Driver’s Ed Module 1 and 2 Reflection Journal

REFLECTION JOURNAL Name: Rochonna Shaw Modules 1 & 2Module 1: Driving is Your Responsibility:Please answer the following questions in complete sentences using proper spelling and grammar: Complete the K-W-L information below. K- What you Know List two things you know about driving.I know that you should always wear a seat belt.I know that you should be cautious of your speed limit while driving.W—What you Want to know List two things you want to know about driving.I would like to know the rules and regulations of driving.I would like to know the meaning of all the different road signs.L—What you Learned Identify at least two new things you learned from Module One.I learned that driving is a privilege.I learned that the majority of teen deaths are caused by vehicle collisions. Do you already have your learners permit? No If no, have you taken the 4 hour drug/alcohol certificate? NoModule 2: The Driver: Please answer the following questions:Aha Moments: Aha moments are times when you have been reading something and the text suddenly makes sense or becomes clear to you. Please use complete sentences and proper spelling and grammar. Describe three aha moments that you had as you worked through M odule Two.How will this information affect you as a driver now and in the future? (2-3 sentences) OR If you did not have any ‘aha’ moments, answer the questions below in complete sentences using proper spelling and grammar: List three characteristics of ‘at risk’ drivers. An ‘at risk’ driver is drivers who do not wear seat belts.An ‘at risk’ driver is a driver who speeds or exceeds the speeding limit.An ‘at risk’ driver is a driver who merges when it was safer to stop.List three characteristics of safe drivers. A safe driver is a driver who always wears their seat belt.A safe driver is a driver that scans the road to identify possible hazards ahead.A safe driver is a driver who uses their signal lights to a left or right turn. List three driver errors that could cause a collision.A driving error that could cause a collision is running the traffic lightsA driving error that could cause a collision is driving under the i nfluence if drugs and/or alcohol.A driving error that could cause a collision is driving while you are tired and sleepy.How will this information affect you as a driver now and in the future? (2-3 sentences) This information will affect me in a positive way now and in the future. This information is providing me with the knowledge of what to do and what not to do as a driver.

Administrative Theories in Public Administration Essay

I have never thought that administrative theories in Public Administration has been established back in 1800 with theorist who have discovered or developed and now has been part of the system of the Philippine government. The earliest contributors to our understanding of management theory included practicing managers as well as social scientist. More recent theorist has tended to be academic or management consultants. The early theorist can be divided into 2 main groups – the practicing managers such, as Taylors and Fayol and the social scientists, such as Mayo and Mc Gregor. Meet the Mr. Taylor, the theorist of Scientific Management. Frederick Winslow Taylor (1856-1915), one of the early practical manager-theorist, born in Boston, Massachusetts, spent the greater part of his life working on the problems of achieving greater efficiency on the shop-floor where he manages. The solution he came up with was based directly on his own experience at work, initially as a shop floor worker and later as a manager. He pioneers scientific management which includes: The systematic study of the relationships between and tasks to redesign the work for higher efficiency. Taylor sought to reduce the time a worker spent on each task by optimizing the way the task was done. Scientific Management Theory Organizations were seeking ways to better satisfy customer needs Machinery was changing the way goods were produced Managers had to increase the efficiency of the worker-task mix According to him, there are 4 Principles to increase efficiency that are: a. Study the way the job is performed now and determine new ways to do it. Gather detailed, time and motion information; try different methods to see which is best b. Codify the method into rules – Teach to all workers c. Select workers whose skills match the rules set in step2 d. Establish a fair level of performance and pay for higher performance – Workers should benefit from higher output But, Taylor recognizes that the measures he was proposing would appear to be more than just a new method – they would be revolutionary. He stated that the outset that â€Å"scientific management† would require a complete mental revolution on the part of management and workers. Henry Fayol (1841-1924) – father of modern management theory He divided industrial into 6 groups: technical, commercial, financial, security, accounting & managerial And formulated the 14 Principles of management which we are using it every day in our daily activities, allow me to enumerate them and somehow expand a little. Division of Labor – allows for job specialization, Authority and responsibility – Fayol noted firms can have too much specialization leading to poor quality and worker involvement. Unity of command – employees should have one boss. Line of authority – a clear chain from top to bottom of the firm. Centralization – the degree to which authority rests at the very top. Unity of direction – one plan of action to guide the organization. Equity – treat all employees fairly in justice and respect. Order – each employee is put where they have the most value. Initiative – encourages innovation. Discipline – obedient, applied, respectful employees needed. Remuneration of Personnel – The payment system contributes to the success. Stability of nature – long term employment is important. General interest over personal interest – the organization takes precedence over the individual. Esprit de corps – share enthusiasm or devotion to the organization. I have added here some of the theorist I researched which I consider to be worth sharing. Mary Parker – an influential leader in early managerial theory. a. Suggested workers help in analyzing their jobs for improvements b. The worker knows the best way to improve the job c. If workers have the knowledge of the task, then they should control the task. The Hawthorne Studies It appears that the workers enjoyed the attention they received as part of the study and were more productive. Contingency Theory – Assumes there is no one best way to manage The environment impact the organization and managers must be flexible to react to environmental changes The way the organization is designed, control systems selected, depend on the environment Conclusion As management theories evolved in centuries, the principles and ideas were never changed yet it has been a guiding value to those who are in public nor private service and to those who are employed and business people. It’s amazing how they have passed on to many generations of people who wanted to learn and use the theories. The theories have been explicit in explanations and user-friendly, though there are theorists who have presented different thoughts on the earlier theorist but if we examine deeply, it’s all the same, only presented in different design. Before I end, I would just like to emphasize the last part of the theories because it speaks about our relationship with the environment and how we will relate environmental, Technological environments change rapidly so must managers.

Alzheimer’s Disease Research Paper Essay

â€Å"Five million people in America have been diagnosed with Alzheimer’s disease, and one in three seniors will die because of this disease of another form of dementia† ( Lawrence Robinson). Alzheimer’s is a disease that gradually worsens with time, and is incurable. This horrible disease is also hereditary and can cause a family much pain. I’ve experienced Alzheimer’s first hand. My grandfather was diagnosed in April of 2007 and passed away April of 2012. It was a long a winding journey and I remember all the stages of his illness really well. The first sign of Alzheimer’s is memory loss, especially forgetting recently learned information. I remember like it was yesterday. The first time my grandpa did something strange that raised a red flag. Me and my brother were staying with our grandparents one weekend I was 11 and my brother 15. One night me maw told us guys (me, my brother and granddad) to get some food she had ordered from a place called Abe’s that we were oh so familiar with. We got in the truck and headed down the road, carrying on conversation we didn’t even realize that we had passed our destination. The truck stopped at Poppies, puzzled I asked what we are doing here. My grandpa looked back at me and explained that we were picking up dinner. I laughed and said we are supposed to go to Abe’s. He gave me a real dumbfounded look and said lets go inside. He proceeded to go to the counter and asked for our order that me maw had placed we begged him to get in the car we looked so stupid. Finally my brother got my grandmother on the phone and handed it to him. She chewed him out, like a dog with his tail between his legs he walked out we followed suite. At that time in my life I had not the slightest clue of any mental illness such Alzheimer’s but I’m pretty sure my brother did. He stared out the window, not saying a word the whole way back as me and grandpa laughed and giggled about the incident. Throughout my research I have found that â€Å"Alzheimer’s is hereditary and in some studies say it skips a generation†( Mayo Clinic staff). In my case could be me that inherits this disease. Knowing what I know now I’ll have check-ups annually, not because I’m scared of dying but for the quality of life I may live. â€Å"Alzheimer’s attacks four of the 23 chromosomes in a human’s body. It is similar to Down syndrome just happening in a later age†( Jon Glass). In the play we are talking about, in my opinion Willy has this disease and can be important because one of his sons could inherit it. I find it strange that no one in Willy’s family is concerned or wants to take him to a doctor to find out what’s going on. Alzheimer’s disease is a very cruel illness and I wouldn’t wish it upon my worst enemy. I’ve seen the things that monster of a thing can do to the sick, and the loved ones caring for the victim. I’ve learned the best thing to do is to get help, be patient and love the ill unconditionally.

Entrpreneurship Essay Example | Topics and Well Written Essays - 750 words

Entrpreneurship - Essay Example On the other hand, sustainable entrepreneurs are entrepreneurs or firms that work in a sustainable manner and contribute to the creation of sustainable development (Weidinger et al., 2013). Sustainable development has grown significantly for the past few decades; people and corporate have come to realizes that is easy to do business sustainably. They noted that doing businesses is quite easy at the same time trying to solve issues facing the society. According to the view of sustainable entrepreneurs, challenges can be easily solved and at the same time create business strategies that have more value to the society and economy. Current society is characterized by high level of environmental destruction, climate change, and ozone depletion; such practices pose a great danger to us and the needs of futures generations. However, with sustainable entrepreneurship, environment will be safe, destruction of forest will reduce, and improvement of agricultural practices will increase. In addition, sustainable entrepreneurship is a vital opportunity to developing countries. It improves and increase access to education, creates more job opportunities, increase productivity, physical health and economy (Rendtorff, 2009). Additionally, motivations to sustainable entrepreneurship are changes in environmental businesses, in this sense, the change in demand and supply. Such change motivates an entrepreneur to stand tall and focus of sustainable entrepreneurship. A change is an opportunity; an opportunity in this perspective is availability of raw materials to start a business. It is an ethical responsibility of business firms to be more concern about sustainability; at the same time it is also legal for business to be a concern. Currently, businesses are no longer viewed by the capability to avail goods and services but, the way the avail such commodities and impacts on the society. The main aspects which businesses are more concern with are; environmental,

Analyze The Metamorphosis by Franz Kafka Essay Example | Topics and Well Written Essays - 500 words

Analyze The Metamorphosis by Franz Kafka - Essay Example This message of warning is clearly conveyed in Franz Kafka’ ‘The Metamorphosis.’ Both Davies and Kafka seem to have the same theme, albeit in different ways. The following paragraphs shall briefly analyze Kafka’s work and explore its relevance in today’s world, its meaning, and the importance of the story in the twenty-first century, and usefulness of the story in this context. Very briefly put, the story of ‘The Metamorphosis’ deals with, as the name indicates, the dramatic transformation of an ordinary sales executive Gregor Samsa, into a fly-like insect, and the struggle to come to terms with this reality. His shock is evident, and he wonders â€Å"What’s happened to me† (source, 1). Samsa reveals himself to be a classic example of today’s stressed personalities; â€Å"the problems of travelling, the worries about train connections, irregular bad food, temporary and constantly changing human relationships, which never come from the heart† (Source, 1). This is very relevant to current day world wherein many of us travel long hours to our workplaces, and meet unknown new people everyday, eat unhealthy food, counting the profits and settling the bills, with no respite or diversion, to the extent of forgetting all else. Very much like Samsa, we devote no time to stop and review our needs and take stock of our situati on from time to time. Thus we are apt to be as shocked and highly unlikely to accept or adapt any change or transformation in our monotonous, routine schedules. The meaning of the story is quite explicit. Man’s excessive pursuit of material comforts only makes him lead tension filled, unhealthy eating habits, encourages fickle mindedness in his mind, and makes him restless, literally like the ‘bug’ that Samsa is transformed into. If man does not change from this – his chosen path of ruin, then he is likely to lose those very characters that make him human, and reduce him-self to the state of being an irritable,

No need for topic Assignment Example | Topics and Well Written Essays - 500 words - 1

No need for topic - Assignment Example To justify racial discrimination, skin color was considered as an important qualification for members to fit into a certain group in the civil society. South America and South Africa were subjected to long periods of slavery and segregation based on race. Comparative history in America shows that the North and South regions differed greatly in their outlook toward slavery. American sectional conflict was experienced as the conflicting interests between the South and the North became evident over the debate about slavery. The North was known for its development and high profits earned from cotton farming while the South blamed Northern exaggeration in economic exploitation for their backwardness. However, the North considered slavery to be the stumbling block to South’s development. From 1830, the debate about slavery hardened between the two sections with the South defending it by saying that it benefited the Negroes (Frederickson 156). On the contrary, the Northerners argued that it was inhumane to violate human rights through subjecting them to bondage, repression and brutality inherent in slavery. The aggression between the two sections over slavery led to an antislavery movement in the American revolution that led to the abolishment of African slave trade by the congress. According to Douglass (Para 4), 4th of July is the day for celebration of independence and political freedom for the United States from colonialism. It reminds them of the acts, memories and the wonderful tell signs associated with liberation from colonial rule. The attainment and celebration was the beginning of a new life in the United States because it gave citizens the civil rights and freedom opportunity to participate in the building of the young American state. The term river is used to mean people’s actions, which may improve the well being of the society if positively initiated. On the other hand, if executed under fury

Poetry books Essay Example | Topics and Well Written Essays - 1500 words

Poetry books - Essay Example The â€Å"Short Charter of Christ† employs a number of imageries which centrally focus on the development of the grand-imagery of crucified Christ. This imagery of the crucified body of Christ further conveys a holistic abstraction of Christ’s physical sufferings in exchange for the salvation of humanity. On the contrary, the image of the charter visualizes this grand metaphor through the triadic relationship among â€Å"signs†, â€Å"interpreters† and â€Å"ideas† which those signs are intended to convey to the audiences or readers. The scribe of this image has effectively employed a number of signs of physical sufferings such as five wounds, the nails, the â€Å"scourges of his attackers†, stains of blood, bones and skulls, etc. to conjure up Christ’s sufferings and to convey his pains to the readers. Through these symbols, he has attempted to visualize spatiotemporal settings of Jesus’ crucifixion in the mage, while the poem uses various imageries develop the traditional Christian concepts of humankind’s salvation and liberation through Christ’s suffering on the Holy Cross. Indeed, during the medieval period, it was a literary tradition of referring to Christ’s Last Will in Manuscripts. But some of the charters of Christ had been produced in the form of legal documents. In these charters, the scribes would make sincere effort to convey a sense of legality of the documents to the readers. Therefore, the scribes had to apply a number of techniques in this regard. These techniques include literary-visual binary techniques of presentation of the theme. While presenting the theme of the documents they would attempt to instill the spatiotemporal dimension of their subject matter. Necessarily, they had to assume the persona of Christ in their manuscripts. While Christ’s persona was worked out through linguistic strategy of using the first person perspective in the presentation of th e literary content, images were used to illustrate and visualize Christ’s figure. These pictorial presentations of Christ would more or less commonly uphold him in the posture of delivering sermon to his disciples. In this regard, it can be said that the pictorial presentation of Christ’s persona in the â€Å"Short Charter of Christ† is somewhat different from this tradition. Instead, the scribe of the â€Å"Short Charter† has adapted and elaborated the image of crucified Christ to visualize the theme of the poem. The â€Å"Short Charter of Christ†, had been written as a legal document in which Christ grants humankind the liberation and redemption from sins. This charter has a root in the medieval practice of writing religious documents in parchments. More specifically, this is the imitation of Christ’s Last Will and Testament. In order to work out the spatiotemporal dimension of Christ’s physical sufferings, the scribe has endeavored to convey the sense of Christ’s physical sufferings through the images of the cross, crucified Christ and other elements needed in the process of crucifixion. These symbols and images of crucified Christ nailed on the cross are sufficient enough to work out the realities which Christ himself faced. But in order to validate the legal dimension of the texts, those medieval script-writers would manipulate the imagery of Christ’s skin extended to serve as a parchment on which Christ’

Play and Pedagogy (Early Childhood Education) Assignment

Play and Pedagogy (Early Childhood Education) - Assignment Example What is a curriculum, do we really grasp its meaning, or have we mistaken it for some other related terms Now is the time to know. 'Curriculum' came from the Latin word 'curere' which literally means 'to run'. In educational context, it is 'the course of the race'. As the word evolves, it has now come to mean 'the course of study.' (Wikipedia,2008 )A 'curriculum' is the sum total of all learning activities, content, experiences and resources that are deliberately chosen organized in such a way that learning is maximized and goals are achieved. Therefore, a curriculum is not only a plan for what will happen in the classroom but also a long ranged scheme of the events, activities and practices to achieve the total learning goal set at the start of school year. As much as spontaneous learning is encouraged in preschool, there should a set of learning priorities to be followed. It is important that learning is well planned, suited for the age and physical development of the child, as well as the physical set up of the school. Each school varies in physical and temporal set ups, learning goals, resources and many others; it is vital to program activities around available resources (but not limited to), weather conditions, environment, people and routines. These factors are adjusted to suit the individual and communal needs of the learners to achieve the ultimate goal set by the school. (Zaslow,1991) "Children in well run program acquire a wide range of social skills and become more competent as a result of their frequent interactions with other children." Curriculum Planning Guide When planning a curriculum, there are many things to consider. Carefully think about the following elements when planning: Age appropriateness. Consider the ages of the students involved in the program and organize activities suited to their developmental growth. Individual appropriateness. Children, though of the same age level has different developmental speed or ability. One can distinguish a symbol faster than the other; consider the individual differences and plan activities wherein all children can participate. Family and Culture. Plan activities with respect to individual family and cultures. Do not discriminate, alienate or make fun of differences. Transition periods. Transitions are times that occur between activities; a good maneuvering technique should be developed in order to maximize transition period. Teacher values. What the teacher believes in is also an integral part of the curriculum. What are her interests, personal philosophies and

Did Elizabeth Lizze Borden murder her parents Essay

Did Elizabeth Lizze Borden murder her parents - Essay Example This question has puzzled many critics, researchers, writers and people associated with the legal punishments since the last century. The general public has also shown great interest in the subject that what had compelled a young daughter to kill her parents? Did she really kill them or there was someone else involved in the case that did not show up to the front screen. The events of a hot summer day in 1892 remained a mystery however; history has offered us some interesting facts which can prove to be helpful in solving this case of brutal killing. On August 4, 1892 Mr. Andrew Jackson Borden with his second wife Abby Durfee Gray was found brutally murdered in their house located in Fall River, Massachusetts. It was a hot sunny day and both were killed by a sharp axe (Watson, Elizabeth E.). Lizzie Borden was at home when the incident took place and was accused of the criminal act. But she was declared innocent after the trial. The town people believed that she had murdered her parents however even after more than 100 years the mystery has remained unsolved. Nobody knows about the actual murderer. Despite of her being indicted she inherited a considerable property from her father’s wealth. THE MYSTERY Critics and writers have a strong consensus on one point of the case that it was none other than Lizzie who murdered her father and step mother using a very sharp axe. The possible reason for such a brutal act is suggested to be the family disputes going on between Mr. Andrew Borden and his daughter Lizzie Borden in relation to the distribution of property among the family members of Lizzie’s step mother, Abby Gray. ... Whereas on the other side Lizzie was extremely disturbed after the death of her mother she never accepted the new family member, Ms Abby as her mother again. She was a well respected lady among the town members but the uncertainty going on within the family was known to everyone. It was a hot morning when Mr. Andrew was found dead in his room lying on the sofa. His body was showing the marks of heavy wounds including the poor condition of his head which was struck eleven times with a sharp instrument. His eye balls were cracked which clearly represented the extremely cruel nature of the murderer. On the other hand his wife’s body was found in the guest room. She was kneeled down on the bed which showed that she had been setting the bed when someone stabbed her head from the back using the same instrument nineteen or more times. Fortunately or unfortunately Lizzie was at home when the incident took place and she was the one who informed mates and servants. As soon as the news s pread out neighbors and town people also get in to see what has happened as the Borden family was considered one of the richest families in the town and that the murder was too much suspicious. Soon after the murder Lizzie was arrested as being accused of doing the criminal activity but was released after some months of trial (Kent, David). Her declared innocence put many questions in front of the critics and general public that either she was a real murderer or the court’s decision was a justified one? Argument Research shows that she had committed the crime because throughout the trial session she was continuously changing her statements, she was seen very nervous and frequently changed her answers about her position when his father came back home. First she said that she was in

Consumer Culture in terms of Social Status and Identity Essay

Consumer Culture in terms of Social Status and Identity - Essay Example The global arena, as experienced in the contemporary arena, has undergone through various changes, as historically provided. History provides a review of the evolution of Man, which culminated in great advancement during the past two centuries in terms of different contexts. The 20th century was indeed the hallmark of human irony, where various contexts influenced and were in turn affected by human civilization. Thus despite the clashes of human ideology, which inadvertently resulted in two deadly global wars, and a 45-year long Cold war, the real winner of all this was an unlikely candidate. What do I mean by this? That while the United States became the eventual global leader, the century did not culminate in its political ideas’ dominance in global affairs rather it was the concept/ aspect of consumerism that won. Consumer culture, individualism, individual strive for success, and materialism became the dominant identity factor, which portrayed then and still does, Man’s ultimate gains (Cross, 2002). While the political and economic spheres had been influential in humanity’s existence, as portrayed throughout history, it is the 20th century, which ultimately defined Man. In the superpower itself, and increasingly across the globe, the visions of a political society of active citizenship and stable, shared values did not become enshrined in the human subconscious. Rather, the seemingly passive, yet dynamic society became ingrained in material consumption in the manner. Jhally (2006) portrays that this is what has come to define our current society, the geopolitical, social and economic factors notwithstanding. To augment the aforementioned drive has been the greatly influential aspect of globalization. Despite the great expansion of government, the very basic ideal of political life being primary to social coexistence and human interaction, it has receded to the  background; paving way for a consumer public.

Foundation of Theology Essay Example | Topics and Well Written Essays - 2500 words

Foundation of Theology - Essay Example All the official teachings of the Church and the official documents of the Church must have their basis on these foundations of Catholic Theology. One of such official Church document is the Vatican 11 document. An analysis of the 16 documents in the Vatican 11 document shows that all the documents are based on the foundations of Catholic Theology. This paper analysis four of the 16 documents in Vatican 11 document and shows how the fathers in the Vatican 11 Council based their teachings in these four documents on the foundations of Catholic Theology. These four selected documents are Lumen Gentium, Sacrosantum Concilium, Gaudium et Spes, and Orientalium Ecclesiarum. Each of these documents deals with different and particular aspects of the life of the Catholic Church. The selected documents are well analysed and the basis of the documents on the foundations of Catholic Theology are given. Dogmatic Constitution on the Church (Lumen Gentium) The document Lumen Gentium is the document in Vatican 11 documents that gives the dogmas of the Church. An analysis of this document shows that the document is based on the foundations of Catholic Theology. To begin with, the document, Lumen Gentium, is deeply rooted in the Sacred Scriptures, i.e. every chapter of the document has its basis on the Sacred Scriptures. ... Lumen Gentium continues to show how Jesus Christ sent the gift of the Holy Spirit to the disciples on Pentecost day. The Holy Spirit, therefore, is the real authority behind the teachings of the Church for it is him who empowered and enlightened the disciples. This therefore shows that the dogmatic constitution of the Church (Lumen Gentium) has its origin in the Holy Spirit and it is, therefore, the revealed truth of God to His people. Having shown the origin of the dogmas of the Church based on the teachings of the Scriptures, the document explains the various roles of the people of God, i.e. the laity, the bishops, the priests, and the consecrated people/the religious people. All the roles of these groups of people in the Church of Jesus Christ are explained according to the teachings of the Scriptures. In nutshell, all the content of lumen Gentium is based on the Scriptures. The content of the Lumen Gentium is also rooted in the traditions of the Church. For instance, on the teach ings on the Blessed Virgin Mary and her role on the economy of Salvation, Lumen Gentium draws heavily on the traditions of the Church. Lumen Gentium confirms that Mary is, indeed, the mother of God. This confirmation is perfectly in line with the traditions of the Church that teaches that Mary is, indeed, Theotokos (Mother of God). The document also confirms that the Blessed Virgin Mary was a virgin before and even after the birth of Jesus Christ. This teaching is found in the traditions of the Church, but not directly from the Scriptures. On the role of Mary on the economy of Salvation, Lumen Gentium teaches that by obeying to be the mother of God, the Blessed Virgin Mary cooperated in the work of salvation and her role, therefore, is not merely

Nutritional knowledge Essay Example for Free

Nutritional knowledge Essay Discussion (guide 2000) The results on knowing the meaning of BMI, it has been shown through the Chi-square test that there is no significant relationship between being obese and knowledge of this item. The same results were yielded for knowledge of fibre-rich food, recommended daily intake of fruits, and recommended daily intake of breads and cereals, which also had insignificant results in the Chi-square. The knowledge items which yielded a significant result in the Chi-square include recommended intake for various sources and reading labels. Health Behaviours Examining the t-test results, most health behaviours prove to be significant. On the number of glasses consumed daily, the normal weight group had a higher average, indicating greater consumption. On the consideration of health in choice of food, there is no significant difference between the two groups. The same trend is observed on the time of taking supper. For time of sleeping, the obese group seems to sleep at a later time. Moreover, the normal weight group has a higher frequency of exercise sessions. The obese group also has more frequent intake of meals; crisps; sweets, chocolate or desert; sweetie beverages; low calorie drinks; instant noodles; and deep fried food. No such difference was noted between the two groups for frequency of eating snacks. The present study does suggest significant differences in the knowledge, lifestyles, and behaviours of normal and obese samples. This suggests that cognition, affect, and behaviour are meaningfully interlinked and that one affects the other.

Design Symbolism in Museum Architecture

Design Symbolism in Museum Architecture Altes Museum in Berlin was designed by Karl Friedrich Schinkel in 1830s. They way is has been done inflected many architects work. From this building, we could feel Schinkel desires to provide the people who lived in or visited his buildings with subtle spatial experiences and consider the relationship of building with their landscape settings. He diverted the focus of architectural concern away from the design of facades as two-dimensional graphic compositions and towards ideas exploiting the three dimensions of space together with a fourth that of movement in time. This implied a richer and more complex conception of architecture, one that was not merely preoccupied with issues of style and proportion. When you walk into this museum, the first thing you will notice is broad stair upwards and 18 ionic columns in elevation. Columns are sandwiched between a podium and an entablature. As you climb the broad steps, you will go through these ionic columns which form an 87 meters long portico with statues along the side. This is the moment you feel you are not only the observer but a part of this architecture or a participant in this spatial experience. There are options for further movement. You could walk through the rotunda which is the heart of the building, and then go into the galleries. Or you could turn left or right then climb up the stairs to the upper level straightly; you could look back through the double layer of columns to the outside or into the rotunda. It is a great in-between space which connected outdoor landscape and inside world. You could literally see through the space, smell the fresh air, and feel the hierarchy and transparency of the layout Schinkel carefully ar ranged. Also, you could feel you are part of this experience by being in the spatial transition and connection. This building is not merely a matter of visual appearance and sculptural form but is also an instrument for orchestrating experience, it designed to take people move up and down, inside and outside by stairs, change their view by through columns and levels. POMPIDOU CENTRE The George Pompidou Centre in Paris built between 1970 and 1977 by the architect Renzo Piano Richard Rogers. The building housed arts, books and contemporary recreation. The site of this project was a massive car park. Rogers and Piano won the competition; theirs first plan is to use the half of the space available leaving the rest as a forecourt. The decision actually became the most successful one in the design. The structure of Pompidou Centre is simple and repetitive. The architects put the functional parts which would normally be inside on the outside of building. All the building faà §ade covered with glass, which both reflex and absolve the city. Six walkways have been installed on every floors facing to the forecourt and the city centre. Outside of the structure frame, the huge escalator was placed which transport visitors up to the fifth level. These two super layers on the frame of the building give the visitor a kind of industrial image. People moving through the transpierced tube to get the floor they want to go to. It is not only a building with skeletonal volume and providing sufficient wall structure but also the huge lattice truss provides the flexibility. The architects decide to build a flexible shelter and provide public space to wait and see, rather than make a monument or cultural space at the first place. The forecourt is as important as the building to people. It is a real livable urban space in the dense environment. It also makes the building more belong to the city. The forecourt has a gentle slope; force visitors pass the entrance area slowly. There is no significant separation between the forecourt and the lobby. The ground level is also a huge open space with no columns, where people could feel the continuity of space. The forecourt introduces the centre and the entrance is the continuity of the city. The forecourt also exhibits the life of the city, so too do the faà §ades. The walkways is not only free circulation space, they also reflex the meeting point between the building and the city. So the whole faà §ade is accentually a public space. Different movement is unrestricted and free in this space, from street to the forecourt, the tube to the walkway. Visitors do not need to pay for going into the escalator, for the full experience of the whole sequences. It is so livable. Although, it is a huge scale almost twice high as the surrounding building, but it is not separated from the city. It is the most popular building for visitors and locals, and also became a monument of the city. People not only come for the facility but the place and the views. TATE MODERN Tate Modern is one of the most famous national galleries of modern art in London. It seated at the bank side, linked to St Pauls Cathedral by the Millennium Footbridge. It was used to be a Power Station, designed by Sir Giles Gilbert Scott and has been regenerated by Herzog de Meuron from 1994-2000. The main entrance located at the west side of the building. When you walk close to the building from west, firstly, at your left hand side, you will see a green forecourt with black benches linear distributed. At right side, you would find a ramp downwards, about 18-20 meters wide. Walking down gently, you could see the glazed door and curtain wall and the sign on top, and people would finally realize it is the way in. The height of the door is really low with quite long extension on the top, so while you passing it you could not appreciate fully vision of the inside right away. The ramp doesnt stop here but extends down to the inside. The only different is two meters wide steps along the right hand side of the ramp after passing through the glazed door. While you carry on walking down for couple of steps, you will suddenly get full image of the inside the Turbine Hall, a huge scale space. The architects leave the whole space purely appear to the visitors. Five-storages tall, 3,400 square meters space which was housed all the electricity generators of old power station. It is a space for specially-commissioned works by contemporary artists. A liner roof light dropped from the top, continued down to the back wall. This hall has been compared with the Bibliothà ¨que royale de Paris by Étienne-Louis Boullà ©e, about the similar full-length skylight and enormous height above, also the opportunities for people to look the central area from the side. They want to make the space as breezy and easygoing, and display itself at the beginning rather than art. This is also a kind of celebration the architects intend to make before the exhibition. The ramp keeps taking you to the reception area and the front of central stair, a lifted black plate which looks like a bridge cross above. The first options for the visitor is that you could choose to go underneath the lifted area, forwards to the back part of the turbine hall, to the left where is the major transport area - the escalators, or to the upper level which connected directly to the north entrance and the river bank. However, the river side entrance seems to be more popular than the main one, mostly because it located right to one end of the Millennium Bridge which connected with St Pauls Cathedral. So people from north bank could actually walk cross the bridge and get into the museum. The other reason probably is because of various activates, there are many people moving along the river bank, also a nice green area with seats provide space to the street performers and vendors. The atmosphere here is much more livable compare to the forecourt of main entrance. Herzog de Meuron describe the transition of the entering as the moment of breathless wonder. The thought if they want to bring the observer the feeling of being overawed, of having to catch ones breath before real grandeur, they must led them through the eye of a needle a tunnel. The ramp is little more than a slightly tightened copy of the access ramp to the Pompidou Centre, but they extend the ramp to twice the length, for at an unexpected point they increase the already vast height of the hall by tearing out the old floor above the cellar, to make the over high hall even higher. JEWISH MUSEUM The Jewish Museum in Berlin was built between 1993 and 1998 by the architect Daniel Libeskind. He called his design for the Jewish Museum Berlin Between the Lines. The floor plan is shaped like a zigzag line and is intersected by a straight line. Empty spaces called voids extend the height of the building at the interfaces. The zinc-clad faà §ade is covered by diagonal slashes the window openings. Three paths cross on the lower level: the Axis of Exile, the Axis of the Holocaust, and the Axis of Continuity, Which leads to the museums upper stories. Daniel Libeskind said: What is important is the experience you get from it. The interpretation is open. As Libeskind said, the experience is the crucial. It is like a story he want to tell. The zinc-clad building attracted people from distance on the street, but there is no entrance. There is also no sign telling people where the way in is. The main entrance of the museum actually located at the old 18th century building. People have to walk into the existing building, pass the reception and finally get to the way into the main part. It is a large entrance at right hand side in untreated concrete with sharp angles. It open onto a staircase that instead of steps to the upper floor as it is to be expected in museum, the staircase goes underground. So the visitor of the museum starts from the foundation of the old building. But architect reveals the suggestion immediately, if you look up, you see the staircase is actually at the very bottom of concrete well that without any functional justification pierced the old building in every level. So people could see the concrete well from all flo ors up to the eaves. The concrete tower guards the entrance to underground area that seems first sight to be much simpler then the broken-line surface building people seeing from the street. And Daniel thought this is the real heart of this project. They are three corridors. The central island means only two could be seen at a time. It is impossible to have overall vision. It is the axis. An axis is a straight line about which the part of the body or system axiomatically arranged. The three axes here represent the three major experiences the Jewish life in old days: continuity, exile and death. The lights on the ceiling also accent the idea of axis. Only the straight and longest path leads to the main part of the museum. It leads to a staircase seems to be quite modest, as walking up, suddenly spectacular perspective reveals. Straight-line staircase keeps going up to reach the top floor. Architect frees the space with only one direction- upwards. Great concrete beams stabilized the structure seems have difficulty to hold the building. There are also six different shape concrete avoids in the building, pierced the building in every floor. The only lighting comes from skylight. The threshold in Jewish Museum is not the space we usually could see. In this case, transition space (the axis, the stair, the avoid, the light) became the most important part to reveal the spirit of this building, a story which the architect wants to share with all the visitors. He also intend to make this building not obvious and leave all those meaning and hidden violence to be explored by the visitors, or more accurately, the participants. CAIXA FORUM Caixa Forum built between 2001 and 2007 in Madrid by the architect Herzog de Meuron. It is a post-modern art gallery located at the centre of city. It is housed in a converted 1899 power station. The architects decided to demolish the original roof and interiors. They cut away the granite base of the brick exterior walls, creating the illusion that the building floats in midair, hovering over a covered entry plaza. With the addition of two upper stories clad in rusted cast iron and two underground levels, they doubled the buildings height and increased its size five times to more than 100,000 square feet. In short, the architects have skinned and gutted the structure like an animal, transforming its tattered brick shell, four withes thick, into an exotic veneer. The basic strategy of the Caixa Forum design is similar to that to lift the building up and create a shaded public plaza underneath. It is because the condition of the site is quite compressive, with the narrow back streets sloping upward on one side. To cut off the bottom part makes the building more visible and accessible from different directions. When you walk from cross street, no matter from front or back, the first impression is a floating building with different colours and the green wall beside. Take some more steps; you will immediately feel the spectacular using of material. The incredible texture using for the facade and the paving, create a unique image. Several layers revealed on it, the covered plaza made by many triangular panels, the existing part, the top extension with perforated rusting iron and the vertical green standing by the side. Getting under the covered plaza, you will find the surrounding suddenly get dark, and see reflecting ceiling which made by triangu lar iron-cast panel, the dynamic space with three cores containing which supporting the building and also a fountain by the side. These irregular panels are hung from the upper floor slab, continuing to the central entrance a spectacular spiral entry with crisscrossing exposed fluorescent lamps on top. So people move from the dark and heavy entry plaza up to the entrance could suddenly feel the sharp contrast between the two spaces. Another key space is the main star a white curving balustrade of softly finished concrete. This spiral form will take visitors straight up to the top floor cafà © where could have a veiled view of the botanical garden and surrounding through the perforated cast iron. Herzog de Meuron developed the strategy on notions of character and collage. It gives each space its particular sensual and experiential personality. They explored it through different properties of materials and texture, transformation and decay. It created an instantly recognizable icon from distance that is also a space of intriguing complexity while walking into it. 21th CENTURY MUSEUM OF CONTEMPORARY ART The 21th Century Museum in Kanazawa, Japan built by the architect SANAA between 2000 and 2004. It is located in the center of city Kanazawa with complex contexts: town hall, public park, opera house, shopping mall, town hall, kindergarten and residential. People come from many directions for different purposes, for that reason, SANAA planned to give the building a circuital form right from the start. That makes it equally accessible from all directions, without any distinction between front and back. The building has two zones, the museum zone which required admission tickets, and the socializing zone which is free for public. But they are not completely separated. The architects want these two zones to be visually linked, divided only by transparent acrylic doors and courtyards. The first key element of this building is the outer walls. They are made of glass, reflecting the surrounding landscape. It was designed so that the inside and outside of the building overlap visually in the curved glass surface. Also it offers a 360-degree view of the surroundings. At the same time, SANAA decided to use path and courtyard to carve the transition space out, left only the solid exhibition area. Four major courtyards provide visitor several opportunities to be exposed fully to the natural light. Corridors are like streets, crossing from north to south and east to west, creating links with the landscapes outside and inside. These are also for the public to use for free, unlike the Pompidou Center which set back to create a square for public, this building intend to hollow itself from inside to invite public as participant. In this building, when the movements of the people inside the building are visible from without, the sequence of events becomes a part of its external appearance. The way they look at events reflects how the architects perceive contemporary situations. They interpret this space by creating elements of contrast and continuity between the architecture and its setting. They thought transparency has a special meaning in this museum. It is not just a way of achieving lightness, information, openness, and illumination, or including human movement as a part of the design. It is about the feel of life. PHILOSOPHY A museum is much more than the structure of exhibiting. It could be a physical system of heating and cooling, of lighting and darkening, of moving and staying, of preserving and decaying, of observing and learning. Also, it is a spiritual structure of recording and describing, of hiding and revealing, of bounding and merging. However, it is always a structure for public using; therefore, one of the most important systems would be entering and leaving. We cant only think about an exhibition room to understand the museum without considering the process of transition. This kind of transition space is made of lounge, passage, entry, and exiting etc. It could be describe as a system. We could look it individually, but actually they always bound up. We do not perceive sprit of a museum by exhibits. People coming from different directions gather in the same shelter, take some time, walking, looking, listening, seating, eating and leaving. The performance is consistently affected by the architecture, the system. The way of the system operate force us how to perform it in. While we follow the instruction to perform it, different human acts reveal. Ultimately, acts we made make us truly perceive and understand the space. Neil Leach described the idea of door, is that The door becomes the image of the boundary point at which human beings actually always stand or can stand. The finite unity, to which we have connected a part of infinite space designated for us, reconnects it to this latter; in the unity, the bound and the boundary less adjoint one another, not in the dead geometric form of a mere separating wall, but rather as the possibility of a permanent interchange. In museum, the rooms and art objects form only the container, but it is not all about that shell, the content is formed by the visitors. Without that, its like a painting only with dead surface. In this case, museum is not a private collection, an art review; it is always about the public. That is why we find museum admirable.

Focusing on A Child’s Right To Play

Focusing on A Child’s Right To Play The focus of this review will concentrate on addressing the issues and concepts surrounding the subject of Outdoor Provision in the Early Years setting. The review will begin by looking at the current literature supporting the suggestion that play has been identified as an essential part of early childhood education, touching on recent educational literature as well as a look at past theorists views and how this has affected early years practice to the present day. The review will then follow on from this with the main body of the essay discussing the literature and research on the outdoor environment within the early years setting focusing on the positive and negative areas surrounding the topic. In order to accomplish this, the review will analyse and synthesise current educational literature surrounding the main issues and ideas on the outdoors. In relation to the outdoors, the review will also touch upon issues raised regarding the relationship between the outdoor environment and boys attainment and the importance of equal opportunities within early years settings. The review will conclude with reference to all of the findings from recent educational literature relating to the outdoors and the issues and ideas surrounding it. Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a childs soul(Fredrich Froebel n/d) Introduction It has been continually reported and researched, that we expect too much too soon from our young children today. Early Years Practitioners are under pressure from government statistics and league tables to conform to a formal style of teaching too early, but how do we resist top down curriculum pressure? The time given to childhood is continually being eroded as children are rushed towards the adult world. Rather than being receivers of information, young children need to enjoy the experience of discovery, so that they can apply knowledge, concepts and skills, and take calculated risks in a structured rather than a directed environment. In all activities children need to play. (Warden 1999). Have we forgotten about the importance of childhood, the importance of Play? Surely it is impossible to stop children from playing? Such a strong natural drive must have a function. The disappearance of childhood is a contemporary phenomenon arising from a disappearing understanding of the true needs of early childhood (Lynne Oldfield, 2001: 5) Play has always been a topic under debate among educators and not only in the present day, as there are also vast amounts of research from past educational theorists that both support and challenge the idea. Someone once wrote that defining play is like looking for crocks of gold at the end of a rainbow, which seems like an appropriate definition. Play has been defined in various different ways by different theorists and throughout history philosophers and theorists have watched and questioned play. As far back as the 18th century Froebel was highly aware of the role of environmental influences in determining the full realisation of the childs potential and his respect for childrens play was profound; Playing is the self education of the child (Froebel 1815). Also in the 18th century Rousseaus work had its emphasis on freedom for children which was later criticised for encouraging parents to allow their children to be noisy, undisciplined and unkempt. His writing was said to be responsible for this provoking, obstinate, insolent, impudent, arrogant generation. Almost 300 years later this sounds all too familiar. By letting our children play are we creating destructive members of the community or are we helping them to become independent, confident and capable learners? Susan Isaacs theory would definitely agree with the latter of the two statements, in the 1920s and 30s. Isaacs developed both a curriculum and a means of understanding young childrens development based on her observations of their play. She wrote that, Play is a means of living and of understanding life. Neuroscientist, Susan Greenfield, (1996) also lends support to this view when she writes, Play is fun with serious consequences. The early years writer, Tina Bruce, also defines play as something involving choice and firsthand experience. ( Tina Bruce 2001) . Although research about play based learning has been rife since the 17th century, it is only within the last few years that the government has recognised its importance and incorporated it into the curriculum as an essential part of early years, Playing allows children to develop a sense of well being; develops their emotional responses and improves their interpersonal skills. It involves exploration and creativity, helping children think in a flexible manner, developing the creative process, language skills and learning and problem skills. (DCSF, 2008). Government documentation has not only highlighted the importance of a play based curriculum but also the importance of the outdoor environment. It states that all settings should provide continuous outdoor provision for all children (EFYS 2008). It is here that we move on to the importance of the outdoors as an extension to the play within the early years. Young children should be outdoors as much as indoors and need a well-designed, well-organised and integrated indoor-outdoor environment, preferably with indoors and outdoors available simultaneously (The Shared Vision Values for Outdoor Play in the Early Years, 2004) Drake looks at the work of other early years professionals and she identifies the outside area as a valuable resource that should be viewed as an extension of the whole setting in which all other areas of provision can be set upà ¢Ã¢â€š ¬Ã‚ ¦ (Drake 2001:3). Later these findings were also supported by Helen Bilton in an early years education lecture where she stated, The outdoor area is a complete learning environment, which caters for all childrens needs cognitive, linguistic, emotional, social and physical. It should be available every day alongside the indoor class and throughout the year. (Helen Bilton 2010). Claire Warden is also of the same opinion as the author of Nurture through Nature, uniting together play and the outdoors: Play is the means through which children find stimulation, well being and happiness, and is the means through which they grow physically, intellectually and emotionally. Play is the most important thing for children to do outside and the most relevant way of offering learning outdoors.(Warden 2008) The outdoor environment In Sept 2008 the EYFS was introduced as a government policy document which stated, A rich and varied environment supports childrens learning and development. It gives them confidence to explore and learn in secure and safe, yet challenging indoor and outdoor spaces (EYFS Commitment 3:3). The debate about the outdoors and its importance within the early years has been discussed widely and is rarely out of the media. Not only has this been identified as an essential part of childhood education since the 18th Century but there had also been extensive research and literature produced to confirm its value and not just of opinion, but scientific research. The debate is not any more about whether or not the outdoors has a positive effect on childhood as this question has already been answered in abundance, but we still have to question how and why does it have a positive effect on childrens early years education and what are the potential benefits for learning outdoors Nurture through Nature?. What better way to get a good perspective of the benefits of the outdoors than to ask the children themselves? Young children are spending increasing amounts of time in educational settings which then places a big responsibility on the early years practitioners and the learning opportunities they provide, but what do children think about the outdoor environment? In conjunction with the Every Child Matters document which maintains an emphasis on listening to children, a research project, Mosaic was initiated to find out. It was found through observations that children thought that their outdoor environment was very important. In surveys with young children, particularly those carried out to inform the development of the Early Years Foundation Stage (EYFS) framework, being outdoors always comes out at the top of their priorities and favorite things in nursery. The special nature of the outdoors seems to fulfill the way young children want to play, learn and develop in so many ways. Perhaps this is why children love to be outside so much! It certainly gives a strong rationale and justification for developing rich outdoor provision and providing as much access to it as possible. Creating environments to support boys learning The importance of the outdoor environment in the early years has already been firmly recognised, but some aspects of it in particular seem to support boys more in their natural learning styles. One of the issues raised within the early years over the last few years has been the underachievement of boys compared to girls. There have been various reasons addressed and researched but something which comes up frequently in current literature is the question Are we planning the correct environments to support boys styles of learning? As a result of this apparent lack of achievement, research had been undertaken to find out the ways in which boys learn and there has been strong evidence to suggest that learning and playing in the outdoor environment will help in raising boys attainment. Bilton supports the view by stating, Boys brains develop in a different sequence to girls and this could have some bearing on teaching and learning. Boys develop concepts of movement and space first so it makes sense for teaching and learning to take place in an environment such as the outdoors (Bilton 2002:73). Boys are no less able than girls, so it seems to fall at the feet of the professionals in the early years. Are practitioners knowledgeable enough about the differing gender learning styles to offer a fair and accessible curriculum to all children? In the early years foundation stage booklet it states that, All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development .(EYFS Statutory Guidance 2008) Contrary to the government statutory guidelines, boys were still underachieving which sparked a new government research document to be produced, Confident, Capable and Creative: Supporting boys achievements. This document supports the ideas that the problem lies at the feet of the professionals in proving the incorrect type of learning opportunities, Are we planning experiences for boys that build on their interests and value their strengths as active learners and problem solvers or are we simply expecting them to be compliant, passive recipients of new skills and knowledge (DCSF 2007). This was also recognised by Ofsted in 2007 when it was published: Ofsted has specifically highlighted the need to make early years provision more boy friendly and help them to achieve more rapidly by providing activities for learning that engages them. (Ofsted 2007). The importance of the outdoors is therefore even more crucial when looking at the future of our boys attainment. Are boys developing a negative image of themselves as learners because professionals are providing the wrong learning opportunities? So what does the outdoor environment give to boys that the inside environment does not? Helen Bilton has researched boys and the outdoors significantly and she writes that, The outdoor environment could play a central role in helping boys. They are more interested in movement, exploration and action and this type of activity occurs for the most part in the outdoor area. (Bilton 2002: 73) Smith et al.(2003) outlines the psychological perspective on gender which concurs with Biltons views on boys that even though boys and girls share interests there is evidence of clear play preferences by 3 or 4 years old. Boys are more likely to enjoy play that is more active and need more space. (Smith et al 2003). As the outdoors is a perfect place for facilitating activities which encourage movement and multi sensory experiences it tends to support boys natural learning styles. Resources and equipment that encourage children to solve problems and overcome challenges through exploration seems to be the ideal method for engaging the interests of boys. To support these views Sarah Gharremani writes Research shows the outdoors may be able to provide for boys the activities and experiences that will help them achieve. (Nursery World 2009) Although the research mostly supports the benefits of the outdoors for boys some research has shown that it can have a negative effect on the learning environment. (McNaughton 2000) argues that, During free play boys regularly use physical power to control spaces. Although this seems to be part of learning what it means to be a boy, this kind of behaviour can have negative consequences for girls. The difficulty lies in being able to control the behaviour of boys in the outdoor environment and the danger lies in the possibility of adults and children seeing the outdoor environment as being boys territory. Not only this, but there also lies the danger of reinforcing stereotypes to very young children and maybe conveying the message that active and explorative play is for boys and not for the equally curious and creative girls. What is the role of the practitioner outdoors? We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development and that these experiences make a unique contribution to young children lives. (DfES 2005: 11) Even though the government policy documents are constantly informing us that children are required to have access to an outdoor learning environment, it is not always as simple as just providing an outdoor area. Issues that have surfaced have been the confusion surrounding the role of the practitioner in the outside environment. Although the Effective Provision of Preschool Education (EPPE) research identifies the outdoors as being a great place for practitioners to engage with children in sustain shared thinking. Sustained thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity etc. Both parties must contribute to the thinking and it must develop and extend the understanding. (Siraj-Blatchford et al 2004). The counter argument is that the outdoor environment is supposed to provide children with the opportunity for private space and opportunity to just be a child. Questions are raised about how prac titioners are trained for the role of the adult in the outdoor environment and whether or not we are providing children with the correct sort of learning opportunities or do we comprise childrens learning with our actions? Working in both indoor and outdoor environments practitioners are required to provide a balance between child initiated activities and adult directed roles but not all practitioners find it easy to convert to a complete child initiated play when looking at the outdoors.Adult interaction is the hardest aspect to teach in training, knowing when to be near, to offer space, or a challenge, seems to come from within a sensitive, knowledgeable adult (Warden 2007:18) When teachers are used to working with a pre-determined curriculum, is it a simple task to ask teachers to allow the children to lead their own learning or does this type of teaching require training and more understanding? A paper written by Maynard also questions this idea when she writes any assumption that all teachers will find it easy to let go and allow children to take the lead in their learning is both simplistic and overly optimistic (Maynard 2007:207) The findings of the foundation stage pilot phase verified these do ubts to be correct as they found that practitioners were unclear as to what exactly is meant by the term active learning, outdoor classroom and even play. The role of the practitioner is so important to the success of the outdoor environment that if managed incorrectly it could have adverse effects on the setting. This view is also demonstrated when Jan White writes Practitioner attitudes, understanding and commitment, comfort, confidence and competence are all crucial aspects of successful outdoor provision. Practitioners having a good understanding of their role outside contributes significantly to sharing childrens pleasure in being outside. (Jan White 2008: 9) It is essential therefore that adults understand the benefits and potential the outdoors has on the learning and development of young people. If practitioners do not have the understanding and enthusiasm then this will have a negative effect on the leaning potentials, it is only when outdoor play is seen as a crucial part of early years education that it will be well provided for and in turn be successful. As McMillan(1930) argues, the success of childrens learning rests with the teacher. These findings were supported by theorist Bruner (1987 cited in Bilton 2008) as he talks about the interactionist approach which places a responsibility on adults to make sure children have a partnership role. The staff role therefore involves bringing the children, environment and curriculum together. (Bruner 1987) The presence of the adult is therefore essential as Vygotskys work on the zone of proximal development also supports a child on the edge of learning a new concept can benefit from intera ction with a teacher. We as adults can therefore effect childrens development to its detriment or to good effect (Bilton 2010) Importance of Risk taking Another issue surrounding the debate about the outdoor environment which gets discussed a lot is the concern of the potential risks of this type of environment. Is it important for practitioners to give children the opportunity to take risks and make their own mistakes and learn from them or is it our job to protect them from anything that may be seen as a potential risk? (Gill cited in Bilton 2007:10) argues that childhood is becoming undermined by risk aversion and this echos a sentiment expressed by (Cunningham 2006) that adults are interfering too much with childhood. We need to give our children the opportunity to experience risk and self regulate their own safely or how else are they going to learn these skills? The royal society for the prevention of accidents (RoSPA) argues that children need challenges, It is essential to their healthy growth and development. Children need to learn about risk, about their own capabilities and to develop the mechanism for judging it in contro lled settings. (Cook and Heseltine 1999:4) The outdoor environment seems to be the perfect place to allow children the freedom to partake in potential risk taking play. Although literature around this subject is rarely seen as taking a positive attitude towards it, there have been research projects which have shown the potential links between childrens physical risk taking behaviour, the later development of risk management strategies and positive dispositions to learning have been suggested (Smith 1998 Stephenson 2003). Practitioners expect children to make all of the right choices in so many different areas of life e.g. when to be kind, when to share etc. So why do we feel the need to take away the opportunity to make decisions about danger and risk? Can four year olds make such informed decisions about their lives? Can over protection from risk inhibit development? It is argued that taking risks can have a positive effect on the learning development of young children. Many current researchers (Ball 2002: Gill 2007: Hughes 2001) argue for the developmental benefits of risk in the outdoors through play. Ball notes that because the future benefits of play and risk in play cannot be measured with our theoretical models, they are not appropriately considered. But is it not risk that provides children with the opportunity to learn the important skills needed in adulthood? If we are to use the outdoor environment as a classroom to enrich the learning experience, surely we cannot put barriers on experiences which will help children to grow and develop. By providing access to the outdoor environment you can in hand provide children with the opportunity to take risks, but with the rising culture of fear, it proves a more difficult task than once thought. Numerous writers have claimed that there needs to be more recognition placed on the positive outcomes of risky activities such as the development of self-esteem and self- confidence. (Lindon 1999: Stephenson 2003) One element of outdoor education which emphasises its ability to fulfill these elements of child development is the forest school approach, an approach which started originally in Scandinavia but shows more evidence of the benefits of the outdoors and risk taking. What makes forest school unique is its emphasis on learning outside in the ever changing environment and the ability to let children take risks and to access risks for themselves. Not only does this environment provide children with opportunity to develop skills in risk evaluation but also build up self-esteem and confidence when encountering situations and tasks which are new and unexplored. Although Dewey (1938,78) states that, children need teachers to decide what is safe and also developmentally safe for them, this is contradicted by a lot of research showing that if we give children the independence of their own learning and development they will become creative and confident learners in the future. Many theorists and researchers have agreed with this point and even though there maybe some negatives of providing children with risks, the benefits seem to outweigh the negatives. It is only when the environment that we set up for children enables them to be adventurous and show physical and social courage that children can begin to understand themselves and others, (Ouvry 2005) Conclusion Opinions and debates on the outdoor environment are vast and plenty with researchers and theorists studying every aspect of how and why the outdoor environment is a positive element of childrens early education. Having reviewed various sources of information it can be concluded that the outdoors has a significant impact on boys and their learning development. By understanding more about the ways that boys learn we are able to see that the elements of the outdoor environment can support the development of boys in order for them to achieve well and improve their attainment. It would appear that a grey area in need of attention is the role of the adult in an outdoor environment. The evidence and research favors the suggestion that practitioners are there for the children as a scaffold to their learning rather than getting heavily involved in any learning activities. Although this seems to be something which a lot of practitioners are unsure of, if settings are going to be able to provide an outdoor environment to its full potential, then a better understanding of the elements that work best are in need of being put in place. A better understanding on how to be a supportive adult in the outdoor environment needs to be clarified and then practitioners will be able to provide the best possible learning experiences for young children. Risk taking is always something which will come under great scrutiny as childrens safely is always of up most importance. However, a better understanding of the benefits of allowing children to take risks and make their own choices needs to be addressed. Unfortunately we are at risk of protecting our children from meeting any real opportunities for risk or challenge which will in turn affect their emotional and physical development. The over whelming evidence is that risk taking contributes to the personal traits and abilities of children and by not allowing them the opportunities to do this we are ultimately stemming their development. The biggest risk in the environment of young children is when there is no risk, because this unavoidably leads to risk adverse, inexperienced and unconfident young children. (Judith Horvath 2010: 23) Throughout this review various aspects of childrens play has been discussed, but the one thing that seems to be echoed throughout the review is the importance of play and outdoor education. There seems to be something which the outdoor environment can provide children with that we cannot mirror in our indoor environment. Something that nature and space can give our children that we cannot replicate. Children seem to be instinctively drawn towards the outdoors. Could it be that they already have the knowledge of what this environment can provide? An environment which is a natural learning environment where children feel settled and capable. An environment where children are able to gain confidence in what they can do as well as feeling the benefits of being healthy and active. An environment which provides many opportunities to experience risk, exploration and adventure. An environment which provides a connection between the nurturing aspects of nature and human beings. Children learn through their senses, so it is of no surprise that nature can fully engage children in a way that is wonderful to behold.(Warden 2007: 8) We dont stop playing because we grow old; we grow old because we stop playing. (George Bernard Shaw 1925) References Books Bilton, H. (2010) Outdoor learning in the Early Years: Management and Innovation Third Edition Oxon: Routledge Bruce,T. (2005) Early Childhood education, 3rd edition London:Hodder Arnold DCSF (2008) Design for play: A guide to creating successful play spaces London: DCSF Publications DCSF (2008) Practice Guidance for the Early Years Foundation Stage Nottingham:DCSF DCSF (2008) The Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five Nottingham:DCSF DfES (2004) Every Child Matters:Change for children London: DfES Drake,J. (2004) Planning Childrens play and learning in the foundation stage London:David Fulton Garrick, R. (2009) Playing Outdoors in the Early Years London: Continuum International Gill, T. (2008) Space orientated childrens policy: Creating child friendly communities to improve children well being, Children and Society Gleave, J (2008) Risk and Play: A literature review London: Playday Isaacs, S. (1932) The Nursery years: The mind of the child from birth to six years. London: Routledge Mooney, C.G. (2000) Theories of Childhood:An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky: Red Leaf Press Ofsted (2003) The education of six year old in England London: Ofsted Ofsted (2008) Early Years leading to excellence (online) Ouvry, M (2003) Exercising muscles and minds: outdoor play and the early years curriculum:National Childrens Bureau Siraj,Blachford, J. (2003) Supporting information communication technology in the early years Bunckingham:Open University White, J. (2009) Playing and Learning Outdoors:Making Provision for high quality experiences in the outdoor environment Oxon: Routledge Warden, C. (2007)Nurture through Nature London: Mind stretchers Warden, C. (2007) The potential of a puddle London: Mind stretchers Journals and Magazines Early Years Educator (2010) Taking acceptable risks Volume 12 No 7 pp.21-23 Early Years Educator (2009) Boys will be boys Volume 11 No 7 pp. 27- 30 Gill, H. (2007) Wild woods or urban jungle: playing it safe or freedom to roam. Education 3-13, November 2007, vol. 35, no. 4, p. 321-332, ISSN: 0300-4279. Hope-Gill, Austin-Rebecca, Dismore-Harriet, Hammond-Sue, Whyte-Terry. Gleave, J. (2008) Risk and Play: A literature Review London: Playday Hyne, S. (2003) Play as a vehicle for learning in the foundation stage. Paper presented at the British Educational Research Association Annual Student Conference, Heriot-Watt University, Edinburgh, 10 September 2003. 2003, pp. 18. Maynard, T. (2007) Encounters with forest school and Foucault:A risky business, in education 3-13 pp.379-91 Maynard, T. (2007) Learning in the outdoor environment: a missed opportunity, Early Years, 27 pp.255-65 Siraj,Blachford, J.(2004) Researching pedagogy in English pre schools, British educational Journal 30 pp.713-30 Waite, S. (2007) Memories are made of this: some reflections on outdoor learning and recall. Education 3-13, November 2007, vol. 35, no. 4, p. 333-347, Waller, T. (2007) The Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the Foundation Stage and Foundation Phase. Education 3-13, November 2007, vol. 35, no. 4, p. 393-407, ISSN: 0300-4279. Waters, J. (2007) Supporting the development of risk-taking behaviours in the early years: an exploratory study. Education 3-13, November 2007, vol. 35, no. 4, p. 365-377, ISSN: 0300-4279.

Judaism :: essays research papers

Early History of Judaism It has been argued that Judaism can be seen not only as a single religion, but as a group of similar religions. It has also been pointed-out that through all the trials and tribulations that Judaism has suffered through, that there have been common themes that have proven omni-pervasive. Any institution with roots as ancient and varied as the religion of the Jews is bound to have a few variations, especially when most of its history takes place in the political and theological hot spot of the Middle East. In this discussion, many facets of Judaism will be examined, primarily in the three temporal subdivisions labeled the Tribal / Pre-Monarchy Period, the Divided Monarchy, and the Hasmonean / Maccabean and Roman Era. Among all the time periods where the religion has been split, these three seem to be the most representative of the forces responsible. As for a common thread seen throughout all Judiasms, the area of focus here is the place associated with the religion : Jerusalem. This topic will be covered in detail first, and then the multiple Judaism arguments will be presented. In this way, it is possible to keep a common focus in mind when reading about all the other situations in which the religion has found itself. A brief conclusion follows the discussion. A Place to Call Home No other religion has ever been so attached to its birthplace as Judaism. Perhaps this is because Jews have been exiled and restricted from this place for most of their history. Jerusalem is not only home to Judaism, but to the Muslim and Christian religions as well. Historically this has made it quite a busy place for the various groups. Jerusalem is where the temple of the Jews once stood; the only place on the whole Earth where one could leave the confines of day to day life and get closer to God. In 586 BCE when the temple was destroyed, no Jew would have denied Jerusalem as being the geographic center of the religion. From that point on, the Jewish people have migrated around the world, but not one of them forgets the fact that Jerusalem is where it all began. It is truly a sacred place, and helps to define what Judaism means to many people; a common thread to run through all the various splinters of the religion and help hold them together. Even today, as the Jewish people have their precious Jerusalem

The History of the Psychedelic Movement :: Psychedelic Movement Buddhism Religion Essays

The History of the Psychedelic Movement In an attempt to synthesize my own personal academic area of interest, that is: the history of the psychedelic movement in twentieth century America, with the content of the Asian Religions course, I have elected to study the relationship between the influx of Buddhist philosophy and the psychedelic counter-culture movement of the 1960’s and 1970’s. The subject, although highly specific, has nonetheless generated intellectual interest substantial enough to warrant a sub-field of study, in terms of Buddhist/American History examination. This paper will focus on the thought of the main harbingers of this movement, specifically Aldous Huxley, Alan Watts, and Dr. Timothy Leary. This study will also examine the corruptions of classical Buddhist philosophy wrought by these intellectuals concerned with integrating the psychedelic experience in an Eastern context. The connection between Buddhism and psychedelics in the American experience is a subject of contention because of t he controversial associations of chemically altered perception as compared to traditional Bodhicitta, or the mind of enlightenment. The author Emma Layman, in her book Buddhism in America, asserts: â€Å"Of all the Buddhist groups in America, those focusing on meditation have been most attractive to young people from the drug scene, and it is these groups that have taken the strongest stand against drug use. The psychological literature as well as the literature on Zen abounds in descriptions of the altered states of consciousness experienced under the influence of LSD-25 and other hallucinogenic drugs. Descriptions of these drug-induced states often compare them with the experience of satori or enlightenment which may result from Buddhist meditation. Frequently the opinion is expressed that, under certain circumstances, the LSD experience is a satori experience. † The popularity of Buddhism in America became most pronounce in the period after World War II. It is interesting to note that the United States had just concluded the most devastating war in human history, with the first use of the atomic bomb on the Empire of Japan, yet the Japanese of style Buddhism took hold in America more than other school after the war. It could be said that the main figure head of Japanese, or more precisely, Zen Buddhism, in America was the author and intellectual Dr. D.T. Suzuki. In terms of the American expression of Buddhism, Suzuki had more influence over the interpretation of Zen philosophy than any other writer of the time.

Experiences in the Writing Center Essay -- Personal Narrative Writing

Experiences in the Writing Center When I started to work at the Writing Center, I had about eleven years of experience in tutoring English as a foreign language to non-native English speakers in Germany. The experience I had gained from that proved to be very helpful. Before you can address the problems in writing, like any other problem, it is very important to get to know the writer. If you can build a bridge between the two individuals, who should work together in a tutoring session, it is a lot easier to discuss problems and find solutions. As some of the problems might have personal reasons or it might be difficult for the writer to discuss the reason for some obstacles in writing well, a more personal basis supports any work in that way. Looking back at the sessions I tutored in this quarter, I would like to focus on the problems of one student. The student brought three papers to the center, and his papers showed problems in constructing complete and correct sentences, as well as defining paragraphs, and some of his sentences sounded awkward. These problems occurred in all his papers. After a brief introduction and some questioning about the content of each paper, it became obvious that the writer was able to tell me exactly what he wanted to talk about and in what order paper should appear. Yet, he had the problem of bringing his thoughts onto his paper. We started to discuss some sentences of his first paragraph, where he concentrated almost only on the content of what he wanted to say, but never on the way HOW he could express his thoughts clearly to a reader. To him the fragmented sentences, put together piece after piece, containing a lot of information, made completely sense, because he KNEW what he w... ...hod to make writers aware, that an essential part of their sentence is missing, is to use symbols that refer to the parts of the sentence. So far, I have had quite some good results in explaining it that way: The writer has to pay attention! The sentence ends with an exclamation mark -- put together with the symbols square, upward triangle, and ellipse (). The three symbols put together on top of each other resemble an exclamation mark (). If these three parts are separated again, they have the following meaning: = square = 's' like in SUBJECT = "V" with top = 'v' like in VERB = "O" = 'o' like in OBJECT. If the writer draws these symbols around the corresponding parts in the sentences, then it becomes visually clear which part is missing. A lot of people learn easier this way and find a way to memorize the essential parts of any sentence easier.

An Ideal Performance Evaluation System Commerce Essay

â€Å" Most folks scoff at the thought that there might be a perfect system for making employee public presentation assessment. They think that since their organisation is â€Å" alone, † so their system for analysing employee public presentation must be alone, excessively. How foolish. Do n't jeer – there is an ideal method for the appraisal procedure. In administrations that take employee public presentation assessment earnestly and utilize the procedure good, the system maps as an ongoing procedure – non simply an one-year event. † – Dick Grote 1. Among Performance Appraisal experts, there is a important sum of understanding that there is an ideal rhythm that, if followed, will by and large bring forth superior consequences 1. The distinguishable stages or the figure of stairss of this rhythm, nevertheless, varies across the literature available. While Dick Grote identifies four distinct phases2, Stephen P Robbins 3 lineations six different stairss. Back place in India, direction expert, Subba Rao 4 divides the rhythm into nine stairss. Before showing an ideal public presentation rating system, it is of import to reexamine the assorted methods or techniques that have been developed along with the development of appraisal systems. A few of the of import 1s are outlined in the succeeding paragraphs.Methods and Techniques for Appraisal2. Graphic Rating Scales. This is the simplest and most popular method for measuring public presentation and offers a high grade of structure.5. It compares single public presentation to an absol ute criterion, with each employee trait or characteristic rated on a bipolar graduated table that normally has several points runing from â€Å" hapless † to â€Å" first-class † ( or some similar agreement ) . The supervisor rates each subsidiary by circling or look intoing the mark that best describes his or her public presentation for each trait. The assigned values for the traits are so totalled. The traits assessed on these graduated tables include employee properties such as cooperation, communications ability, enterprise, promptness and proficient ( work accomplishments ) competency. The nature and range of the traits selected for inclusion is limited merely by the imaginativeness of the graduated table ‘s interior decorator, or by the administration ‘s demand to cognize. The one major proviso in choosing traits is that they should be in some manner relevant to the appraisee ‘s occupation. The traits selected by some administrations have been u nwise and have resulted in legal action on the evidences of discrimination.6 3. Advantages. The following are the advantages of following this system: – ( a ) Graphic Rater Scales are structured and standardised. This allows evaluations to be easy compared and contrasted – even for full work forces. Each employee is subjected to the same basic assessment procedure and evaluation standards, with the same scope of responses. This encourages equality in intervention for all appraisees and imposes standard steps of public presentation across all parts of the organization.7 ( B ) Rating scale methods are besides really simple to utilize and understand. The construct of the evaluation graduated table makes obvious sense ; both valuators and appraisees have an intuitive grasp for the simple and efficient logic of the bipolar graduated table. The consequence is widespread credence and popularity for this attack. 4. Disadvantages. The major drawbacks of the evaluation graduated table have been discussed below: – ( a ) Trait Relevance. The traits selected may non be relevant in the same grade across all occupations of the appraisees. For illustration, the trait â€Å" instructional ability † might non be really of import in a occupation that is tightly defined and stiffly structured. In such instances, a low assessment evaluation for the same may non intend that an employee lacks the ability. Rather, it may reflect the fact that an employee has few chances to utilize and expose that peculiar trait. ( B ) Systemic Disadvantage. Rating graduated tables, and the traits selected, by and large attempt to supply an overall appraisal standards or criterion for the apraisees. There is an premise that all the possible indexs of public presentation are included, and all false and irrelevant indexs are excluded. This is an premise really hard to turn out in pattern. It is possible that an employee ‘s public presentation may depend on factors that have non been included in the selected traits. Such employees may stop up with evaluations that do non genuinely or reasonably reflect their attempt or value to the organisation. Employees in this category are systemically disadvantaged by the evaluation graduated table method. ( degree Celsius ) Perceptual Errors. This includes assorted well-known jobs of selective perceptual experience ( such as the horns and halos consequence ) every bit good as jobs of sensed significance. Selective perceptual experience is the human inclination to do private and extremely subjective appraisals of what a individual is â€Å" truly similar † , and so seek grounds to back up that position ( while disregarding or understating grounds that might belie it ) . 8 In other words, we see in others what we want to see in them. An illustration is the supervisor who believes that an employee is inherently good ( halo consequence ) and so ignores grounds that might propose otherwise. On the other manus, a supervisor may hold formed the feeling that an employee is bad ( horns consequence ) . The supervisor becomes unreasonably rough in their appraisal of the employee and ever ready to knock and sabotage them. ( vitamin D ) Perceived Meaning. Problems of sensed significance occur when valuators do non portion the same sentiment about the significance of the selected traits and the linguistic communication used on the evaluation graduated tables. For illustration, to one valuator, an employee may show the trait of inaugural by describing work jobs to a supervisor. To another valuator, this might propose an inordinate dependance on supervisory aid – and therefore a deficiency of enterprise. ( vitamin E ) Rating Mistakes. The job here is non so much mistakes in perceptual experience as mistakes in valuator opinion and motivation. Unlike perceptual mistakes, these mistakes may be ( at times ) deliberate. The most common evaluation mistake is cardinal inclination. Busy valuators, or those wary of confrontations and reverberations, may be tempted to dole out excessively many inactive, centrist evaluations ( e.g. â€Å" satisfactory † or â€Å" equal † ) , irrespective of the existent public presentation of a subsidiary. Thus the spread of evaluations tends to clop overly around the center of the graduated table. This job is worsened in administrations where the assessment procedure does non bask strong direction support, or where the valuators do non experience confident with the undertaking of assessment. 5. Ranking Method. Ranking employees from best to pip on a trait or traits is another option. Since it is normally easier to separate between the worst and best employees, an alternation ranking method is most popular. First, list all subsidiaries to be rated, and so traverse out the names of any non known good plenty to rank. Then, on a signifier indicate the employee who is the highest on the characteristic being measured and besides the 1 who is the lowest. Then take the following highest and the following lowest, jumping between highest and lowest until all employees have been ranked. 9 6. Paired Comparison Method. In this method all possible braces of employees are formed.10 The judge indicates which single in each brace is a better performing artist. An employee ‘s rank is determined by the figure of times he or she is chosen as the better performing artist in a brace. The individual chosen most frequently is ranked foremost. Use of this method requires the comparing of many braces even when the entire figure of employees is non really big. This method helps to do the superior method more precise, though it is more complicated than consecutive ranking. 7. Checklist Methods. The checklist is a simple evaluation technique in which the supervisor is given a list of statements or words and asked to look into statements stand foring the features and public presentation of each employee. There are three types of checklist methods viz. , simple checklist, weighted, and forced pick method. ( a ) Simple Checklist. The checklist consists of a big figure of statements9 like â€Å" is he punctual † or â€Å" is his behavior gracious † etc. The rater cheques to bespeak if the behavior of an employee is positive or negative to each statement. Employee public presentation is rated on the footing of figure of positive cheques. The negative cheques are non considered. A trouble may originate because the words or statements may hold different significances to different raters. ( B ) Weighted Checklists. This involves burdening different points in the checklist, to bespeak that some are more of import than others. The public presentation evaluations are multiplied by the weights of the statements and the coefficients are added up. The leaden public presentation mark is compared with the overall appraisal criterions to happen out the overall public presentation of the person. However, it is expensive to plan, and clip consuming. Though this method is appraising every bit good as developmental, it has the basic job of the judge non cognizing the points which contribute most to successful public presentation. 8. Critical Incident Method. With this method the supervisor keeps a log of positive and negative illustrations ( critical incidents ) of a subsidiary ‘s work related behaviors. Every six months or so, supervisor and low-level meet to discourse the latter ‘s public presentation, utilizing the incidents as illustrations. This method has several advantages. It provides illustrations of good and hapless public presentation the supervisor can utilize to explicate the individual ‘s evaluation. It makes the supervisor think about the subsidiary ‘s assessment all during the twelvemonth ( so the evaluation does non merely reflect the employee ‘s most recent public presentation ) . The list provides illustrations of what specifically the subsidiary can make to extinguish lacks. The downside is that without some numerical evaluation, this method is non excessively utile for comparing employees or for salary determinations. Besides it is clip devouring for the judg es, and it may be difficult to quantify or construction the incidents into a concluding narrative rating. 9. Try or Free Form Appraisal. This method requires the trough to compose a short essay depicting each employee ‘s public presentation during the evaluation period. This format emphasises rating of overall public presentation, based on strengths/weaknesses of employee public presentation, instead than specific occupation dimensions. The downside is the clip involved, there is no common criterion, and the essay composing accomplishments may be unequal with different judges. 10. Group Appraisals. Under this an employee is appraised by a group of valuators, dwelling of the immediate supervisor, other supervisors who have close contact with the employees work, directors or caputs of section and advisers. The group appraises the public presentation based on comparing with set criterions, finds out divergences, discusses grounds thereof and suggests ways to better public presentation. This method is widely used for intents of publicity, demotion and retrenchment assessment. 11. Assessment Centre. This method was foremost developed by the German ground forces in1930. This is non a technique of public presentation assessment by itself but is a system, where appraisal of several persons is done by assorted experts, utilizing assorted techniques. Persons from assorted sections are brought together to pass two or three yearss working on an person or group assignment similar to the 1s they would be managing when promoted. Perceivers rank the public presentation of each participant in order to deserve. All assesses get an equal chance to demo their endowments and capablenesss and secure publicities based on virtue. The Centre besides enables persons working in low position sections to vie with people from good known sections and heighten their publicity opportunities. 12. Management by Aims. MBO requires the director to put specific mensurable ends with each employee and so sporadically discourse the latter ‘s advancement toward these ends. The term MBO by and large refers to a comprehensive and formal administration broad end scene and appraisal plan consisting of six stairss: ( a ) Set the administration ‘s end. ( B ) Set departmental ends. ( degree Celsius ) Discuss departmental ends ( vitamin D ) Define expected consequences and set single ends ( vitamin E ) Performance reappraisal. ( degree Fahrenheit ) Provide feedback. 13. There are three jobs with MBO: ( a ) Puting ill-defined ends ( B ) It is clip devouring ( degree Celsius ) Puting aims with the subsidiary turns into a jerk of war with the direction forcing for higher aims and the subsidiary forcing for lower 1s.The Ideal Performance Appraisal Cycle14. Advisers who help administrations make effectual public presentation assessments, academicians who study the public presentation assessment procedure, human resource directors, and organizational development practicians with companies that have successfully developed their ain public presentation assessment systems come to the same decision: public presentation assessment does n't get down with the signifier, it starts with the occupation – planning what needs to be done and calculating out how it will be accomplished. 11 15. An organizational scheme is a requirement for developing an overall public presentation direction system. Before any appraisal of an person ‘s public presentation can be made, the administration ‘s way must be clarified and communicated. Until the end of the administration has non been decided, it would be bootless to make up one's mind the ends for single units or the worker ‘s public presentation appraisal criterions. Authoritative MBO ( Management by aims ) theory, the nucleus doctrine behind most successful assessment systems, begins with the demand that the administration formulate long term ends and strategic programs. These programs lead to overall organizational aims and the procedure continues downward to derivative aims for single units and subdivisions, boulder clay every member of the administration has specific and mensurable aims in consonant rhyme with the ends of the administration. Once an understanding is reached between the supervisor and the subsidiary on the occupation particulars, the following measure is to realize it, followed by the assessment, sooner by both the valuator and the appraisee. The reappraisal of the public presentation is done in a face to confront meeting. Thereafter the procedure begins afresh. Thus the ideal public presentation assessment rhythm can be divided into four stages: – 16. The Evaluation Process. The rating procedure involves: – ( a ) Performance Planning. An administration must hold its mission clearly defined prior to set abouting the public presentation assessment procedure. If the org does non hold a specific way, powerful attempts on the portion of its members wo n't supply consequences. At the clip that a occupation is designed and a occupation description formulated, public presentation criterions should besides be developed for the place. These criterions and aims should be clear and adequate to be understood and measured. Obscure phrases should non be used to specify the criterions. 12 ( B ) Communicate Performance Expectations to Employees. The valuator and the appraisee meet to be after for the approaching twelvemonth. In the treatment, they come to an understanding about five major countries: – ( I ) The cardinal answerabilities of the subsidiary ‘s occupation i.e. the major countries within which he is responsible for acquiring consequences. ( two ) The specific objectives the subsidiary will accomplish within each answerability country ( three ) The criterions that will be used to measure how good the subsidiary has achieved each aim. ( four ) The public presentation factors, competences etc that will be critical in finding how the consequences will be achieved ( how he will carry on the occupation ) . ( V ) The elements of the development program the low-level shall finish during the twelvemonth. 17. This treatment generates an improved employee public presentation as he knows precisely what is expected of them. Furthermore, the valuator can now keep the appraisee accountable. 18. Employee Performance Execution. Over the class of the twelvemonth, employee public presentation should be focused on accomplishing the ends, aims and cardinal duties of the occupation. The superior provides aid and feedback to the person so as to increase the chance of success and creates conditions that motivate and besides decide any jobs that may originate. 19. The valuator and the appraisee meet sporadically to reexamine advancement toward the programs and ends discussed in the employee public presentation planning meeting. The appraisee must seek out a feedback and the needed counsel for the hereafter. Besides elements of the program that have become disused are abandoned by common understanding and new aims to react to altering conditions are established. 20. Employee Performance Assessment. At the clip for the formal employee public presentation assessment, the valuator reflects on how good the subsidiary has performed over the class of the twelvemonth, assembles the assorted signifiers and paperwork that the organisation provides to do this appraisal, and fills them out. The Appraiser and appraisee independently measure the grade to which the different elements of the one-year program were achieved. The valuator completes an appraisal of the subsidiary ‘s public presentation and typically has it reviewed and approved by senior direction before discoursing it with the subsidiary. In an ideal system, the subsidiary besides completes a self appraisal, roll uping informations, if necessary, from equals, subsidiaries, and others. The subsidiary may subject the ego assessment to the valuator to be used as a portion of his overall appraisal. 21. Employee Performance Review. The valuator and the low-level meet, to reexamine their assessments. They discuss the consequences that were achieved and the public presentation factors that contributed to their achievement. The treatment includes: Consequences achieved ( what was done ) . Performance or behavioral effectivity ( how it was done ) . Overall public presentation appraisal. Development. At the terminal of the reappraisal meeting they set a day of the month to run into once more to keep an employee public presentation planning treatment for the approaching 12 months, get downing the procedure anew. 22. This public presentation assessment procedure non merely transforms employee public presentation direction from an one-year event to an ongoing rhythm, it besides tightly links the public presentation of each member with the mission and values of the administration as a whole. The existent value of the system is in concentrating everyone ‘s attending on what is truly of import i.e. the accomplishment of the administration ‘s strategic ends through presentation of the administration ‘s vision and values in each employee ‘s daily behavior. 23. In the best-run and most efficient administrations, employee public presentation assessment is a critical and vigorous direction tool. No other direction procedure has every bit much influence on persons ‘ callings and work lives. Employee public presentation assessment can concentrate each individual ‘s attending on the company ‘s mission, vision and values. Besides ideally, the procedure can reply the two cardinal inquiries that every individual individual in the organisation wants the replies to: What do you anticipate of me? And how am I making?________________________________1. Richard C Grote â€Å" Complete usher to appraisal systems †2. Dick Grote â€Å" htpp//ezine articles.com/expert: †3. Stephen P Robbins â€Å" Management of Human Resources †4. Subba Rao â€Å" Personnel/human Resource Management †5. Archer North â€Å" Performance assessment systems ; www.pasystems.com †6. Ibid p87. Ibid p88. Ibid p109. Subba Rao à ¢â‚¬Å" Personnel/human Resource direction †10. Fisher, Schoenfeldt, Shaw â€Å" Human resource direction † .11 Richard C Grote â€Å" Complete usher to appraisal systems †12. Archer North â€Å" Performance assessment systems ; www.pasystems.com †