en el caso de los que ingresaron como turistas o por negocios sin visa por ser de un paà ­s del Programa de Exencià ³n de Visados, como Espaà ±a o Chile, todo lo que exceda de 90 dà ­as es considerado como ilegal. Pero en ocasiones el cà ³mputo de lo que es presencia ilegal no es tan sencillo. En las siguientes situaciones se recomienda consultar con un abogado para intentar esclarecer realmente cul es la situacià ³n: Se ha esperado por una respuesta del USCIS a una aplicacià ³n despuà ©s de la fecha mxima de estancia permitidaEspera durante caso de deportacià ³n ante un juez. Quà © se puede hacer si realmente se ha estado ilegal por ms de 6 meses y se quiere sacar una visa Existen posibilidades de solicitar un perdà ³n, que va a depender de si se quiere una visa no inmigrante o se tiene una aplicacià ³n de visa de inmigrante y à ©sta ha sido negada por presencia ilegal previa. Es importante conocer los mecanismos, quà © es posible y cà ³mo. Tambià ©n es fundamental informase sobre la condena ms dura que aplica para los casos de las personas que regresan ilegalmente a los Estados Unidos por aplicacià ³n de la prohibicià ³n​ permanente. Este es un artà ­culo informativo. No es asesorà ­a legal.