Cognitive Development Theory

Jean Piaget was born in Neuchatel, Switzerland on August 9, 1986 to Arthur Piaget and Rebecca Jackson. At a young age, he displayed great fascination for Biology, his intellectual love. Jean Piaget, at the age of 10 published his first article, which described the albino sparrow he observed. Between the ages of 15 and 18, he published several more articles and most of them are mollusks. Jean Piaget was especially drawn to epistemology, the branch of philosophy concerned with the origins of knowledge. He studied natural sciences in the University of Neuchatel and gained his PH. D there. Piaget then worked for a period of at Bleur’s psychiatric clinic in Zurich where he became interested in psychoanalysis. He studied clinical psychology in the Sorbome University in Paris in the year 1919. In 1930s, he was employed at the Binet Institute where his job was to develop French versions of questions on English intelligence tests. He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. In 1923, he married, Valentine Chatenay. They had three children, Jacqueline, Lucienne and Laurent whose intellectual development from infancy to language was studied by Piaget. In 1929, he accepted the post of Director of the International Bureau of Education and remained the head of his international organization. In 1955, he created and directed until his death the International Center for Genetic Epistemology. Piaget was productive his entire lifetime, he published 30 books and more than 200 articles. Cognitive Development Theory: Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. The foremost cognitive thinker was Jean Piaget, who proposed an idea that seems obvious now, but helped revolutionize how we think about child development: Children think differently than adults. It proposes as a result of biological maturation and environmental experience. It views intelligence as the ability to adapt to all aspects of reality, that within the person’s lifetime, it evolves through a series of qualitatively distinct stages. Organization- involves in the integration of all process into one overall system. It refers to the organism’s innate capability to coordinate particular observations into complex systems of coherent knowledge. Adaptation- it is the organism’s response to the environment in a way it could meet balance. (Equilibrium) Dynamics of Personality: Schema- is the category of knowledge that helps us understand or interpret the world. It is the basic cognitive unit. In this complex concept involves either mental organization, or a child’s conceptualization of a specific situation, and behavior that can be seen. Assimilation- is the â€Å"taking in,† or incorporation of a new object, experience, or concept into an existing set of schemes, that is, to the child’s present cognitive structure. It is the process of taking in new information into our previously existing schemas is known as assimilation. The process is somewhat subjective, because we tend to modify experience or information somewhat to fit in with our preexisting beliefs. In the example above, seeing a dog and labeling it â€Å"dog† is an example of assimilating the animal into the child's dog schema. Accommodation- it is the adaptation of the current knowledge to another new experience. It involves altering existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process. It is also the process by which children change their cognitive structures to deal with new objects and situations. Equilibrium- assimilation and accommodation are constantly working together to produce changes in a child’s conceptualization of the world and reaction to it. It gives state of balance to assimilation and accommodation. Growth Development: The Sensorimotor stage it ranges from birth to 2 years. In this stage intelligence is primitive in form. It is the coordination of sensory information and motor activity. in this stage, infants construct an understanding of the world by coordinating experiences (such as seeing and hearing) with physical, motoric actions. Infants gain knowledge of the world from the physical actions they perform on it. The six substages of Piaget’s Sensorimotor stage are Reflex activity from 0-1 month old which builds knowledge through reflexes. Primary Circular Reaction from 1-4 months. It is the infants repeat pleasurable behaviors that first occurred by chance (such as sucking). Secondary Circular Reactions it is from 4 to 8 months. In this stage infants become more interested in the environment and repeat actions that bring interesting results and prolong interesting experiences. Coordination of Secondary Schemes from 8-12 months. In this stage, the behavior is more deliberate and purposeful as infants coordinate previously learned schemes and use previously learned behaviors to attain their goals( such as crawling across the room to get a desired toy). Tertiary Circular Reactions from 12-18 months. In this stage infants show curiosity as they purposefully vary their actions to see results. They use trial and error in this stage. Mental Combinations from 18-24 months. Since toddlers have developed a primitive symbol system. To represent events, they no longer are confirmed to trial and error to solve problems. They represent objects through action already. Preoperational stage ranges from 2-7 years. In this stage the child already begun to speak. Piaget noted that in this stage children do not yet understand concrete logic and cannot mentally manipulate information. There are 3 kinds of techniques Piaget use to study this stage; first is the Egocentrism it is the children’s assurance that the world thinks like they do. The best technique that Piaget uses to this is the 3 dimensional play of mountain scene. Which best describe as â€Å"Three Mountain task† when children are asked to choose a picture that showed the scene they had observed. Most children are able to do this with little difficulty. Next, children are asked to select a picture showing what someone else would have observed when looking at the mountain from a different viewpoint. Invariably, children almost always choose the scene showing their own view of the mountain scene. According to Piaget, children experience this difficulty because they are unable to take on another person's perspective. Next is Animism it is the tendency to attribute life to object that are not biologically alive. It is the belief that inanimate objects are moved through will and spirits. Last is Artificialism it is the belief that things are created by human beings. Concrete Operational Stage from 7-11 years. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. Logic Piaget determined that children in the concrete operational stage were fairly good at the use of inductive logic. Inductive logic involves going from a specific experience to a general principle. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event. Reversibility one of the most important developments in this stage is an understanding of reversibility, or awareness that actions can be reversed. An example of this is being able to reverse the order of relationships between mental categories. For example, a child might be able to recognize that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal. In this stage, children became more objective and less egocentric. Formal Operational Stage from 12 years and above. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage. Piaget believed that deductive logic becomes important during the formal operational stage. Deductive logic requires the ability to use a general principle to determine a specific outcome. This type of thinking involves hypothetical situations and is often required in science and mathematics. Abstract thought while children tend to think very concretely and specifically in earlier stages, the ability to think about abstract concepts emerges during the formal operational stage. Instead of relying solely on previous experiences, children begin to consider possible outcomes and consequences of actions. This type of thinking is important in long-term planning. In earlier stages, children used trial-and-error to solve problems. During the formal operational stage, the ability to systematically solve a problem in a logical and methodical way emerges. Children at the formal operational stage of cognitive development are often able to quickly plan an organized approach to solving a problem. Applicability of the Theory: Piaget did not explicitly relate his theory to education, although later researchers have explained how features of Piaget's theory can be applied to teaching and learning. Piaget has been extremely influential in developing educational policy and teaching. For example, a review of primary education by the UK government in 1966 was based strongly on Piaget’s theory. The result of this review led to the publication of the Plowden report (1967). Discovery learning – the idea that children learn best through doing and actively exploring – was seen as central to the transformation of primary school curriculum. ‘The report's recurring themes are individual learning, flexibility in the curriculum, the centrality of play in children's learning, the use of the environment, learning by discovery and the importance of the evaluation of children's progress – teachers should ‘not assume that only what is measurable is valuable. ‘ Because Piaget's theory is based upon biological maturation and stages the notion of ‘readiness' important. Readiness concerns when certain information or concepts should be taught. According to Piaget's theory children should not be taught certain concepts until they have reached the appropriate stage cognitive development. Within the classroom learning should be student centred a accomplished through active discovery learning. The role of the teacher is to facilitate learning, rather than direct tuition. Therefore teachers should encourage the following within the classroom: o Focus on the process of learning, rather than the end product of it. o Using active methods that require rediscovering or reconstructing â€Å"truths†. Using collaborative, as well as individual activities (so children can learn from each other). o Devising situations that present useful problems, and create disequilibrium in the child. o Evaluate the level of the child's development, so suitable tasks can be set. Strengths: * Piaget’s Theory remains a dominant force in developmental psychology. * It has spawned tremendous amount of empirical research and additional discoveries that increased our understanding about cognitive development. * He changed how people viewed the child’s world and their methods of studying children. His ideas have been of practical use in understanding and communicating with children, particularly in the field of education, and are still used in the present age. Weaknesses: * Piaget’s theory underestimated children’s ability and competencies. * Because Piaget concentrated on the universal stages of cognitive development and biological maturation, his theory wasn’t cross-culturally valid, since the social setting and culture has an effect on cognitive development. S ome of his sample in his experiments was biased that it cannot be generalized to children from different cultures.

Die Casting

Presentation Pressure Die Casting Sam Mande Deepak Ch Veera Pratap Vamsi raj J (BUB0912011) (BUB0912016) (BUB0912013) (BUB0912010) M. Sc. (Engg. ) in Engineering Manufacturing and Management Module Leader : Dr N S Mahesh M. S. Ramaiah School of Advanced Studies 1 History Casting since about 4000 BC†¦ Ancient Greece; bronze statue casting 450BC Iron works in early Europe, e. g. cast iron cannons from England 1543 2 M. S. Ramaiah School of Advanced Studies Introduction Die casting is a very commonly used type of permanent molding process in which surface finish and tolerance of die cast parts is good that post-processing can be eliminated in many cases. †¢ Die casting molds are expensive and require much time to manufacture they are generally called dies. †¢ Die casting is done for high volume with high details, and value added economically priced cast parts. M. S. Ramaiah School of Advanced Studies 3 Die Casting Process 1. Die is ready to start 2. Die is closed, molten metal is filled in the chamber . The ram pushes the molten metal in to the die 4. Die cavity is filled with molten metal in few micro seconds 4 M. S. Ramaiah School of Advanced Studies Die Casting Process 5. The metal than solidifies 6. The component casted is ejected from the die 7. The die is cleaned and sprayed with releasing agents 8. Die is ready for the next cycle 5 M. S. Ramaiah School of Advanced Studies Die casting process †¢ In Die-Casting the metal is injected in to the mold under high pressure 10-210 Mpa (1,450-30500 psi) Casting can produce very complex geometry parts with internal cavities and hollow sections. †¢ It is economical, with very little wastage, the extra metals in each casting is melted and reused †¢ The clamping pressure exerted on the die is Rated in â€Å"Clamping tons† †¢ The capacity varies from 400 tons to 4000 tons. M. S. Ramaiah School of Advanced Studies 6 Die Casting Process †¢ Most of the die castings are made from non-ferrous metals, particularly zinc, copper, aluminum, magnesium, lead, and tin based alloys, although ferrous metal die castings are possible The die casting method is especially suited for applications where a large quantity of small to medium sized parts are needed with good detail , a fine surface quality and dimensional tolerance †¢ There are two common types of die casting: hot- chamber process and cold-chamber process †¢ Example: Pressure die casting M. S. Ramaiah School of Advanced Studies 7 Cold chamber process †¢ The essential feature of this process is the independent holding and injection units †¢ In the cold chamber process metal is transferred by ladle, manually or automatically, to the shot sleeve †¢ Actuation of the injection piston forces the metal into the die.This is a single-shot operation †¢ This procedure minimizes the contact time between the hot metal and the injector components, this extend their operating life M. S. Ramaiah School of Advanced Studies 8 Cold chamber process †¢ Hot melt is pressurised with high-speed injection is likely to enter air in the metal, which can cause porosity in the castings †¢ The cold chamber process is used for the production of aluminium, copper base alloys and steel castings †¢ Next to zinc, aluminium is the most widely used die-casting alloy The mould has sections, which include the â€Å"cover† or hot side and the â€Å"movable† or ejector side M. S. Ramaiah School of Advanced Studies 9 †¢ The die may also have additional moveable segments called slides or pulls, which are used to create features such as undercuts or holes which are parallel to the parting line †¢ Available machine capacity ranges 300 to 4000 T clamping pressure M. S. Ramaiah School of Advanced Studies 10 Cold-Chamber Die Casting Process Operating Sequence of the ColdChamber Die Casting ProcessThe die is closed and the molten metal is ladled into the cold-chamber shot sleeve. The plunger pushes the molten metal into the die cavity where it is held under pressure until solidification. Ejector pins push the casting out of the ejector die and the plunger returns to its original position The die opens and the plunger advances, to ensure that the casting remains in the ejector die. Cores, if any, retract. M. S. Ramaiah School of Advanced Studies 11 Applications †¢ †¢ †¢ †¢ Fuel Pumps Carburetor Parts Valve Covers Handles M. S. Ramaiah School of Advanced Studies 2 Hot Chamber Process †¢ Hot chamber process is the process where the metal is maintained at an appropriate temperature in a holding furnace adjacent to the machine †¢ The injection mechanism is located within the holding furnace and a part of it is therefore in constant contact with the molten metal †¢ Pressure is transmitted to the metal by the injection piston through the gooseneck and into the die †¢ On the return stroke metal is drawn into the g ooseneck for the next shot M. S. Ramaiah School of Advanced Studies 13 Hot Chamber Process In this process there is minimum contact between air and the metal to be injected †¢ Due to the contact between the metal and parts of the injection system hot chamber is restricted to zinc-base alloys †¢ The Zinc alloys are mostly used in the die casting process †¢ They have physical, mechanical and casting properties †¢ Applications limited to low melting point metals that do not chemically attack nozzle and other mechanical components M. S. Ramaiah School of Advanced Studies 14 Hot Chamber Process †¢ The main advantage of this process includes fast cycle times of approximately 15 cycles per minute Due to this process, hot chamber machines are used with Casting metals likes zinc, tin, lead, and magnesium M. S. Ramaiah School of Advanced Studies 15 Hot Chamber Die Casting Process M. S. Ramaiah School of Advanced Studies 16 Advantages †¢ Economical for large produ ction quantities †¢ More accuracy †¢ Surface finish is good †¢ Thin sections are possible †¢ Fast cooling leads small grain size and also good strength to casting †¢ Dimensional control is achieved †¢ Due to thin walls, weight is reduced M. S. Ramaiah School of Advanced Studies 17Disadvantages †¢ High tooling costs †¢ Size restrictions of castings †¢ Volume restrictions †¢ Generally limited to metals with low metal points †¢ Part geometry must allow removal from die M. S. Ramaiah School of Advanced Studies 18 Applicability †¢ Excellent for large and complicated shapes, particularly with internal features †¢ Can produce net shape or near net shape components †¢ Used where mechanical properties are not important †¢ Used where solid state processing is difficult or uneconomical M. S. Ramaiah School of Advanced Studies 19 Conclusion Depending on the field of application Die casting plays a crucial role in fulfill ing the requirement accordingly &depending on the size and shape of component and material used the appropriate process should be selected †¢Mainly by controlling and maintaining the various parameters such as material, machine, cycle time and impression(mould)the effectiveness can be improved and its directly reflects in M. S. Ramaiah School of Advanced Studies 20 †¢ Reducing maintenance cost †¢ Quality of component is improved †¢ Rejection rate is less †¢ Wastage of material is less Life of machine and mould is improved †¢ By following these parameters overall process will be effective & which leads to economic effectiveness M. S. Ramaiah School of Advanced Studies 21 Reference [1] Unknown. , pressure die casting process, www. wikipedia. com, [2] Unknown, Advantages of PDC, www. dynecast. com, [3] Unknown. , cold chamber die casting, www. diecastetechnology. blogspot. com , [4] Unknown. , Hot chamber die casting, www. duecasting. com [4] Module notes ENG:MATLS. Dr Ns mahesh MSRSAS Bangalore. , M. S. Ramaiah School of Advanced Studies 22 THANK YOU M. S. Ramaiah School of Advanced Studies 23

Tax Return Position Paper Essay Example | Topics and Well Written Essays - 750 words - 1

Tax Return Position Paper - Essay Example Question One Issued by the government’s administrative, judicial and legislative branches through the Internal Revenue Service (IRS), the Treasury Department and Congress, primary tax law sources bear more statutory authority than the secondary sources. The most significant primary sources include the Internal Revenue Code, public laws and income tax treaties (Lederman & Mazza, 2009). Then there are treasury regulations; revenue procedures; revenue rulings; announcements and notices published by the IRS; legislative history; and legal judgment on tax affairs. Treasury regulations usually remain in the form of proposed, temporary or non-codified tax statutes, until they are certified as final or reliance regulations. The IRS also supplements such sources by making actions and decisions, audit technique guides and the internal revenue manual accessible by the public (Ellen, 2012). Developed by the IRS, these initiatives support the fundamental Internal Revenue Code through taxpa yer assistance services such as the Frequently Asked Questions feature, forms on federal tax instructions and IRS publications. References made to decisions arrived at by tax courts are also considerably detailed sources that bear interpretations specific to taxpayers. Question Two Though not of equal statutory weight as the primary sources, secondary sources of tax law bear their own significance in the way they offer a comprehensive starting point to research. They are usually in the form of publications, books and articles written by tax professionals, scholars and legal analysts (Lederman & Mazza, 2009). These sources mainly occur as newsletter, textbooks, articles appearing in legal periodicals, treatises and reports on tax law published by institutions that offer commercial services in tax research. These secondary sources mainly find, scrutinize, clarify and interpret what the primary sources have provided. Question Three Substantial authority entails the recognized standards frequently used for the defense of a tax preparer in the possible event of negligence and understatement. As per the provisions of IRC 1.6694-2, a tax preparer is required to support such tax positions as prepared with the sources he used (Don, 2008). The sources are evaluated basing on their authority, where the primary sources bear the most authority. If the tax preparer is found to have relied on and used substantial authority in arriving at the position presented for the returns, a possible penalty is waived. The intended objective of substantial authority is to determine that most primary sources of tax law support the preparer’s position. The constituents of substantive authority include the Internal Revenue Code, statutory provisions, tax treaties, committee reports, and the Treasury Department’s official position on treaties. Question Four The IRS, which operates under the Treasury Department as an administrative body, has the key role of processing tax return s and examining them for deficiencies. It also issues Revenue Rulings, Notices and Revenue Procedures, which are administrative decisions explaining specific taxpayer issues or the precise manner in which items must be treated. The IRS also the mandate to alter rulings or regulations and, in such a case, courts hearing future cases will encounter new questions. On the

Ethics Case studies Essay Example | Topics and Well Written Essays - 500 words

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Will a new economy lead to new attitudes Essay Example | Topics and Well Written Essays - 250 words

Will a new economy lead to new attitudes - Essay Example The introduction of new technologies had replaced many manufacturing processes done in 1930s. Under the present economy, new industries are introduced, jobs are created, wages and income increase and skills are honed. New industries gives new jobs, new technologies and provide new ways or organizing works that have changed work patterns in many existing jobs. As business becomes high tech, goods and services are more innovative and production grows to be flexible, attitude of people becomes to be more conscious of efficiency and productivity. Wherein before, there is a perception that it is difficult to make business in other parts of the world, now the world becomes our next door’s neighbor. As the IT brings in development of trade toward globalization, the new attitude is that of being innovative to become competitive and having a strong disposition to compete in global business world. (â€Å"The new economy index†) In conclusion, new attitude developed by the new economy are the outlook towards global competitiveness, that of being responsive to technological change, manners in business, mind-set of being efficient and innovative in the light of the fast pace of economic

United States Assistive Technology Act of 1998 Essay

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Bank of America or McDonalds Case Study Example | Topics and Well Written Essays - 1250 words

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Impact of World War I in Germany Essay Example | Topics and Well Written Essays - 1000 words

Impact of World War I in Germany - Essay Example included personalities like George Orwell, Winston Churchill, Harold Nicolson, Andrew Roberts, Horace Wilson, Herr Hitler, Signor Mussolini and Lloyd George. Important institutions and administrative portfolios were also taken into account like Foreign Office, Daily Mail, Third Reich, Conservative Party, Ministry of Information, Downing Street, British Expeditionary Force, News Chronicle, War Office, Admiralty House, House of Commons and the War Cabinet. It was pointed out that rapid development of German industry threatened the global economic dominance of Great Britain. Since Britain was a large empire, she had wider commercial and economic advantage over Germany and thus a conflict was inevitable. This argument gave Communism popularity and aided its rise. Lenin also argued that the hawkish banking and financial interests pursued by the capitalist and imperialist powers also gave the war efforts its much-needed fillip. After the WWI, Gross Domestic Product (GDP) increased for Britain, Italy, and U.S., but decreased for France, Russia, Netherlands, and the Central Powers. This misbalance throughout Europe had far-reaching impact the world over. On the other hand, this increase in the governments' share of the GDP led them to take loans from other countries. For example, Britain borrowed heavily from not only the Government of US but also from the American railways and the Wall Street. The repayment of these loans was funded by German indemnity funds and a vicious circle of loans and repayments was created. By 1931, this circle collapsed resulting in major economic crises through out the world. Germany naturally was impacted the most. (Bessel, 188-90) All these aggravated the global economic crisis. This turbulent economic scene was further aggravated by the... It was pointed out that rapid development of German industry threatened the global economic dominance of Great Britain. Since Britain was a large empire, she had wider commercial and economic advantage over Germany and thus a conflict was inevitable. This argument gave Communism popularity and aided its rise. Lenin also argued that the hawkish banking and financial interests pursued by the capitalist and imperialist powers also gave the war efforts its much-needed fillip. After the WWI, Gross Domestic Product (GDP) increased for Britain, Italy, and U.S., but decreased for France, Russia, Netherlands, and the Central Powers. This misbalance throughout Europe had far-reaching impact the world over. On the other hand, this increase in the governments’ share of the GDP led them to take loans from other countries. For example, Britain borrowed heavily from not only the Government of US but also from the American railways and the Wall Street. The repayment of these loans was funded by German indemnity funds and a vicious circle of loans and repayments was created. By 1931, this circle collapsed resulting in major economic crises through out the world. Germany naturally was impacted the most. (Bessel, 188-90) All these aggravated the global economic crisis. This turbulent economic scene was further aggravated by the conscription policy, whereby nearly all physically fit man was eligible to be put in uniforms. Of those who joined the army, many lost th eir lives and an even greater number were wounded. Work force shortage was a major problem faced by most countries.

History of American policing(5 pages), history of Gainesville, Georgia Essay

History of American policing(5 pages), history of Gainesville, Georgia police department - Essay Example The city of Detroit in the same year decided to have the first group of civilian people to be already considered as officers. Then finally in 1804, there was already the existence of mobile patrol to be used by the officers (Morris, 1999, page xxxi-xxxvi). It was in the year 1844 when in New York, the first police department was modeled together with Peel law officials. These American watchmen were expected to roam around the city as silent as they could and they had to stand up straight and listen to intently. They were also required to guard the weather conditions along with the street lamps. Each time they had to do their job, they had to say the statement â€Å"The police department and the police force, has the power and it is their duty at all times of the day and night to protect the life and property, prevent crime, detect and arrest offenders, and preserve the public peace and enforce all laws, ordinances and provisions of the administrative code over which the police department has jurisdiction.† This is the start of their oath of protection for the people of America (Morris, 1999, page xxxi-xxxvi). But aside from the short summary of how policing came to America, as stated above, there are still a lot of happenings that should be considered as one tries to study the existence of police officers, the department and their duty to people. Little details must also be considered as part of its history. One of these important information that needs to be acknowledged is the office of the sheriff being very ancient. The history of the office can be related to the institution of the king’s reeves whose main purpose is to guard over the king’s possessions and even interests in the nineteenth century. At the end of the century, the guard has already owned or acquired for himself power for judgment and finances. For the same reason, his position got elevated to being a shire and no longer just an

Overview of a Technology based Company Essay Example | Topics and Well Written Essays - 5000 words

Overview of a Technology based Company - Essay Example ter this, Hewlett – Packard was able to develop into creating electronic instruments for the US government, specifically based on needs for buildings and safety. It was during the 1940s that there was substantial growth within the organization and led to continuous expansion. By 1947, over 39 products were offered through the company, all based on new innovations with electronics. In 1957, HP became a publicly traded company and was listed on the stock exchange for $16 per share. The company was listed under the industry of electronics in the stock exchange. By 1959, the company had built into a global corporation with radio equipment and electronically tested information not only coming from the base in California, but also moving into areas such as Germany and Switzerland. The main approach at this point was to test and develop different capacities in electronics with several marketplaces and branches. For instance, medical instruments, analytics and newer innovations were all added into the industry. In 1966, HP developed the first computer used by the company, followed by scientific calculators and other office type electronic supplies that added into the main devices of HP. Today, HP continues to add in extra electronic devices, ranging from some of the newer options in electronic devices to initial components that have continued to develop through the b eginning of the corporation. There are three main branches that are a part of HP, including personal systems for PCs, mobile computing and workstations, the imaging and printing group and the enterprise business services, which consists of business products, storage, servers and enterprise software (HP, 2010). The corporate objectives of the company are based on innovation and electronics. The first corporate objective is customer loyalty. The main focus within this is to produce several types of electronics that have quality and value, which allows several of the customers to return for newer

America’s Foreign Policy Essay Example for Free

America’s Foreign Policy Essay Since the end of the Cold War, the relationship between the U.S. government and the media has become increasingly significant. Coupled with the number of humanitarian interventions during the 1990’s, it begs the question, how far is the media responsible for the creation of U.S. foreign policy? Somalia, a nation wracked by civil war and famine, stirred the United Nations particularly the U.S. into action, but how far was the media responsible? It is argued that the CNN effect played a substantial role in U. S. foreign policy, as it was displaying graphic images and news stories of the crisis to the U.S. public, creating uproar over the situation, and a demand to ‘do something now’. Combined with the media’s ability to frame the news into a positive or negative light, this demonstrates the power the media has over public opinion. This in turn created pressure on the policy-makers of the U.S. and the United Nations to act, which is demonstrated in Operation Continue Hope, and UNOSOM (United Nations Operation in Somalia)I and II. However, it is also argued that the collapse of the USSR, and the attempt to create a New World Order was a deciding factor in the U.S.’s foreign policy. Without the constraints of competing ideologies and the USSR in the United Nations Security Council, the U.S. wanted to develop a world foreign policy based upon cooperation, economic development and humanitarian intervention for those in need. With the U.S. as the remaining great Superpower, it was considered their duty to take the lead and show the world how it is done – hence the foreign policy concerning Somalia. It is in my judgment that the media played a substantial part in affecting U.S. foreign policy, due to the effect it had upon the U.S. citizens, and their outcry for immediate action. However, the media is not solely responsible for the actions of the U.S., as other factors like the New World Order played its part too, which I shall demonstrate throughout this essay. The previous government, the Somali Democratic Republic, under the leadership of Major General Mohamed Siad Barre, posed the question of who would succeed the ailing leader, who had been seriously injured in a car accident. This, and the lessening of its strategic importance in the final years of the Cold War, and the reduction of Soviet support, opened up in Somalia an opportunity for rebellion. The government was becoming increasingly totalitarian, performing human atrocities against resistance movements who wanted freedom from the military dictatorship. This eventually led to the outbreak of civil war, the toppling of Barre’s regime, and a power vacuum, with various warlords vying for control. When increasing reports of human atrocities, and starving citizens reached the international community, with food prices rising by 800-1200%, President Bush, and the United Nations Security Council passed a unanimous resolution in December 1992, to deploy peacekeeping forces, and huma nitarian relief to Somalia, aimed at stabilizing the situation, with ‘all necessary means to guarantee the delivery of humanitarian aid in accordance to Chapter VII of the United Nations charter. The U.S. led United Nation forces initially met with success in providing aid to the nation, however, in 1995; United Nations peacekeepers were forced to withdraw after public opinion turned as a result of significant peacekeeper casualties, and its failure to capture General Mohamed Farah Aidid, the major warlord figure in the country. I shall now argue how the media held great responsibility for the U.S.’s foreign policy in Somalia during the 1990’s, due to the CNN effect. Since the end of the Cold War, the increasing willingness of Western governments to intervene militarily during humanitarian crises, coupled with significant levels of Western media attention to the consequences of ‘distant’ civil wars, raised substantive questions regarding the media-state relationship. Western media has enjoyed greater amounts of freedom since the toppling of the USSR, and the rise of U.S. hegemony, resulting in greater access to ‘on-scene’ news articles, and the ability to show them to the rest of the world. Coupled with the development of the internet in the 1990’s, CNN and other media stations are able to bring images and information to the public 24 hours a day. This is demonstrated when the initial U.S. marines who landed on the beaches of Mogadishu, were greeted by a swarm of American journalists and star correspondents, who had been given advance notice of the landing. With the ability to control what information is shown to their audiences, the media has a certain amount of control over public opinion, which in turn has an effect upon the government who represents them. For example, the U.S. government was already aware of the situation in Somalia before CNN shared the story, and yet was not compelled to intervene. However, once the stor y became public, the U.S., and the United Nations received a vast amount of pressure to acknowledge the situation, and act accordingly. This is known as a ‘strong CNN effect’, the ability of the media to steer the policy makers in the direction the media wants by influencing which images are shown to the public. By 1992, Somalia had become a non-functioning state. Its government and related services collapsed. Hundreds of thousands of Somalis had died, and estimated 1.5million Somali people were in imminent danger of starvation, and another 3.5million to a lesser extent. All these images were shown by media stations like CNN to the world, capturing the sense of despair and devastation, and energising a ‘must do something now feeling’, resulting in President George H. W. Bush to take the lead in the United Nations mission to prevent this humanitarian crisis. This demonstrates how the media had become greatly influential in U.S. politics, and why it holds a substantial amount of responsibility for the U.S. foreign policy in the initial invasion. Furthermore, just as the media had substantial influence on the U.S. entering Somalia in 1992, the media used this same influence to bring about the end of the humanitarian mission in 1995. In March 1993, the U.S. pushed for a more direct role in combating the various warlords in Somalia and protecting the citizens the United Nations mission had saved from starvation. This was approved by the United Nations Security Council Resolution 794, authorising the use of ‘all necessary means to establish as soon as possible a secure environment for humanitarian relief operations in Somalia’. This was met with support from the U.S. public, as during the early media reports of the intervention, words that were supportive and emphatic were used twice as many times as words which were critical and distancing. This use of positive framing and optimistic language built a support for the intervention. Initially, the U.S. led forces were successful, capturing high-ranking members of Aidi d’s government, and preventing the massacre of Somali citizens. However, on the 3rd October, the U.S. attempted to capture two high-profile lieutenants of Aidid in the city of Mogadishu, when two Black Hawk Helicopters were shot down by the Somali militia. The following rescue attempt turned what should have been an hour’s operation into an overnight standoff in the city. The battle resulted in 18 U.S. deaths, 80 wounded, and 1 helicopter pilot captured. This became known as The Battle of Mogadishu. In the wake of the battle, the media had access to images of the dead and battered American servicemen, and the victorious Somali forces parading the captured U.S. helicopter pilot Corporal William Durant through the streets of Mogadishu. Shockingly they also dragged the naked corpse of a U.S. soldier past a mob of Somali citizens who vented their anger by spitting on, stoning and kicking the body, in the full view of the cameras. In light of this news, the media changed the framing of the Somali crisis, and began to challenge the government, h ighlighting the casualty ratings the U.S. forces were sustaining. While the public had strongly supported the former President Bush’s decision to send U.S. troops to Somalia to stop the starvation, support had now almost vanished. On Capitol Hill, mounting calls for a withdrawal of U.S. troops rose to a level that newly elected President Clinton could not ignore, and announced the exit of U.S. troops by March 1994. Through the use of a ‘strong CNN effect’, the media completely turned U.S. public opinion on the Somali intervention. The starving Somali citizens, who had been the victims at the start of the intervention, had become the victimisers, who had attacked foreign soldiers who were trying to help them. The public opinion might not have deteriorated quite so substantially, if the images accompanying the story had not been present, or if the media hadn’t worded their stories quite so negatively. After all, hearing about the deaths is one thing, to see it before your eyes is quite another. This therefore, demonstrates how the media, through the use of strong CNN effect, were able to steer public opinion into entering Somalia, and out of Somalia when the situation deteriorated. Although the media holds the majority of responsibility for the U.S.’s foreign policy in Somalia, Presidents Bush and Clinton’s drive to create a New World Order also holds partially responsibility. In the wake of the Cold War, President George H. W. Bush and President Mikhail Gorbachev tried to define this new era, and the great spirit of power cooperation they hoped to see. This is highlighted in a speech by Bush, in which he indicated ‘America and the world must defend common vital interests, support the rule of law and stand up to aggression’. With this new drive to create a better world, one with cooperation between major powers, rebuilding the world and projecting a new world with greater prospects for a new millennium. Therefore, when humanitarian crises like Somalia arose, President Bush saw it as U.S.’s duty as the richest and most powerful nation in the world, to lead the international mission to save these civilians from starvation. It was hoped, that along with saving those in need, the U.S. could inspire the rest of the world to share this image of a New World Order, and help build a better tomorrow. However, since the U.S. knew about Somalia before the media published the story, it doesn’t suggest that the New World Order was the major factor in deciding to intervene in the crisis. In conclusion, the media was greatly responsible for the U.S. foreign policy in Somalia, and was, in my judgment, the main factor which decided the issue initially to intervene in Somalia, and then to exit. Firstly, through the use of a strong CNN effect, the media framed the issue, and showed images to the public in order to create uproar amongst the population. This was done in order to manipulate the policy-makers into examining the situation, and ultimately become involved. This is demonstrated by the images of starving civilians, and the chaos the various warlords and clans were creating throughout the nation. These tactics would develop a ‘do something now’ feeling. Moreover, the media was also the leading factor in the U.S. exiting from Somalia, because the media station had changed the framing of the stories to negative and critical challenges of the governments mission in Somalia. This combined with the images of The Battle of Mogadishu, and the victimisation the U.S. soldiers had suffered, dramatically changed public opinion against the U.S. foreign policy in Somalia. However, the media was not the only factor in deciding U.S. foreign policy. President Bush’s idea of a New World Order, one based on the ideas of superpower cooperation, economic prosperity and humanitarian intervention also played a part in why President Bush would send U.S. soldiers to Somalia. It was considered the U.S.’s duty to help those in need, with the hope that their example could also inspire the rest of the world to accept the New Order, and help create a new and better world, rather than the conflict and tensions which had been experienced during the Cold War. However, the New World Order arguments are not as convincing as those for the conclusive influence of the media, as the U.S. government was already of aware of the situation in Somalia before the media developed the story, suggesting that it was the public outcry that decided the issue for the U.S.’s policy makers. Which is why, it is in my judgment that the media holds the majority of the responsibility for America’s foreign policy in Somalia during the 1990’s. Bibliography: 1. Taisier Ali and Robert Matthews, Civil Wars in Africa: Roots and Resolutions, McGill-Queen’s University Press, Canada, 1999, p.p.183 2. Ekaterina Balabanova, Media, Wars and Politics: Comparing the Incomparable in Western and Eastern Europe, Ashgate Publishing Limited, Hampshire, 2007, p.p. 8 3. Arthur Banks Thomas Muller and William Overstreet, Political Handbook of the World 2008, CQ Press Publishers, Alexandria/US, 2008, p.p. 1198 4. George H.W. Bush, Address before a joint session of the Congress on the Persian Gulf Crisis and the Federal Budget Deficit, 9:09p.m. in the House Chamber at the Capitol, 1900 5. Jocelyn Coulon, translated by Phyllis Arnoff and Howard Scott, Soldiers of Diplomacy: The United Nations, Peacekeeping and the New World Order, Les Casques Bleus Publishers, Canada, 1994 p.p. 78 6. Nina Fitzgerald, Somalia: Issues, History and Bibliography, Nova Science Publishers Inc., New York, 2002, p.p. 26 7. George Kohn, Dictionaries of War, Facts on File Publishers Inc., New York, 2007, p.p. 511 8. Piers Robinson, Operation Restore Hope and the Illusion of a News Driven Media Intervention, Political Studies 49, 2001, p.p. 941-956 9. Piers Robinson, The CNN Effect: The myth of news, foreign policy and intervention, Routledge Publishers, London, 2002, p.p. 1 10. Ken Rutherford, Humanitarianism under Fire: The US and UN intervention in Somalia, Kumarain Press Publishers, Sterling, 2008, p.p. Preface xv 11. James Scott, After the End: Making U.S. foreign Policy in the Post-Cold War World, Duke University Press, North Carolina, 1999, p.p. 330 12. Richard Stewart, The United States Army in Somalia 1992-1994, Dept. of the Army Publishers, 2003 p.p. 23 13. Warren Strobel, Late-Breaking Foreign Policy: The News Media’s influence on Peace Operations, United States Institute of Peace Press, Washington, 1997, p.p. 167 14. United Nations Security Council, Security Council Committee pursuant to resolutions 751 (1992) and 1907 (2009) concerning Somalia and Eritrea, http://www.un.org/sc/committees/751/ 15. Thomas Weiss and Don Hubert, The Responsibility to Protect: Research, Bibliography, Background: Supplementary Volume to the report of the international commission on intervention and state sovereignty, International Development Research Centre Publishers, Ottawa, 2002, p.p. 96 [ 1 ]. Arthur Banks Thomas Muller and William Overstreet, Political Handbook of the World 2008, CQ Press Publishers, Alexandria/US, 2008, p.p. 1198 [ 2 ]. Nina Fitzgerald, Somalia: Issues, History and Bibliography, Nova Science Publishers Inc., New York, 2002, p.p. 26 [ 3 ]. Taisier Ali and Robert Matthews, Civil Wars in Africa: Roots and Resolutions, McGill-Queen’s University Press, Canada, 1999, p.p.183 [ 4 ]. United Nations Security Council, Security Council Committee pursuant to resolutions 751 (1992) and 1907 (2009) concerning Somalia and Eritrea, http://www.un.org/sc/committees/751/ [ 5 ]. George Kohn, Dictionaries of War, Facts on File Publishers Inc., New York, 2007, p.p. 511 [ 6 ]. Piers Robinson, The CNN Effect: The myth of news, foreign policy and intervention, Routledge Publishers, London, 2002, p.p. 1 [ 7 ]. Jocelyn Coulon, translated by Phyllis Arnoff and Howard Scott, Soldiers of Diplomacy: The United Nations, Peacekeeping and the New World Order, Les Casques Bleus Publishers, Canada, 1994 p.p. 78 [ 8 ]. Ekaterina Balabanova, Media, Wars and Politics: Comparing the Incomparable in Western and Eastern Europe, Ashgate Publishing Limited, Hampshire, 2007, p.p. 8 [ 9 ]. Ken Rutherford, Humanitarianism under Fire: The US and UN intervention in Somalia, Kumarain Press Publishers, Sterling, 2008, p.p. Preface xv [ 10 ]. Thomas Weiss and Don Hubert, The Responsibility to Protect: Research, Bibliography, Background: Supplementary Volume to the report of the international commission on intervention and state sovereignty, International Development Research Centre Publishers, Ottawa, 2002, p.p. 96 [ 11 ]. Piers Robinson, Operation Restore Hope and the Illusion of a News Dr iven Media Intervention, Political Studies 49, 2001, p.p. 941-956 [ 12 ]. Richard Stewart, The United States Army in Somalia 1992-1994, Dept. of the Army Publishers, 2003 p.p. 23 [ 13 ]. James Scott, After the End: Making U.S. foreign Policy in the Post-Cold War World, Duke University Press, North Carolina, 1999, p.p. 330 [ 14 ]. Warren Strobel, Late-Breaking Foreign Policy: The News Media’s influence on Peace Operations, United States Institute of Peace Press, Washington, 1997, p.p. 167 [ 15 ]. George H.W. Bush, Address before a joint session of the Congress on the Persian Gulf Crisis and the Federal Budget Deficit, 9:09p.m. in the House Chamber at the Capitol, 1900

Communication In Intimate Relationships

Communication In Intimate Relationships What makes relationships successful? What kind of process do we go through to create an intimate relationship? What are some of the problems we encounter during them and how should we go about solving those issues? The questions above are some of the subjects I am going to tackle in this paper. Relationships can be very rewarding if the good outweighs the bad. The success in an intimate relationship depends highly upon effective communication. There is not only one specific way for couples to communicate, because each relationship is different. It is important to know good forms of communication to improve the quality our relationships. Date night is the movie I chose to compare my subject to a movie. In this movie, a couple is having After being in a relationship for three years, I feel as though my relationship with my boyfriend is fairly successful. What makes a relationship successful? In my opinion, the following are important qualities of an intimate relationship: Friendship, love, respect, compassion, and passion among others. Friendship is a good basis for any relationship. I dont believe a couple has to start from friendship, but from what I have seen, it is important for a friendship to develop. While spending a lot of time together, it is important to have similar likes and interests, as friends do, to keep the fire going. Love is an obvious importance to an intimate relationship, because it is needed to endure the hard times of a relationship, as well as the easy times. Compassion is necessary when a person in a relationship is having a hard time and needs support; it is very important for a couple to support each other. Respect is very important to me, because I expect a mutual respect between my boyf riend and I to keep our boundaries set, and to keep us both happy. Our thoughts and opinions are important to each other. Every relationship has its own priorities in which different values are more important, as Anderson explains in more complex terms: Personal predispositions of one person will interact with the intimacy displays of another to produce unique individual valences of the intimacy displays of their partner (52). The process to form a strong bond in a relationship takes a good amount of time. They differ couple to couple and take the different steps at different speeds. Floyd lists Mark Knapps model of relationship development as the following: initializing stage, experimenting stage, intensifying stage, integrating stage, and bonding stage. The initializing stage is meeting for the first time (342-345). After the initial meeting comes the experimenting stage, which is where two people get to know each other through conversation (such as figuring out what kind of music, movies, and activities someone likes.) Next is the intensifying stage, which is when two people go from just having occasional conversations, to being closer friends. The intensifying stage may also include hanging out in groups of friends or only with each other. The integrating stage is when other people start to notice your relationship and that commitment has developed. The last stage is bondage, which is when a relationsh ip is announced to everyone, and everyone acknowledges the two as a couple. My last experience with the model of relationship development was quick. I met my boyfriend and four days later, we started dating. We got to know each other quickly, because we spent a lot of the summer together, directly after meeting, and we had many common interests. The experimenting stage occurred quickly, and we became closer friends in our quickly started relationship. The intensifying and integrating stage came pretty much at the same time. Everyone knew that we liked each other and were in a relationship almost right away. Bondage for us was very natural and everyone accepted us as a couple, and still does. What are some ways to improve our relationships? Research says that for a satisfying relationship, there should be five positive behaviors for every one negative and that unsatisfying relationships have only one positive behavior for every negative (Floyd.) In my personal relationship, my time together with my boyfriend is focused on forming at least five of those positive behaviors. Most days, we have many more than five positive behaviors for every one negative behavior, and I believe that does directly correlate with happiness in our relationship. Sorgen, on her WebMD feature says Its the rare couple that doesnt, sooner or later, run into a few bumps in the road. According to Sorgen, to improve communication, couples should do the following: make time, set up rules, listen to each other, and make sure to argue in private if you cant keep your voice down. I feel like my relationship follows these guidelines. We make sure no matter how busy we are, we find time to spend together, an d talk subjects out, if we need to. If we do get into arguments, we have rules, so we dont become too mean. We also try our best to listen to each other whether we disagree or not, and we definitely dont make a scene in public. Personally, being sensitive to anothers emotions and feelings is important to do; that is a problem I have in my relationship. When he doesnt agree with what I am saying, he becomes rude. I am an emotional girl, and my feelings are hurt easily and he knows what to say to get me to stop talking. It would help us a lot if he would calm down when I get emotional, and talk calmly instead of getting angry. This would prevent us from saying words we dont mean. Sometimes, when I am emotional for a serious reason, he fails to take my emotions seriously, and says something to upset me more. Why do we become emotional when we do? The most common way in which emotions occur is when we sense, rightly or wrongly, that something that seriously affects our welfare, for bett er or worse, is happening or about to happen.. (Ekman 19.) Although my boyfriend may be somewhat emotionally insensitive, he does apologize afterwards if he hurts my feelings, which means a lot to me. Compromise is important in relationships also. It can never just be about one person, or it is a one-road relationship that is bound to fail. According to Floyd, its important to emphasize excitement and positivity, handle conflict constructively, have realistic expectations, and manage dialectical tensions (362-367.) For my boyfriend and I, we try to be spontaneous and do things out of the ordinary on a regular basis; that emphasizes excitement. Just like in Date Night, when Phil and Claire Foster have problems because of having the same every day routine, romantic relationships may have problems when things are the same every single day. When they are chased and almost killed after being mistaked for thieves when they took another couples reservations at a restaurant. After all the excitement of being chased and almost killed, their relationship was much better because they appreciated each other much more after all the excitement. A change in a mundane schedule sometimes can help to get away from relationship problems. We also try to thank each other for things that we do just to make each other happy, so that both of us know we appreciate what we do for one another; that emphasizes positivity. Handling conflict constructively is the most important, because there is conflict in every relationship that I have seen and if conflict isnt handled constructively, it could obviously lead to an unhealthy relationship. Realistic expectations help to keep order in a relationship. You cant expect a person to completely drop his/her life to be with another person. There has to be balance in the relationship for it to be fair. Managing dialectical tension is dealing with two opposite needs (Floyd 366). Another way to help a relationship is to accept the person for who they are and not to try to change who they are. You should love a person for who he/she is, and if you cant accept that person for who he/she is, you shouldnt be in a relationship with him/her (Sorgen). In this paper, I explained what makes a relationship successful, and what can be done to make a relationship better. Every couples relationship is different and there is not one way to go about handling a relationship, or its problems. Make sure you love, respect, and show care for the person you love, and try to understand each others opinions and beliefs, even if you dont exactly agree with your significant other. Work Cited Anderson, Peter A., et al. Progress In Communication Sciences Volume XIV. Stamford: Ablex, 1998. Print. Elkman, Paul. Emotions Revealed: Recognizing Faces and Feelings to Improve Communication. New York: Henry Holt, 2003. Print Floyd, Kory . Interpersonal Communication: The Whole Story. New York, McGraw Hill, 2009. Print. Levy, Shawn. Date Night. 20th Cetnury Fox, 2010. Sorgen, Carol. 7 Relationship Problems and How to Solve Them. WebMD. N.d. Web. 15, Oct. 2010.

Sport And Physical Activity Physical Education Essay

Sport And Physical Activity Physical Education Essay 1. INTRODUCTION Sport and physical activity are powerful tools and by engaging all sections of the community, they can help to break down barriers, bring people together to share positive experiences and gain a greater understanding of each others lives. Sport can enrich peoples quality of life, by improving health and well-being. It can help raise self-esteem and confidence and provide enjoyment, which in turn builds stronger, safer communities, strengthens the economy and helps to develop the skills of local people. Sportercise is a multi-faceted company, recently developed in the Liverpool area. This company has developed a programme of initiatives to overcome barriers restricting participation in sport and physical activity amongst young people in the community. The government modernising agenda continues to have an impact on the services delivered. The Recreation Best Value Review, the Customer Focus Initiative, Public, Private, Partnership, the Local Performance Service Agreement (LPSA), the Investors in People Programme and more recently legislation from The Children ACT 2004 sets out new statutory duties and accountabilities for childrens services on local government and other service providers. This is supported by a new national framework for children and young people set out in Every Child Matters and summarised in the table below. The fundamental aspect of the Every Child Matters national framework is that services are built around the needs of young people. The framework is based on five key outcomes that children say are important to their well being now and in later life i.e. being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well being. Research evidence demonstrates the contribution that sport and physical activity can make in meeting the Every Child Matters agenda nationally. Framework outcomes: à ¢Ã… ¾Ã‚ ¤Being healthy Sport reduces the risk of illness and ill health for young people can help to prevent or tackle obesity and contributes to maintaining a healthy lifestyle. à ¢Ã… ¾Ã‚ ¤Staying safe Sport can promote community cohesion and decrease the likelihood of young people being the victims of youth crime or anti-social behaviour, bullying or discrimination. It can also help to reduce some accidents among young people. à ¢Ã… ¾Ã‚ ¤Enjoying and achieving Sport assists young people to learn and attain educational standards, contributes to their personal and social development and to their enjoyment of leisure time. à ¢Ã… ¾Ã‚ ¤Making a positive contribution Sport engages young people in community activity, reduces the likelihood of them being involved in youth crime or anti-social behaviour; develops their self confidence and encourages positive behaviour and relationships. à ¢Ã… ¾Ã‚ ¤Achieving economic well being Sport helps young people to become economically active through providing training and employment opportunities both directly and indirectly In partnership with relevant agencies, the local and regional sporting community, public, private and voluntary sector organisations in Merseyside for example; Liverpool Youth Service, Liverpool Youth Offending Team, Liverpool Local Education Authority and Local sports clubs. Sportercise will continue to develop a wide range of recreational, health, and sporting opportunities throughout the area. The Governments Policy Action Team 10 Report of the Social Exclusion Units work, recognises the part sport can play in economic regeneration and the promotion of community spirit. The report shows how sport can not only make a valuable contribution to delivering key outcomes of lower long-term employment, less crime, better health and better qualifications. It demonstrates how sport can develop individual pride, community spirit and the capacity to enable communities to implement regeneration programmes for themselves and is a strong endorsement of the policies and activities, which Sportercise has developed in Liverpool. Investment in sport is not just a sports policy. Its a health policy, an education policy, an anti crime policy, and an anti drugs policy (Rt Hon Tony Blair, Prime Minister, September 2000). Sportercise is committed to ensuring equality of access for all members of the community. This will be achieved through liaison with relevant target groups to tackle issues of social exclusion, gun and knife culture, barriers to participation and the development of sport, recreation / health and physical activity within the community. 1.1 Mission Statement The Sportercise Team are committed to developing diverse and high quality programme of sports and physical activity for all people of Liverpool. Sportercise aims to promote a positive sporting and educational environment in order for young people and the community to enjoy a healthy lifestyle, raising awareness of nutrition, healthy eating, education and participation in sport. 1.2 Key Aims and objectives Sportercise will provide sporting, physical activity and health related opportunities for children, young people and families who wish to participate in sport more frequently, with special consideration given to the sedentary population and people with disabilities. Sportercise will continue the development of the physical activity programme through their work and the implementation of the following: Organised sports and physical activities, competitions and events Curriculum/after school initiatives/breakfast clubs Holiday schemes/weekend schemes/sporting camps Taster sessions for all ages and abilities Training, leadership and coaching opportunities for teachers, youth workers, clubs, parents and volunteers interested in supporting the work of the project Specialised assistance for people with disabilities to increase participation in sport To work with the proposed Sub Regional Sports Physical Activity Partnerships to implement an agreed programme of sporting/health related opportunities across Liverpool. Improve pathways and exit routes for talented young people to fulfil their full potential To provide an in depth mentoring programme for school children, looked after children and youth clubs. initiative so that the whole family can participate in sport and physical activity (dads lads, to create an active families, mums daughters) To organise and run sports days in Primary Schools that encourages the whole family. To offer the local school children an opportunity to access and experience alternative activities during the school holidays through local play schemes. Thus allowing those individuals excluded from sport the opportunity to access activities, arts and crafts and alternative forms of exercise. To provide accredited awards for individuals to work towards, such as the sports leaders awards and NGB qualifications. The objectives of the programme being to: Reduce childhood obesity and promote a culture of physical activity Reduce the risk of anti social behaviour Reduce the risk of bullying and violence Improve self confidence and self esteem Improve self image Tackle barriers that prevents young people from taking part in physical activity Have fun Make friends and integrate with someone from different cultures and race Learn new skills and try something completely new 2. THE STRATEGIC FRAMEWORK A strategic management framework for the Cultural, Tourism and Sport Department has been developed and adopted by Sportercise to ensure that the organisation contributes to Merseyside Sport Vision, values and priorities. It is this process by which continuous improvement within the service will be monitored and reviewed. The Merseyside Sports partnership works with the 5 main community sports networks of Wirral, Halton, Sefton, Knowsley, St Helens and Liverpool The main priorities of this sports partnership are to: Increase the number of people participating in sport Widen access to opportunities for sport and active recreation Bring together and align partners; existing priorities and targets within one joined up local action plan for active recreation in the community sports network, based on the needs of the local community. Over the next 4 years Sportercise aims to promote sport and physical activity across Merseyside, providing numerous opportunities for all people to have access to a variety of sporting activities, regardless of ability. Sportercise 4 Year Plan Year 1 Focus on South Liverpool, whilst making links with other areas Year 2 Focus on South Liverpool and Central Liverpool, whilst making links with other areas Year 3 Focus on South Liverpool, Central Liverpool and North Liverpool whilst making links with other areas Year 4 Focus on the whole of Merseyside This vision relates heavily towards Liverpool City Councils overall vision and values (where this project will initially be set up). Liverpool City Councils Vision and Values have been developed to guide the organisation and the service delivery it provides. The Council aspires to create a district where everyone values the importance of being physically active and has the opportunity to be so. This drives the Councils strategic plans and policies, including the Community Strategy, Local Cultural Strategy and departmental service plans. Supporting this vision the Council has developed, through consultation, six corporate priorities; which Sportercise aims to contribute towards, these are: Building the Infrastructure and settings This is concerned with Increasing and improving the quality of accessible facilities and opportunities to participate in sport and physical activity across the Merseyside Encouraging healthier lifestyle Looking to raise the awareness of the value of physical activity and sport, whilst also taking into consideration of the opportunities available to young people Aim to promote a wider variety of activities and not necessarily the more traditional ones. Also developing a sport structure to help individuals change their attitudes and become more active. Closing the Gap To address and remove the barriers which prevent people participating in sport, through increasing physical activity opportunities for minority ethnic groups and disadvantaged communities Create an equal opportunity for everyone to enjoy and participate in sport and physical activity Meeting the needs of children, young people and families Improve the quality time spent of families participating in sport and physical activity to encourage healthier lifestyles. Develop the message thats its cool to be active through the use of both traditional and non traditional activities, Develop programmes specifically designed for those people at are obese or at risk of becoming obese, identify gifted and talented people and providing exit routes and performance pathways for them to compete at the highest level. Increase the participation of older people to improve their health by the active families initiative. Active Ageing Introduce initiatives to get older people more involved in physical activity whether this be through participation or mentoring younger people in a bid to get them to be more active. Building Capacity Increase resources available for sport and physical activity through developing effective partnerships. Develop a workforce within Merseyside who are experienced in the delivery of sport and physical activity that can help identify and nurture talent. By Sportercise focusing on the same strategic aims and priorities as Merseyside and the Cultural, Tourism and Sport Department consistency in the approach to tackling these priorities will be achieved and will ensure that improvements occur in priority areas identified by local people. Other departmental plans that have been developed to achieve this goal include: Sport Physical Activity Strategy 2007 2012 Financial Management Strategy Marketing Strategy Recreation Best Value Review Merseyside Plan for Sport Community Strategy Chart 1.The Strategic Framework Community Strategy A multi-agency partnership approach to promoting the economic, environmental and social well being of the area, which is currently being developed. This local strategy will be delivered through Local Strategic Partnerships and Neighbourhood Partnerships The Councils Vision, Values and Priorities Governments Cross-Cutting Agenda Social Inclusion The involvement and inclusion in cultural activities of those most likely to be excluded and disadvantaged Lifelong Learning Supporting of all kinds of learning at any age Regeneration Improving social, economic and environmental wellbeing of an area Sustainability Managing services and facilities in an economical and environmentally sustainable way e-Government Establishing UK-wide Information Communications Technology (ICT) by 2005 Best Value Programme to achieve continuous improvement of council services and ensure delivery in an efficient, effective and economic way Departmental Performance Plan Sets out how the Department will monitor the implementation of the action plan and key objectives by using a comprehensive Performance Management System The Councils Best Value Performance Plan A statutory document published annually to tell local people what the Council is trying to achieve on their behalf and how it is meeting the demands of Best Value. It reviews the Councils performance and suggested improvements Local Cultural Strategy An overarching strategy developed in partnership with the voluntary, private and public sectors to guide the development of culture in the area Physical Activity and Sport Strategy 2007 2012 Sportercise Business Plan Chart 2. Links between Plans and Strategies Sportercise Business Plan Local Cultural Strategy Departmental Plans Sport, Parks and Recreation Service Plan Recreation Best Value Review Marketing Strategy Information Strategy Departmental Performance Plan National and Regional Strategies Mayors Cultural Strategy National Strategy for Neighbourhood Renewal Regional Sports Plans Sustainable Transport Strategy Economic Development Strategy Sport England NHS Plan National Framework for Sport Merseyside plan for Sport National Health Service Frameworks for Coronary Disease and Older People Council/ Cross-cutting Plans and Strategies Community Strategy Corporate Plan / Best Value Performance Plan Customer Focus Initiative Unitary Development Plan Local Agenda 21 Crime and Disorder Strategy Tourism Strategy Community Safety Strategy Youth Service Plan Sports Strategy Health Improvement Plan Sport Physical Activity Strategy 2.1 Links with other Plans and Strategies The Sportercise Business Plan and associated Recreational Service documents do not exist in isolation, but links with other plans, strategies and initiatives both within the Council and externally with partner agencies. Linkages and working in partnership avoids duplication of resources and ensures that there is a joined up approach towards achieving related aims and objectives, examples of which can be seen in Chart 2. Merseyside Plan for Sport The Sportercise Business Plan is linked heavily to the Merseyside Plan for Sport, with Sportercise having the same ideas on sport, education and community progress. The Merseyside Plan for Sport was devised in accordance with the governments game plan initiative, in order to raise participation rates in sport whilst also aiming to lower crime and improve community safety. The main targets of the Merseyside Plan for Sport are: Increase participation rates in sport across Merseyside Improve levels of sporting performance in young people Widen access to participation in sport, allowing all people to have equal opportunities to participate Improve the health and well being of people in Merseyside Improve community safety by using sport as a way of reducing crime and anti social behaviour rates Raise standards in education by working in partnerships with the local schools. Using sport as a way of benefitting the economy Merseyside Sport The Sportercise Business Plan links directly to the Merseyside sports plan, which has been devised in order to increase participation levels, generate a wider access to sport and active recreation and also bring together and align partners to meet existing targets within the 5 main areas of Merseyside. Liverpool City Councils Sports and Physical Activity Strategy 2007 2012 The Sports and Physical Activity Strategy 2007 2012 was developed in 2007. The strategy guides the development of sporting / physical activities and facilities in Liverpool and prioritises actions to achieve this. It also underpins bids to secure external funding, which will assist in developing and improving sports and physical activity provision within the area. It aims to develop opportunities for people to participate in sport through direct provision of quality services and in an enabling role with other agencies. Furthermore, it seeks to create equality of access to services through the location of facilities in local areas, considered programming of activities to encourage participation from groups previously excluded and that access issues for those with disabilities are considered for buildings. Customer Focus Initiative (CFI) The Councils commitment to developing the Customer Focus Initiative (a private Finance Initiative) will facilitate the development of ICT systems to provide much needed customer data. It seeks to harness the latest technology to provide increased connectivity between the Council systems and a single point of contact for its customers. It will affect all parts of the Councils service delivery and provide a more efficient and effective service to all Council customers. Through the CFI, many benefits of state of the art computer systems such as customer relationship management (CRM) will provide valuable data on customers, of the type the department needs to meet its strategic aims and improve its knowledge and exploitation of the customer base. By providing a corporate ICT infrastructure, systems will be rationalised, improving efficiency and simplifying service provision to customers. Through business transformation projects, identified as an area for improvement in the CFI Best Value Review, back and front office process will be linked and re-engineered to provide a more effective service to the public. Working in Partnership By adopting a partnership approach to service delivery, it is possible to ensure that the widest range of best quality services and opportunities are provided to the community. Sportercise will depend on a range of partners to develop and deliver its work such as: Neighbourhood Partnership Sport England Sub Regional Partnerships Sportslink Primary Care Trust Liverpool County FA Liverpool Lifestyles Liverpool Council Social Services Liverpool Council Education Services Liverpool Council Youth Services Liverpool Youth Offending Team Charitable Trusts Private Sector Organisations Voluntary sector Local Housing Associations The Police The Fire Brigade 2.3 Consultation Customer involvement will continue as work proceeds on key issues and recommendations. There is a commitment to creating a dialogue with the people of Liverpool to assess how well they think the service is performing and establishing what else needs to be considered. A consultation Audit of the Company will be conducted and a Communications Plan produced to address these issues. The mechanism by which continual dialogue with the public will be achieved is shown in Diagram One. This will be measured through annual satisfaction surveys and through mystery shopping exercises. Sportercise understands that consultation exercises are valuable in relation to gaining specific feedback on the services being provided. Through monitoring of targets, this will provide a measure of the success of increasing participation from people in the traditionally hard to reach groups. Sportercise is proactive in setting up a system to establish dialogue with customers to share information, concerns over aspects of service delivery and feedback on progress of projects or developments that will inform the Sportercise service planning process. Examples that will be used are: Talkback forms Sportslink Sport Physical Activity Forums Local Neighbourhood partnership meetings (by ward) Specialist focus groups to be set up for specific purposes Staff conferences/meetings Mystery Shopper Exercises Steering Groups Liverpool Schools Sports Partnership School Sports Co coordinator Steering Group Disability forums Diagram 1: The Consultation Process. Consultation Process Review service improvement priorities Implement service improvement Measure/ Evaluate outcome of service improvement Further consultation 2.4 Training Development Training and developing staff is an ongoing process within Sportercise. All training is documented and kept in the member of staffs individual development and learning folder to comply with IIP and Quest accreditation. Other courses and training undertaken by staff include: Health Safety Successful Staff Selection Computer training First Aid Customer Care Product knowledge Governing Body Awards 3. STAFFING Sportercise will employ two full time development officers, who are responsible for co-ordinating, adminstration and linking with relevant agencies to develop and promote the company. They will also deliver a diverse high quality programme of sport and physical activities to local schools, youth and community groups. The role of coaches is to act as enablers/facilitators within a wide range of sporting activities and in turn to implement the sports, competitions and events on behalf of the Council. In addition to the full time development officers Sportercise will employ sessional coaches as and when needed. However Sportercises level of output is dependent on the human and financial resources available. The financial position is enhanced by the successful generation of funds and in kind support from within the public, commercial, voluntary and charitable sector for specific initiatives. 4. PROGRAMMING Sportercise will adopt an outreach approach with no dedicated facilities of its own. The work undertaken by the Sportercise Team plays an important role in the sports development network of Liverpool and should be enhanced by the recently established links with relevant agencies, local and regional organisations, Sports England and sports Governing Bodies, Sportercise will continue to develop a wide range of area wide sporting/recreational and health related opportunities. The Team will work tirelessly to overcome the barriers that restrict participation in sport/recreation and health activities amongst young people, women, minority ethnic groups and people with disabilities, providing a mentoring service and also working to promote the awareness of gun and knife culture and other issues through the use of issue based workshops. Participation in sport therefore encompasses many benefits. These include: Enjoyment, fun, relaxation Social benefits from participation in group activities Increased confidence/self esteem Improves all round educational performance Development of leadership and teamwork skills Reduction in crime through sport as a diversionary activity Opportunity to acquire physical skills, and for those who have the potential, develop to top levels of performance General feel-good factor at an individual level and pride in performances of being in a team Health benefit healthy lifestyles Minimising the risk of anti-social behaviour Develops self discipline and self respect Fulfilment of individual potential up to and including top-level performance The development of interests in related sports Employment opportunities in sport and the leisure industry Contributes to regeneration strategies Kudos to the area in the form of regional, national and international honours 4.1 Curriculum Programme The programmes that are to be offered by the Sportercise team are very extensive and aim to provide opportunities to both the able bodied and the disabled. Those people with disabilities are a key target group in terms of sports development. It is important to consider this group at both the strategic and planning levels of development. Sport, leisure and physical activity play an important part in the lives of people with disabilities through building their self esteem, encouraging interaction and offering the physical benefits of improving mobility and general health. The Disability Officer continues to extend Sportercises work with this target group. The aim is that all people with disabilities should be able to participate in sport, recreation, leisure and health related activities in an environment that they choose, whether this is integrated or disability specific. In June 1998, the Health Education Authority reported on disability and sport. They commented that people with disabilities. Represent a significant and important proportion of the population Are often less active and have lower than average fitness levels Are at risk of developing health problems as a result of inactivity Face social and environment barriers to participation A survey undertaken by Health and Fentem in 1997 and the Governments White Paper on Health (November 2004) showed that levels of physical activity are lower for people with disabilities and confirmed the need to address the issue of under representation amongst this target group. Sportercise will tackle these issues in partnership with many organisations who work with the disabled and also through an effective relationship with Liverpool City Council who assist the development of sport for people with disabilities across Merseyside. Sportercise aims to include the following disability programme: Curriculum programmes in Special Schools After school clubs Weekend schemes Holiday projects Coach Education / training Competitions and events The planned curriculum programme to be offered will initially begin within the Liverpool area where there are 123 primary, 31 secondary schools, 2 Pupil Referral Units and 11 special schools. All these schools will be offered the opportunity to participate in the curriculum programme that provides specialist advice/support of the National Curriculum. The initiative incorporates six one-hour sessions in hockey, netball, basketball, athletics, Gymnastics, dance, swimming, rugby, cricket, tennis. These are delivered over a half term period by a qualified Governing Body coach. This programme will be developed in partnership with the Partnership Development Managers to ensure it details the work of the School Sports Coordinator initiative. When working with the disabled community we aim to provide a basic introduction to sport and health related activity which otherwise would not be available due to the limited expertise that exists particularly in primary school education. The programme includes all Special Schools who all receive six one-hour sessions over a half term period. Working with the School Sports Coordinators will provide support to PE Coordinators in the delivery of Physical Education. Along with the sporting activities offered by Sportercise, we also offer a curriculum programme to schools based around developing well rounded young people in Liverpool. This alternative programme offers mentoring sessions with young people, aiming to work on issues such as self esteem, behaviour, anger management and anti bullying. All of these sessions will help the young people of Liverpool develop personally and socially, thereby contributing to making Liverpool a safer area to live in, whilst also reducing the rates of crime and anti social behaviour. 4.2 After School and Weekend Programmes Sportercise will liaise with local agencies to ensure a co-ordinated approach is adopted. This is vital to ensure maximum use of resources. The after school and weekend programme provides participants with further opportunity to develop their knowledge and understanding of sport. The programme employs the expertise of local qualified sports coaching from clubs who act as ambassadors for their particular club. These clubs then offer the performance element within the sports development continuum for young people to continue their development. The young people will be encouraged to join sports clubs. Where clubs are unable to offer the young people the chance for continued participation, Sportercise will link with relevant governing bodies and individuals in the community to address this issue and hopefully resolve it by creating a community team. A priority of the programme is to attract non-participants to participate in sport outside of curriculum time and to experience the advantages and benefits of taking part in sport and physical activity. These initiatives provide positive experiences, reduce the possibility of young people becoming involved in criminal activities, address issues of social inclusion, life long learning and encourages the adoption of leading healthy and active lifestyles. The involvement of local sports clubs and the development of specific sports steering groups are an important ingredient for the long-term success of after school provision in Liverpool. Along with the sporting activities offered by Sportercise, we also offer a curriculum programme to youth clubs and community groups based around developing well rounded young people in Liverpool. This alternative programme offers mentoring sessions with young people, which aim to work on issues such as anger management and anti bullying. All of these sessions will help the you

Progressivism and Philosophy :: Teaching Teachers Education Essays

Progressivism and Philosophy It has often been said that it takes a whole village to educate a child. Children learn from watching others, working with others, and experiencing first hand the whole realm of learning. Most children are born inquisitive and eager to learn. Preschoolers and early childhood learners are in the discovery mode and must be allowed to experience the relevancy of learning. Public education is the joint effort of teachers and community to provide learning for children. Teachers must have a specific role with specific goals to accomplish the best results. These goals can be achieved by applying certain teaching methods and classroom management skills. Children learn better in a well-disciplined (controlled) environment that provides the appropriate curriculum for each grade level. Reading, writing, and arithmetic – the core classes – are essential to the foundation of a child’s education. Without these skills, children would not be able to excel in the â€Å"real† world or progress to each level of learning. Furthermore, education should address each students other needs and interests. Since children learn at a different rate or have different interests as to how they learn, it is important that I, as a teacher, be willing to use as many strategies as needed to reach each child. Teach them to read and write and do math computations, but also help them to learn in the areas of art, science, social sciences and music. It will be my job to recognize the needs of my students and teach them the not only basic skills but also creative ones so that they will have a well-rounded curriculum and develop a positive attitude towards learning. I want them to develop a â€Å"want to† desire for active participation in future learning. Cooperative learning is a teaching strategy that has children helping children to learn. It aids in developing leadership, cooperation, creativity, and teamwork – all essential elements in the real world. Using community resources and volunteers will provide variety in the daily routine of school and strengthen the â€Å"want to† attitude of children to get actively involved in learning. It is my opinion that the classroom has gotten to be too â€Å"technical†.

Graduation Speech: Lets Change the World -- Graduation Speech, Commen

Look at us, the class of 2012, with our diversity and respect for one another, I can see that our society has changed enormously in the last forty years a mere decade before County High School opened. I would even say that most of the world has changed from judging people by their race or nationality to judging them by their character. Although the world has matured a great deal we cannot remain in this single state of maturity, we must continue to grow. Now is the time to make a change in the world again. The ambassador of this change is County High School's class of 2012. We can change the world this very hour, this very minute, this very second. The key to changing the world is in each and every one of you. By looking inside yourself and truly understanding who you are you can change the world. By finding out who you are now you can prevent yourself from becoming a victim of the void that lives in the people of today's society. People are in a sea of darkness this day. They continually look for something meaningful that they can hold onto, but are easily distracted by temporary pleasures. While the bell was sounding for them to find themselves they were at the club checking-out the people that just walked in. They were trying to get the high paying job so they could buy the luxury cars. They were trying to fill their emotional void with material objects and lustful fantasies. They never found out what their true delights were, they only listened to what society said could fill their heart and make their pain go away. They never knew themselves. Do not make this mistake in your life. Re-examine your life and find out what made you happy. What class excited your imagination? What was truly great about your past boyfriend ... ...test joys in life seldom come from material objects or non-challenging activities. To truly reach your potential you must conquer your fears and face the challenges that come before you. To be a great person you must be willing to do great things. Every person here is capable of excellence. It is my hope that you take these words and apply them to your life. You are graduating from high school and entering the world of possibilities and responsibilities. You have made friends, had relationships, and gained useful knowledge, all of which has prepared you to harness the possibilities and accept the responsibilities. The greatest lesson you can now learn is be true to yourself. Find out who you are and who you want to be. Fate will dominate your life as long as you let it do so. Take control of your destiny and help our world to become a better world for everyone.