Workplace Communication Employers and Employees

Question: Discuss about the Workplace Communicationfor Employers and Employees. Answer: Introduction: The purpose of the study is to highlight the issues one face at the workplace due to difference in language and culture. In a work place, communication is the most important factor that helps to maintain a balance among the employers and employees. Failure to communicate properly results in conflicts which can ultimately harm the overall activities of an organization (Miller 2014). In addition to this, lack of proper communication among the employees results in poor teamwork. In fact, when people do not communicate with each other properly, the situation gets worse that often leads to rumors and gossips that hamper organizational productivity. In this study, I shall narrate some incidents that I had to confront at the workplace due to lack of proper communication. Conclusion: With the detailed analysis, it has been found that poor communication in the workplace is one of the major reasons behind the poor performance of an organization. I have highlighted a number of incidents where I had to face major troubles due to lack of proper communication among the members of the organization. However, I have understood that dialogic communication plays a vital role in exchanging ideas and opinions among the peer workers in an organization. I have developed my communication skills to a large extent and have been working on to improve my communication abilities. Subject learning has given me better chances of understanding others culture and religion. It is very important to understand cultural diversity to communicate with people from different cultural backgrounds. References: Miller, K., 2014.Organizational communication: Approaches and processes. Nelson Education. Modaff, D.P., Butler, J.A. and DeWine, S.A., 2016.Organizational communication: Foundations, challenges, and misunderstandings. Pearson.

Clinical Trial for Consort Evaluation- myassignmenthelp.com

Question: Discuss about thrClinical Trial for Consort Evaluation. Answer: Introduction The introduction in AlBedah et al, Pg. 504, does not conform to CONSORT Item 2a. The text is free flowing but the scientific background and rationale for the trial has not been established clearly. The introduction discusses the global prevalence rate of lower back pain, with no supporting evidence for their target population. Also, no scientific rationale for the specific issue of PNSLBP has been presented, besides the lack of epidemiological details specific for Saudi Arabia. The authors have mentioned the growing evidence for efficacy of wet cupping techniques but it lacks a plausible explanation, Pg. 505. The introduction lacks justification for conducting the present trial, as it is not clear whether the present trial aims to contribute to the existing pool of knowledge or serve as a pioneer study. The advantages of wet cupping technique have not been mentioned, although it has been said that it is the third most common traditional practice in Saudi Arabia. This further question s the necessity of present trial. The study mentions the aim, but no objectives and hypothesis have been mentioned separately. However, the aim itself mentions the objectives that the study seeks to fulfil. Hence, it can be inferred that AlBedah et al fulfils CONSORT Item 2b. Methods The given methodology, Pg. 505, partially conforms to CONSORT Item 3a. It mentions information on type of trial as parallel, however it does not mention whether the trial aims to establish superiority, inferiority, or equivalence of the intervention. Also, allocation ratio has not been mentioned. The given methodology partially conformed to CONSORT Item 4a regarding the eligibility criteria for participants, Pg. 505. This is because it has been mentioned Men and women age 18 to 60 years who met the de?nition were recruited., however no clear definition has been provided. The eligibility criteria further mentions the exclusion criteria, with no clearly defined inclusion criteria. Interventions, Pg. 505, conformed with CONSORT Item 5, as the authors provided details on how to administer the intervention, providing reference to the previously published intervention procedure. The details regarding the allowed medication were provided besides the forbidden therapeutics. The outcome measures reported in the AlBedah et al, Pg. 505, conforms to CONSORT Item 6a, as the primary and secondary outcome measures have been identified and reported from previously developed and validated scales of measurement. The endpoints for measurement of scores with definition of scales is also mentioned. The sample size determination, Pg. 505, conforms to CONSORT Item 7a, as the authors have mentioned the assumption for deciding the sample size, with due consideration to dropouts. The randomization procedures, Pg. 505, partially conformed to CONSORT Items 8a to 10. The random allocation sequence was generated using sealedenvelope.com, using the block randomization method. The random allocation sequence was implemented using sealed opaque envelopes. However, information regarding who generated sequence, enrolled participants, and assigned participants to interventions was not available. The statistical method section, Pg. 505, conformed to CONSORT Item 12a, as the statistical methods used to compare the intervention and control groups were clearly mentioned by the authors. Results The study results conform to CONSORT Item 13a as the authors have illustrated the flow of participants, Pg. 506, during the different stages of the trial. The study results also conformed to CONSORT Item 13b as the number of participants lost at the different stages of trial after randomization were given with exact reasons. None of the participants were excluded from the trial. The study results conform to CONSORT Item 15, which includes the representation of baseline characteristics of each group in tabular form, Pg. 506. The baseline characteristics in the present study involved age, gender, expectation of prognosis which was enquired before randomization, age of onset of condition, duration of illness, primary and secondary scores. All the values were given in form of mean and standard deviations, with statistical measure of p value. In conformance with CONSORT Item 16, the study results clearly mentioned the number of patients analysed in the given trial, Pg. 505. Out of the eligible 80 patients, allocated in two groups of 40 each in intervention and control groups, 3 patients from intervention and 2 from control groups were lost to follow up. The authors also indicated the reason for their loss, and the data for the remaining participants was analysed. In conformance with CONSORT Item 17a, the study results for each of the primary and secondary outcomes for each of the groups, besides estimated effect size and precision were given, Pg. 507. The outcome measures for two time points of 2 weeks and 4 week besides the p values were given. The authors also mentioned the number of acetaminophen tablets taken by patients in both the groups during the entire 4 week period. However, the results did not conform to CONSORT Item 17b, as the absolute and relative effect sizes for binary outcomes were not reported. Discussion In conformance with CONSORT Item 19, the authors mentioned no adverse effects or unintended effects of the administered intervention. In conformance with CONSORT Item 20, the authors mentioned one limitation of the absence of a placebo control in the trial, Pg. 507. The development of sham cupping devices and more objective pain outcome measures was suggested. However, any other sources of potential bias and imprecision were not reported. With respect to CONSORT Item 21 the generalisability of the results was indicated in applicability of the respective technique in healthcare setting in government hospitals and clinics. Also, the study results indicated efficacy of the technique in reducing pain and improving disability after 2 weeks of usage. Overall the discussion was found to be in partial conformance to the CONSORT Item 22. The interpretation was consistent with results but it could be supplemented with inclusion of findings from primary and outcome measures. The discussion highlights only the benefits of the techniques, which leads to an imbalance between presentation of benefits and harms. References and presentation AlBedah, A., Khalil, M., Elolemy, A., Hussein, A. A., AlQaed, M., Al Mudaiheem, A., Bakrain, M. Y. (2015). The Use of Wet Cupping for Persistent Nonspeci?c Low Back Pain: Randomized Controlled Clinical Trial. The Journal of Alternative and Complementary Medicine, 21, 504508. https://doi.org/10.1089/acm.2015.0065 Mother, D., Schulz, K. ., Altman, D. G., Consort Group. (2001). The CONSORT statement: revised recommendations for improving the quality of reports of parallel-group randomised trials.

Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example

Reflection on aims and learning from course Creative, Cultural and Social Education Essay When bearing in mind the needs of children, from nursery all the way through to secondary school many considerations need to be taken into account. It may be useful to reflect on Abraham Maslows hierarchy of needs, which can be divided into two main categories; survival needs including those which are physiological; need for food, liquid, oxygen and physical and psychological security and the second category which includes growth needs including love, self-esteem and self-actualisation. When considering the individual needs of children, teachers should think about the range of attributes and experiences, which children may bring to school and how this affects their differing educational, social and spiritual needs. Pollard Tann (1994) identifies various factors that contribute to these needs and the importance of respecting and considering all of them Factors such as sex, social class, race, language development, language styles, health and types of parental support are so numerous and complex in their effects that, although broad but important generalisations about patterns of advantage and disadvantage can be made it is foolish to generalise in specific terms about their ultimate consequences. (Pollard Tann 1994) Including all children involves valuing and using these attributes and experiences to enable each child to be respected as individuals and be given the maximum opportunity to progress. Many cultures provide rich sources of multiplicity. We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The different backgrounds people bring into the classroom can promote a varied learning experience for all children. The teachers bring along their own ideas, issues and plans, which may have an effect upon the teaching and learning qualities within the class. Additionally, the environment the children enter may be different to any other experience they have ever known. Culture affects everything people have, think and do as members of their society because material objects, ideas, values and attitudes, and normative or expected patterns of behaviour make up culture. Ferraro 1990:18) Due to the multi-faceted, multi-cultural society we live in, the school has a duty to plan for all of our children in order that they may play a fulfilling and dignified role within it, building on the strengths of cultural diversity. The National Advisory Council for Creative and Cultural Education (1999) (NACCCE) report upholds this view when suggesting that although schools are unable to guarantee to deliver an end to prejudice, they are in a position to help, inform and educate, therefore confronting prejudice and discrimination. (NACCCE 1999) The National Curriculum Handbook sets out the programme schools are required to teach. The Code of Practice 2000 details a continuum of need. Need can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. Social needs however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, needs may be seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual (Maslow, cited in An Introduction to Teaching, Desforges,C. 1998) Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede Culture is the collective programming of the mind which distinguishes the members of one human group from another. Hofstede (1980) Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In todays society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon peoples own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity. Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group. In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000) By encouraging responsible behaviour both in and outside the classroom childrens self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend childrens knowledge about what kind of citizen they want to be and indeed can be. However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society. The NACCCE outlined the importance of teaching for todays society The Government is committed to planning an education service that will meet the challenges of the twenty-first century (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum. A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils identity. Jackson (1922) suggests that developing voice is an important way of helping young people form a critical awareness of their own ends, means and capacities in learning an echo of the argument put forward in support of citizenship education. Schools councils may well provide this outlet for developing voice. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the childrens voices to carry out their work (Hart 1992). Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into childrens learning and the many documents published for example the Crick Report and the NACCCE report. Childrens learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice. According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community. Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations Jenkinson, P. (2002) The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the complexity and diversity of human creativity. It is therefore a must that educationalists recognise this and promote them through the school curriculum (NACCCE 1999) In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more innovative teaching is looked for, teaching which Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils taking particular account of the effect of any innovative practice Ofsted (2003) Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect. Of particular significance is the detailed look at childrens relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term hidden curriculum. Kelly emphasises that the hidden curriculum is those things which students learn because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be all the other things that are learnt during schooling in addition to the official curriculum cited in The Morality of The School Bottery, M. (1990). It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. Childrens needs and interests must be tempered by social requirements (Sugrue 1997) In conclusion teachers must be aware that they are contributing to tomorrows society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with societys requirements. Sugrue (1997) debates Entwistles (1970) ideas Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored. Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example Reflection on aims and learning from course Creative, Cultural and Social Education Essay When bearing in mind the needs of children, from nursery all the way through to secondary school many considerations need to be taken into account. It may be useful to reflect on Abraham Maslows hierarchy of needs, which can be divided into two main categories; survival needs including those which are physiological; need for food, liquid, oxygen and physical and psychological security and the second category which includes growth needs including love, self-esteem and self-actualisation. When considering the individual needs of children, teachers should think about the range of attributes and experiences, which children may bring to school and how this affects their differing educational, social and spiritual needs. Pollard Tann (1994) identifies various factors that contribute to these needs and the importance of respecting and considering all of them Factors such as sex, social class, race, language development, language styles, health and types of parental support are so numerous and complex in their effects that, although broad but important generalisations about patterns of advantage and disadvantage can be made it is foolish to generalise in specific terms about their ultimate consequences. (Pollard Tann 1994) Including all children involves valuing and using these attributes and experiences to enable each child to be respected as individuals and be given the maximum opportunity to progress. Many cultures provide rich sources of multiplicity. We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on aims and learning from course Creative, Cultural and Social Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The different backgrounds people bring into the classroom can promote a varied learning experience for all children. The teachers bring along their own ideas, issues and plans, which may have an effect upon the teaching and learning qualities within the class. Additionally, the environment the children enter may be different to any other experience they have ever known. Culture affects everything people have, think and do as members of their society because material objects, ideas, values and attitudes, and normative or expected patterns of behaviour make up culture. Ferraro 1990:18) Due to the multi-faceted, multi-cultural society we live in, the school has a duty to plan for all of our children in order that they may play a fulfilling and dignified role within it, building on the strengths of cultural diversity. The National Advisory Council for Creative and Cultural Education (1999) (NACCCE) report upholds this view when suggesting that although schools are unable to guarantee to deliver an end to prejudice, they are in a position to help, inform and educate, therefore confronting prejudice and discrimination. (NACCCE 1999) The National Curriculum Handbook sets out the programme schools are required to teach. The Code of Practice 2000 details a continuum of need. Need can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. Social needs however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, needs may be seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual (Maslow, cited in An Introduction to Teaching, Desforges,C. 1998) Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede Culture is the collective programming of the mind which distinguishes the members of one human group from another. Hofstede (1980) Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In todays society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon peoples own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity. Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group. In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000) By encouraging responsible behaviour both in and outside the classroom childrens self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend childrens knowledge about what kind of citizen they want to be and indeed can be. However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society. The NACCCE outlined the importance of teaching for todays society The Government is committed to planning an education service that will meet the challenges of the twenty-first century (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum. A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils identity. Jackson (1922) suggests that developing voice is an important way of helping young people form a critical awareness of their own ends, means and capacities in learning an echo of the argument put forward in support of citizenship education. Schools councils may well provide this outlet for developing voice. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the childrens voices to carry out their work (Hart 1992). Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into childrens learning and the many documents published for example the Crick Report and the NACCCE report. Childrens learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice. According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community. Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations Jenkinson, P. (2002) The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the complexity and diversity of human creativity. It is therefore a must that educationalists recognise this and promote them through the school curriculum (NACCCE 1999) In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more innovative teaching is looked for, teaching which Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils taking particular account of the effect of any innovative practice Ofsted (2003) Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect. Of particular significance is the detailed look at childrens relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term hidden curriculum. Kelly emphasises that the hidden curriculum is those things which students learn because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be all the other things that are learnt during schooling in addition to the official curriculum cited in The Morality of The School Bottery, M. (1990). It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. Childrens needs and interests must be tempered by social requirements (Sugrue 1997) In conclusion teachers must be aware that they are contributing to tomorrows society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with societys requirements. Sugrue (1997) debates Entwistles (1970) ideas Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored.

Learning How and When to Say No

Learning How and When to Say No Learning to say no to people is one of the best things you can do for yourself, yet many people find it extremely difficult. Why? Because they want to be liked. The ironic thing is, people will like you better and respect you more if you say no when its appropriate! Why Say No 1. People will respect you. People who say yes to everything in an attempt to be liked are quickly recognized as pushovers. When you say no to someone you are letting them know that you have boundaries. You are showing that you respect yourselfand that is how you gain respect from others. 2. People will actually see you as more dependable. When you say yes only when you have the time and true ability to do a great job, then youll gain a reputation for being dependable. If you say yes to everything, youre bound to do a bad job at everything. 3. When youre selective with your tasks, youll sharpen your natural strengths. If you concentrate on the things youre good at, youll be able to improve on your natural talents. For example, if youre a great writer but youre not so great as an artist, you may volunteer to write speeches but you shouldnt sign up to make the posters for your club. Concentrate on your strength and build your skills (and your experience) for college. 4. Your life will be less stressful. You may be tempted to say yes to people in order to please them. In the long run, youre only hurting yourself and others when you do this. You stress yourself out by overloading yourself, and you experience increased stress when you realize youre bound to let them down. When to Say No First lets point out the obvious: Do your homework. You should never say no to a teacher, friend, or family member who is merely asking you to live up to your responsibilities. Its not okay to say no to a class assignment, just because you dont feel like doing it for some reason. This is not an exercise in cockiness. It is OK to say no when somebody is asking you to step outside your true responsibilities and outside your comfort zone to take on a task that is dangerous or one that will overload you and affect your academic work and your reputation. For example: If a teacher suggests that you become the president of a club that he or she is advising, but your schedule is already over-packed.If a popular athlete asks you to help with his/her homework and you dont have time.If anybody asks you to do their homework for them.If anybody asks you to give them information that was on a test (if they have a later class with the same teacher). It can be very difficult to say no to somebody whom you really respect, but youll find that you actually gain respect from them when you show enough courage to say no. How to Say No We say yes to people because its easy. Learning to say no is like learning anything: it seems really scary at first, but its so rewarding when you get the hang of it! The trick to saying no is doing it firmly without sounding rude. You must avoid being wishy-washy. Here are some lines you can practice: If a teacher asks you to take on more responsibility than you need: Thank you for thinking of me, but I will have to say no. Im just over-scheduled at this time.If a teacher asks you to do something you dont feel comfortable with: This sounds like it would be a great opportunity for somebody, but its not right for me.If somebody wants you to cheat: Sorry, I dont share my homework. That would get us both in trouble.If somebody tries to push work off on you: I just dont have the time to do a good job at that right now.If somebody tries to overload you with a task: I cant do that because I have an assignment due tomorrow.If somebody tries to unload a problem on you: I understand your situation, but I dont have an answer for you. When You Have to Say Yes There will be times when you want to say no but you can’t. If youre working on a group project, you have to take on some of the work, but you dont want to volunteer for everything. When you have to say yes, you can do it with firm conditions. A conditional yes may be necessary if you know you should do something but you also know you dont have all the time or resources. An example of a conditional yes is: Yes, Ill make the posters for the club, but I wont pay for all the supplies. Saying no is all about gaining respect. Gain respect for yourself by saying no when its necessary. Gain the respect of others by saying no in a polite way.

Listing of Atlantic 2016 Hurricane Names

Listing of Atlantic 2016 Hurricane Names Below you will find the listing of hurricane names for the Atlantic Ocean for the year 2016. For every year, there is a pre-approved list of tropical storm and hurricane names. These lists have been generated by the National Hurricane Center since 1953. At first, the lists consisted of only female names; however, since 1979, the lists alternate between male and female. Hurricane Naming Conventions Hurricanes are named alphabetically from the list in chronological order. Thus the first tropical storm or hurricane of the year has a name that begins with A and the second is given the name that begins with B. The lists contain hurricane names that begin from A to W, but exclude names that begin with a Q or U. There are six lists that continue to rotate. The lists only change when there is a hurricane that is so devastating, the name is retired and another hurricane name replaces it. Thus, the 2016 hurricane name list is the same as the 2010 hurricane name list but after the 2010 hurricane season, there may be changes to the list if names are retired so check back after the 2010 hurricane season. 2016 Hurricane Names AlexBonnieColinDanielleEarlFionaGastonHermineIgorJuliaKarlLisaMatthewNicoleOttoPaulaRichardSharyTomasVirginieWalter

Aquarius Advertising Agency Case Analysis Article

Aquarius Advertising Agency Case Analysis - Article Example Their second goal is to develop media plans for billboards, television, newspaper, internet and radio. A subsidiary goal is in marketing, distribution and research marketing of effective adverts. The culture of the organization is centred on a traditional model characterized by interactive communication between account managers and clients. Moreover, the technology is consistent with current information technology equipment such as computers for emailing and advert design, as well as telephones for contacting clients. The matrix organizational structure would not be a feasible option for Aquarius. Foremost, the option would be a very expensive option to maintain in the case of Aquarius. The major reason is that Aquarius is involved in the advertisement industry accustomed with frequent turnover of clients. Consequently, there fluctuations in its profit margins would experience financial strain in maintaining the matrix structure. A further disadvantage of the structure is that it would worsen the internal conflict in communication that Aquarius has experienced and attempting to resolve. This is because the matrix structure is consistent with dual reporting and accountability to seniors. As a result it would create confusion among subordinates regarding their directing

The Virgin and Child with Saint Anne by Da Vinci and the Virgin by Term Paper

The Virgin and Child with Saint Anne by Da Vinci and the Virgin by Roger van der Weyden - Term Paper Example The paper "The Virgin and Child with Saint Anne by Da Vinci and the Virgin by Roger van der Weyden" compares two paintings, The Virgin and Child with Saint Anne by Leonardo da Vinci and St. Luke Drawing the Virgin by Roger van der Weyden. The compare and contrast study of the works The Virgin and Child with Saint Anne by Leonardo da Vinci and St. Luke Drawing the Virgin by Roger van der Weyden prove that Leonardo da Vinci’s work is symbolic of the origin of Renaissance art and Roger van der Weyden’s work is symbolic of the growth and development of art. In this essay, the subject under discussion is divided into two: compare and contrast study (visual effect, content) and discussion (significant influences on the artists’ painting styles). One can easily identify that the work The Virgin and Child with Saint Anne is visually rich because the same deals with life. Joanne Mattern pointed out that, â€Å"The painting depicts the Virgin Mary, the baby Jesus, and Sai nt Anne†. The work is visually attractive because the same is interconnected with the events that can be seen in daily life. Comparing with Leonardo da Vinci’s work, the visual effect of the work St. Luke Drawing the Virgin by Roger van der Weyden is not much attractive, but the same deals with a Biblical theme. For instance, St. Luke’s presence in the painting is symbolic of religious significance, not motherly love. But in the painting The Virgin and Child with Saint Anne, St. Anne enjoys her grandchild’s playful attitude. ... On the other side, Roger van der Weyden selected religious iconography as the theme of his work and it influenced the visual effect of the same. Fred S. Kleiner stated that, â€Å"The panel depicts the patron saint of painters drawing the Virgin Mary using a silver point (a sharp stylus that creates a fine line)† (406). In the painting St. Luke Drawing the Virgin, both St. Anne and the Virgin Mary symbolize motherly love and affection toward humanity in general. In Leonardo da Vinci’s work, infant Jesus’ attitude towards the lamb is symbolic of the hardships to be suffered by him in future. So, Leonardo da Vinci’s work’s content is interconnected with the Holy Bible. Similar to Leonardo da Vinci’s work, Roger van der Weyden made use of Christianity as the theme, but he altered the content to a different level. For instance, Saint Luke’s presence in the work is symbolic of artistic creativity. On the other side, Virgin Mary and infant J esus are symbolic of Christian faith. So, one can easily identify that Roger van der Weyden’s work is an amalgamation of artistic creativity and Christian faith. B. Discussion: Leonardo da Vinci’s painting style is deeply influenced by his master Verrocchio. At the same time, his interest in sculpture and architecture influenced his painting style. Besides, his paintings are symbolic of the relationship between human beings and Mother Nature. Frank Zollner stated that, â€Å"Besides studies of the models usually found in artist’s workshops, Leonardo also made equally important studies from nature† (8). For instance, Leonardo da Vinci made use of the background of his works to portray nature. At the same time, the influence of science can be seen in his artworks. His works are