School Behaviour Policies For Children Education Essay

Student behavior has ever been a cardinal issue in any school. Students go to school chiefly to interact with other students in an environment that is good suited for survey and drama. However true, pupils seem to be more motivated in the resort area than in the schoolroom. Behaviour suffers really frequently when these pupils are non every bit motivated as the others. Classify behaviour becomes debatable at the really worst as childs direct their attending off from the existent academic demands of being in school. Teachers and staff of schools are dead set in work outing such issue widening their control of pupil behavior to highs that may non be good to the pupils, every bit good as the school. Disciplinary actions, punitive in every sense, are the most likely to be used to rectify pupil misbehavior. Sir Alan Steer ( 2009 ) in his study found that in the UK, in its schools, there is no demand or want to give schools and its staff wider powers but there is a demand for a â€Å" airing scheme † to be cognizant and to understand the bing powers in school. In his 2005 study, he proposed wider options of legitimate wagess and countenances must be at manus, all of which decently, reasonably and systematically applied by all concerned staff. Lapp has been suggested four old ages subsequently ( Steer, 2009 ) . Findingss have been singular in his 2009 study. He reiterated that â€Å" clear regulations and the consistent application of wagess and countenances † are critical. He rejects â €Å" punitory solution † to bad behavior. Tough love is acceptable but punitory methods are immoral and socially destructive. Several suggestions have been earmarked so as to implement the relevancy of the findings. Steer ( 2009 ) studies: A wages system that is effectual and tied to public presentation in the schoolroom ensures pupil battle and better behavior. Good behavior demands to be learned. It is really imperative to learn childs to act good â€Å" so schools must follow processs and patterns † that will assist pupils on how to act. All staff must be good function theoretical accounts of good behavior. Schools do hold policies that reward good behavior and good work every bit good. Sanctions are in topographic point to streamline the demand for better behavior but what is left out is how to make and implement appropriate wages systems. Simple countenances proved to be more effectual than excepting the kid from category. Statistical informations on behavior betterment must be at manus to hint alterations and complement hereafter actions. Praise can be used to actuate pupils and promote better behavior. Using student tracking system to recognize positive and negative behavior is besides efficient. Motivation and Incentives Motivation has been long considered as a really of import factor in learning. It is the precursor for successful comprehension of the pupils. Geting inducements from good work after a motivative treatment is extremely recommended. Student motive is the involvement of pupils in larning or making academic work ; inducements are methods used to actuate pupils in larning academic stuffs ( Slavin, 1984 ) . Cardinal to this researchaa‚ ¬a„?s aim is to utilize the motivational effects of wagess or inducements in learning. It is long known that motive plays a cardinal function in pupil accomplishment. So, specific in this analysis is the function of motive in behavioral alterations of a pupil in a schoolroom scene. Self-worth and Self-Efficacy In educational psychological science, it is standard runing process to analyze the intrapersonal behavior of a scholar. His or her perceptual experiences of the ego must be taken into consideration in order to happen the appropriate solutions to behavioural jobs. Dignity is linked to the self-concept of ability in any school scene ( Ames, 1990 ) . It is how a pupil considers his ain capacities with regard to othersaa‚ ¬a„? . Self-efficacy is outlook or belief that one can perchance transport out a undertaking. It is task-specific or state of affairs particular. Often, self-efficacy serves as a barometer on a kid ‘s willingness to larn, his set of options in larning and existent public presentation ( Ames, 1990 ) . However, age play a function in how pupils understand ability. Younger childs are more positive or optimistic. They have high outlooks are resilient after a failure. They tend to presume attempt and ability as the same. Older childs are more negative in measuring themselves. Effort for them gives them higher opportunities to win but ability is a set of bounds. Trying difficult and neglecting are really menaces to their self-concept of ability ( Ames, 1990 ) . Students determine self-worth and self-efficacy in relation to their environment. To act ill means self-worth and self-efficacy are dampened by the rigidnesss in the schoolrooms puting. Otherwise, the students are able to get by with its demands. It is here where motive plays its function. Giving wagess or inducements is one motivational tool. To maintain on relaying good behavior and its corresponding benefits, a repeat of good behavior is expected to happen. This is what we call operant conditioning or response support behaviorism. It is the gratifying of a â€Å" partial or random † behavior that which finally leads to the â€Å" desired behavior † ( PBS, 1998 ; Phillips & A ; Soltis, 2004 ) . This molds future behavior. If a wages succeeds a â€Å" response to a stimulation † , so that response is likely to be repeated. Complecting the constructs discussed, this paper plots motive and the self-concept of pupils in the schoolroom through the usage of a reward/incentive system. Changes from their behavior, chiefly their self-worth and self-efficacy will be carefully studied. Methods Based on the premiss above that wagess play a function in actuating pupil behavior, this research is suggesting the efficaciousness of a wages system ( that is reenforcing ) in different schoolroom scene and pupil age groups. With the constructs of operant conditioning, this survey is specifically poised to find how studentaa‚ ¬a„?s self-worth and self-efficacy significantly alterations ( or non ) when treated with wagess or inducements. The Steeraa‚ ¬a„?s studies confirm the value of using such systematically. The research will be utilizing questionnaires and interviews as the primary manner of informations aggregation ( Anderson, 1998 ) . The questionnaires will both aim instructors and pupils as its respondents. Data analysis will be chiefly descriptive and correlational ( Runyon et al, 2000 ; Kirk, 2007 ) . Descriptive informations from socio-demographics will supply the initial analysis. Correlation analysis on pupil and instructor information from the questionnaires will follow thenceforth. The chief part of this analysis lies on the important alterations of pupil self-concept as alterations in the wages systems are put into topographic point. An analysis of discrepancy ( ANOVA ) will make a series of important trials on alterations of perceptual experience by the pupils, i.e. self-worth and self-efficacy ( as dependant variables ) before and after a wages system is placed ( Kirk, 2007 ) . Besides, the age-groups and schoolroom scene will be used as independent variables treated against alterations in self-worth and self-efficacy.

Profiteering By Nonprofit Organizations Essay

Buckhoff and Parham provide documented information toward the fiscal misconduct of employees and volunteers within nonprofit organizations (NPOs). Citations include legal case results from several prominent NPOs, including Goodwill Industries and the Carnegie Institute. The research offers reasoning that corruption by an NPO may well be due to the isolated unethical behavior of key individuals. Buckhoff and Parham review how the a few individuals affect public perception of the organization as a whole even when no unethical activities by the NPO as an organization are legally founded. The research offered is critical to this paper as it introduces corruption as an existing act within an NPO, but not necessarily by an NPO. Hanson, J. (2008). Culture, change, and cascading damage at a United Way. Journal of Nonprofit & Public Sector Marketing, 20(1), 119. John Hanson, PhD, is the Director of Development, Evanston Northwestern Healthcare Foundation. Hanson has published over 60 papers focused upon third world interactions with nonprofit organizations, governmental interaction, and social standings of the Muslim faith. Hanson gives credence to social sector concerns when nonprofit organizations aligned with political ideals, opposed by the general public sector, continue to elicit civil sector funding not equitably distributed across stated mission programs. Hanson cites direct relationships between economic greed by non-profit executives through obscure programs and associated political agendas. The research introduces the term â€Å"Social Contract† (pp. 123-4) as Hanson provides empirical evidence towards ethical misconduct and potential profiteering. The research provided in this paper offers significant support toward exploring social expectations and ethical challenges when defining profiteering by nonprofit organizations. Kelman, S. (2007). Public Administration and Organization Studies. Academy Of Management Annals, 1. 225-267. Steven Kelman, PhD, is a Director of Governmental Studies at John F. Kennedy School of Government, Harvard University. Kelman has published over 64 papers and books related to the subject of organizational studies, nonprofit management, and governmental influence. This paper focuses upon academic interests toward the progressive transformation of nonprofit entities as an isomorphic structure bridging private and civil sector service organizations. Kelman focuses upon an increasing manifestation of financial greed and managerial corruption fostered by a declining interest in nonprofit studies by senior academic bodies. The article provides evidence toward the shift between methodological and empirical research necessary to capture and report the differences between economic output and social outcomes to which governmental and non-profit organizations are accountable. This research presented is critical to the individual study of profiteering as it provides a compilation of historical case analysis within the (un)ethical behavior of nonprofit organizations. Levi, M. (2006). The media construction of financial white-collar crimes. British Journal of Criminology, 46(6), 1037-1057. doi:10. 1093/bjc/az1079 Michael Levi, PhD, is a retired British Magistrate and professor of law. Levi’s research focuses primarily upon how social media build and often accelerate public concern over white-collar crimes. The critical cases assessed by Levi review for-profit activities with only a cursory review over nonprofit organizations. However, the study offers that with both for-profit and nonprofit activities, media sensationalism produces an undue criticism upon financial misconduct. The information gained from this study, supports the necessary assessment and comparison of financial misconduct by nonprofit activities and that of a limited number of individuals during brief moments of the organization’s existence.  Nahan, M. & D’Cruz, D. (2004). NGOs undermining democracy. Review – Institute of Public Affairs, 56(4), 7-9. Nahan and D’Cruz share a combined success of publishing over 160 studies and texts focused upon the relationship between U. S. non-profit organizations (non-governmental organizations) and a global NPO marketplace. Researching non-profit impact upon political corruption Nahan et al, observe a tendency for corrupt government offices to cast doubt upon supporting NPO programs both within the U. S. and abroad. A social-political review of the Newmont Mining Company and Indonesian governmental activities within its mining industry is provided as designated NGOs supporting activities between major entities as a public sector watchdog demonstrate broad-spectrum signs of corrupt activities. This paper supports a relationship between non-profit activities and political corruption. Rashid, S. (2006). Watchman, who watches thee? Donors and corruption in less-developed countries. Independent Review, 10(3), 411. Rashid provides a critical study over financial misconduct by public sector and third sector organizations. Over the past decades, several nations working with the United Nations have supported the development of â€Å"Watchdog† organizations. These are public charities or other designated NPOs given the task to monitor mission and fiscal related national and international activities of other public and nonprofit organizations. Rashid offers that unethical activities are not only conducted by NPO/NGO activities, but also by donors of such activities in the reporting and distribution of materials, goods, and funding. Observing NPO activities in third world nations, Rashid finds that watchdog organizations become compromised as donors assert both political and public influence. The study provides critical insight leading to question methods of monitoring, reporting, and correcting fraudulent financial activities by NPOs. Shughart, I. F. (2011). Disaster relief as bad public policy. Independent Review, 15(4), 519-539. Shughart summarizes the governmental and social response toward fiscal distribution and political reliance upon nonprofit organizations supporting post hurricane Katrina recovery. Shughart researches the negative results of relying upon organizations of good will when awarding liberal grants with limited means of accountability or oversight. A relevant correlation is formed, demonstrating the relationship between federally funded nonprofit emergency relieve activities and slack political controls. Seminal works by disaster scholars and government reports investigating post hurricane Katrina cited arguments regarding â€Å"fiscal nepotism by executives† and the path leading to long-term social sector harm. The research supports concerns of nonprofit fiscal misconduct through publically documented federal research into Hurricane Katrina activities. Tarlson, N. G. (2008). Donor-advised funds: Preparing for closer scrutiny. Journal of Accounting, 205(1), 28-31. Nick Tarlson is a CPA and owner of Tarlson & Associates of San Francisco. Tarlson also acts as an adjunct faculty member of graduate programs in accounting, finance, and taxation at Golden Gate University. In this publication, Tarlson summarizes congressional interests in adjusting the regulatory policies governing donor-advised funds (DAF). The interest and proposed guidance is that DAF become a standardization applied to many charitable activities with strict policies and punitive actions when disregarding the desired distribution of funds. Incentives are offered to both donor and charity for supporting these new policies which offer the research into NPO fiscal corruption a potential alternative and corrective action in resolution to the growing dilemma of fiscal fraud. Tilley, C. (2010). Rally to our standards. Financial Management (14719185), 50. Charles Tilley, PhD, is the CEO of the Chartered Institute of Management Accountants. He has published or edited over 100 scholarly papers and books. Governments from around the world have coalesced to establish anti-corruption agencies that operate with, yet outside of local and federal government prevue from any nation. Tilley reviews the concerns of fiscal management by NPOs from the perspective of professional accountants. A concern introduced by Tilley and pursued by the research of this paper, is the influence political decisions have upon the funding of public charities by governmental offices. This article provides an international private sector review of shared concerns by civil and public sector agents seeking to understand the cause and control mechanisms of increased fiscal mismanagement by nonprofit executives. Tuckman, H. P. , & Chang, C. E. (1998). How pervasive are abuses in fundraising among nonprofits. Nonprofit Management and Leadership, 9(2), 211. Howard Tuckman, PhD, is a professor of economics and dean of the College of Business, Virginia Commonwealth University. Cyril Chang, PhD, is a professor of economics at the Fogel College of Business and Economics, University of Memphis. The research and publication of this paper reflect a study of fundraising abuses in 1988. The report is inherently dated and subsequently insubstantial toward validating current practices. However, the research identifies a subjective concern towards fraudulent activities that is subsequently negated, or at least minimized, following a qualitative scientific study. While current articles, studies, books, and published papers identify a continued concern toward NPO fundraising and distribution of funds received, the work of Tuckman and Chang present a need for continued qualitative research. It is imperative that the reasoning and outcome of this paper or similar research be included into any effort to expose unethical conduct of fiscal activities by NPOs. Werker, E. , & Ahmed, F. (2008). What do nongovernmental organizations do? The Journal of Economic Perspectives, 22(2), 73-92. Werker and Ahmed summarize accountability over the past decade of government activities outsourced to nonprofit activities. Executed as a means to reduce government costs of operations, there is an increased number of programs redistributed from the civil sector agencies to nonprofit entities assigned to supersede traditional government activities. This paper identifies how non-profit organizations miraculously appear with no past performance or history only to receive committed funding, often in excess of the originally expenditure to manage civil sector programs. The information presented within this paper offers supporting information toward nonprofit organizations and issues of political corruption.

Roman Civil War: Compare 69 Ce and 193 Ce

Civil War: compare 69 CE and 193 CE. Consider the issues of imperial Succession, the roles of the senate, military importance, and the ultimate settlement. How were they the same and different. The Year of the Four Emperors was a year in the history of the Roman Empire, AD 69, in which four emperors ruled in a remarkable succession. These four emperors were Galba, Otho, Vitellius, and Vespasian. The suicide of emperor Nero, in 68, was followed by a brief period of civil war, the first Roman civil war since Mark Antony's death in 30 BC. Between June of 68 and December of 69, Rome witnessed the successive rise and fall of Galba, Otho and Vitellius until the final accession of Vespasian, first ruler of the Flavian Dynasty. This period of civil war has become emblematic of the cyclic political disturbances in the history of the Roman Empire. The military and political anarchy created by this civil war had serious repercussions, such as the outbreak of the Batavian rebellion. (The Jewish Revolt was already ongoing. )Vespasian did not meet any direct threat to his imperial power after the death of Vitellius. He became the founder of the stable Flavian dynasty that succeeded the Julio-Claudians and died of natural causes as emperor in 79. The Year of the Five Emperors refers to the year 193 AD, in which there were five claimants for the title of Roman Emperor. The five were Pertinax, Didius Julianus, Pescennius Niger, Clodius Albinus and Septimius Severus. The year 193 opened with the murder of Commodus on New Year's Eve, 31 December 192 and the proclamation of the City Prefect Pertinax as Emperor on New Year's Day, 1 January 193. Pertinax was assassinated by the Praetorian Guard on 28 March 193. Later that day, Didius Julianus outmaneuvered Titus Flavius Sulpicianus (Pertinax's father-in-law and also the new City Prefect) for the title of Emperor. Flavius Sulpicianus offered to pay each soldier 20,000 sestertii to buy their loyalty (eight times their annual salary; also the same amount offered by Marcus Aurelius to secure their favours in 161). Didius Julianus however offered 25,000 to each soldier to win the auction and was proclaimed Emperor by the Roman Senate on 28 March. However, three other prominent Romans challenged for the throne: Pescennius Niger in Syria, Clodius Albinus in Britain, and Septimius Severus in Pannonia. Septimius Severus marched on Rome to oust Didius Julianus and had him decapitated on 1 June 193, then dismissed the Praetorian Guard and executed the soldiers who had killed Pertinax. Consolidating his power, Septimius Severus battled Pescennius Niger at Cyzicus and Nicea in 193 and then decisively defeated him at Issus in 194. Clodius Albinus initially supported Septimius Severus believing that he would succeed him. When he realised that Severus had other intentions, Albinus had himself declared Emperor in 195 but was defeated by Septimius Severus at the Battle of Lugdunum on 19 February 197.

Questions Assignment Example | Topics and Well Written Essays - 500 words - 18

Questions - Assignment Example ime when he got used to my presence he started letting me take some of the toys that weren’t his favorite, although I wasn’t allowed to take the favorite ones. When he realized that I didn’t insist on taking his toys he abandoned his greed and even started passing me some of his favorite toys. Approximately two hours had passed from the very first moment of our meeting to the moment he voluntary gave me his favorite toys. Probably the reason why it took so long for the toddler to socialize was that he was nurtured to be self-centered, though it wasn’t his natural condition because he easily got socialized when his parents weren’t present during the process of communication. Thus the best way for toddlers to learn socialization skills is to actually socialize them. If they start integrating into different groups of other toddlers (like kindergarten) or simply interact with people other than their parents, they will eventually learn the skills by them selves and will socialize more rapidly in the future. 3. A simple game I suggested for a 17 month-old toddler was to construct a small tower (from two to three stages) of ordinary wooden toy blocks. I explained to the boy what I wanted him to do and in the meantime I was showing how exactly he was supposed to construct the tower using the toy blocks. He absolutely got the task and started building the tower. However, sometimes it was quite difficult for him to hold the toy blocks and don’t drop them until he puts them on the right place. The skill he was supposed to learn was the skill to hold an object tight in his hands and be able to twist it to the exact side that he needed to put it down on another object. The toddler experienced certain difficulties with holding the toy blocks because it frequently happened that while twisting a block to the right side he dropped the object and ruined the entire construction. Notwithstanding the difficulties, he learned how to do it in another hour and eventually

Logistics and Transportation as a Category within a Category Essay

Logistics and Transportation as a Category within a Category - Essay Example This essay discusses that Category Management is a retailing and supply management process of managing categories as SBU (strategic business unit) produces better business results, with emphasis on delivering consumer value. In Category management, has to be given priority the retailer and the supplier work together to achieve certain targets that are mutually beneficial. Working together offers comparatively better opportunities, as it endless sharing of resources and insight. Category management usually focuses on using key methods such as range assortment, allocation and flow, inventory levels, shelf space, promotion, merchandising and pricing. Category management can be defined as a marketing strategy where a full set of products, excluding individual products or brands, is managed as an SBU. It focuses on the entire product category, by which a marketing manager can easily understand market trends and preferential tastes of the customers. Another definition of category managemen t is it is that, a strategic management of product groups through business partnership. It aims to maximize profit and sales, by satisfying consumers and shoppers. â€Å"This mutual understanding lays a solid foundation for category management†. The two key elements of Category management are †¢ To provide the consumer and the shopper with what they need, in relation to place and time. †¢ To categorise products in order to reflect consumers’ needs based on how the product is used, purchased or consumed. It is a long term continual business philosophy, normally approached through a series of short term projects, involving sharing of information and close working relationships by suppliers and retailers. A supplier uses the expertise available, the knowledge about the shopper, the consumer, and their needs and behavior. The retailer uses the expertise of the customers, their purchasing behavior and the way they purchase. The concept category management originated in North America in 1980. It introduced changes in the traditional relationship of the supplier and the retailer to a more collaborative extent. In 1992,  category management began to gain a momentum through AC Neilson, who started publishing information to several supply chain associations and suppliers. This won a lot of recognition across Europe, UK and Canada. The standard model for a category management is an 8- step process. Developed by the parent group, they Define the category Assess the role of the category within the e retailer Assess the performance of the category Set objectives and targets Engage in Category strategies Perform Category tactics Involve in Plan implementation. Review and evaluate. In category definition steps, the job is to determine the product which constitutes a category and its segmentation. In category role, the definition of the purpose of the category is in relation with retailers’ portfolio. The analysis of various category performances is carried out in the third step and set targets and objectives in the next step. The fifth step defines marketing and in store service strategy for the category. In category, there are tactics sessions determining optimal products, promotions, placement, pricing and supply methods. In plan implementation stage, making a written plan ensures this tactics to achieve strategies, to fit the role and meet the scorecard. In category review, the purpose is to monitor measure and modify the progress of the categories. The 8-step pro cess is criticized for being bulky and time consuming. Nielson process is a 5-step process. It pinpoints Reviewing the category Targeting consumers Merchandise planning Implementing the

Admissions Essay Example | Topics and Well Written Essays - 500 words - 2

Admissions - Essay Example However, instead of using the term eclectic as a means of arrogance, the underlying reason why I use eclectic fashion stems from the fact that I do not prefer to continually buy clothes all the time. The fact of the matter is that clothes take quite a while to wear out. As such, being a responsible citizen and seeking to reduce my impact on the earth requires a reasonable person to use an article of clothing up until the point in time that it begins to show signs of wear/aging. Because of the desire to wear a garment up until the point that it begins to show signs of wear, buying disposable fashion that is â€Å"in† one season and â€Å"out† the next is not reasonable or rational. Instead, the more appropriate approach would be to buy fashion based upon the level of classic timelessness that it engenders. In this way, choosing clothes that are appropriate and timeless helps to create a balanced wardrobe. This represents a very utilitarian view of who I am. Instead of being a person that is consumed with a desire to promote the latest fashion trend, I am more concerned with the quality and classic nature of particular item. Yet, rather than this making me what some might call a â€Å"conservative person†, this taste in fashion does not translate into my taste in music or other â€Å"style† choices. My preferred music is electronic/trance; something that does not fit with the clothing style I have selected. But due to the fact tha t music considerations are not something that a person pays for on a regular basis, like clothing, the differential that is evidenced in my life is at least partially understandable. From the information that has been discussed, it can clearly be seen that personal style is not something that can be defined categorically. Even within the various elements that contribute to style, a wide range of difference can exist within an individual.

Communication Strategy in Business Essay Example | Topics and Well Written Essays - 1000 words

Communication Strategy in Business - Essay Example All the audience wants to know is if or not the presenter has done sufficient homework to have them listen to him/her. Having said that, when a presenter is able to narrate a story, it not only involves the audiences more into the presentation, but also gives them the impression that the presenter knows what he/she is saying. The non-story like presentation makes the audiences feel drawn out, in reaction to which, they are reluctant to approve of the presentation. It is linked to business presentations because these presentations provide the audiences with a lot of room for questions. An effective business story is the one which has a certain start, discussion of interim events and a defined conclusion. Since it is a business story, so it has to explain the nature of business, the risks and opportunities encountered, the way they were managed, how the resources were arranged, what was the scope of work, the organization structure and the organizational culture and the profits made as well as the losses incurred. Being â€Å"in command† means that the presenter leads the presentation rather than the audiences taking the lead. It also means that the presenter knows and is experienced in the business. Q. 2 Answer: Weissman is right in his consideration of the story as of more value than the graphics. The audiences know that they are there just to raise the questions. Being in a position to challenge the arguments of the presenter, they fully exploit the presenter if he/she bores them with flashing slides, that don’t really make any detectable connection with one another. What they want is a detailed explanation of the challenges encountered by the presenter and the way he/she dealt with them. The audiences are smart enough to know that many presenters attempt to get away with the scintillating and gaudy effects while the content is really very shallow and just insufficient. By narrating the story, the presenter takes the form of a lecturer and the au diences become students. Naturally, a sense of respect for the presenter starts to cultivate in the audiences’ heart. I disagree with Weissman’s view that the effects of the slides are just to support the presenter and not the audiences. The various sizes of fonts and the background effects and the color combinations are fundamentally there to satiate the vision of the audiences. The audiences need the text to be clearly visible in the background, so that they may be able to read the content of the slide. Also, the audiences are very critical about each and every word of the content. The moment they feel that the presenter is trying to play with the words, they start arguing. A presenter who is able to narrate the story should display minimal content in the slides, should keep the charts and drawings very simple and the colors light. It doesn’t really matter if the slides have a low profile because it is fundamentally the presenter who is in charge. Q. 3 Answer: Although I agree that a presenter must always prepare properly, yet I do not agree that he must never apologize. There is no point for an individual not to be apologetic at any point in something as exposed to the public criticism as a presentation. If a presenter tends to defend his/her point when he/she is not really supposed to, it has a very negative impact on his/her impression in the audiences’ eyes. He/she is perceived to be stubborn and rude rather than understanding and kind.

Flash Fiction Essay Example | Topics and Well Written Essays - 750 words

Flash Fiction - Essay Example Flash fiction Mr P was known for his combative approach in dealing with issues affecting the general public. The fact that he was approachable must be acknowledged from the onset. He was loved by all and sundry. On this fateful day, the members of parliament of his country had allegedly awarded themselves huge salaries and send off packages given that their terms in office were almost coming to an end. This did not go down well with Mr P who was known to object to the corrupt and unethical tendencies of the greedy members of parliament. He termed the move unfortunate, cruel, insensitive and highly regrettable. He then moved ahead and called the members of the public to hold a peaceful demonstration in order to express a public displeasure and dissatisfaction with the move of the law makers. It was around 4pm, barely two hours after Members of Parliament unanimously agreed to award themselves the packages, and the beautiful town of Ayoma was already thronged with crowds demonstrating. There was a lot of noise in the town. The businesses suddenly came to a standstill. Mr P was at the fore front, leading the demonstration. The crowd turned rowdy and almost unruly. The roads connecting the town to other major towns were blocked. It was not business as usual. The members of the media were all over the place covering the event. It was exactly 5 pm when a huge group of security officers were deployed to quell and calm the crowd that had become very rowdy. Gun shots were heard in the air. Tear gas and hot water was poured on the demonstrators. Mr P took the police head on, confronted them. A police officer caught him by the collar of his shirt. He fought back by giving a very hot slap on the cheek of the officer until the officer collapsed. He would later say that he did not have any intention of slapping the police officer, in fact, according to him, it is the officer that brought his cheeks closer to his hand. All in all, nobody dares the police and gets scot free. A s such, they arrested him. This worsened the already bad situation. A man of the people had been arrested by the police serving an irresponsible government. A man of the people had been put into a police vehicle, a â€Å"Black Maria† heading for the pathetic cell. The crowd could not take this lying down. Things took another turn, violence ensued. The groups engaged the police in running battles fighting for the release of their man. They used the weapons at their disposal to attack the police. Stones were coming towards the police from all directions like rain water. Containing the situation became difficult. More and more police officers were deployed to help ease the violence which had now moved from fighting with the police to looting of property from shops and other major business premises. At some point, a gunshot was heard and a sharp voice of a female reverberated through the crowd. It was the only sister of Mr P. She

How the social media can benefits a new company with that much Essay

How the social media can benefits a new company with that much competition - Essay Example Social media is undoubtedly effective newest tool and strategy for growing a new or an existing business. Hundreds of social media networks are obtaining wider popularity across the globe since more and more business people are tempted to use social media to share their views, ideas, feelings and information with others. Social media is about how people use internet for their communication purposes. Social media refers to any of the many online tools that allow people to share information and learn from others through a communication network in an open process. Social media thus refers to online contents that are created and consumed by regular people for each others. As Singh and Diamond (2012, p. 10) noted, it may be comments a person adds at the end of a website- article or family photograph he uploaded to a photos-haring site or a video he uploaded to a video-sharing site. Until the last decade, businesses had to use direct communication for most business and marketing activities, but the emergence of social media brought tremendous changes in business and marketing communication. It has not only brought greater opportunities for many businesses, but also posed bigger challenges for many to survive in competing with others. For a new business to be set up successfully, marketing communication is an extremely important function since its ultimate goal to reach its customers will be successful only if it can communicate its people about the business and its goals. When introducing a new brand or the existing brand with new product or service to the market, it needs to be communicated to its people to make them aware about it, to inform or persuade them to buy or to keep on reminding them about the goods or brand (Kitchen, 1999, p. 21). Social media can play pivotal role in marketing communication and thus perform the functions of advertising as well as marketing promotional activities. A new business to be set up or an

The Linguistic Art Of The Adventures of Huckleberry Finn Essay Example for Free

The Linguistic Art Of The Adventures of Huckleberry Finn Essay The most significant feature that I noticed, after the first glance of the novel of? The Adventures of Huckleberry Finn? ,(Mark Twain ,Penguin Books LTD,1985,ISBN0-14-243717-4), are the words, phrases and sentences structures used by Mark Twain. This is the first book that I have ever read, which all is written by colloquial languages, and sometimes even in misspelling words and dialects. These morphological and grammatical changes did cost extra time to understand, but they are also the most interesting feature caused most of my attention while reading it. So in this reading  response, I would like to analyze the language arts in the novel of ? The Adventures of Huckleberry Finn?. First, as the adventures carried on, the protagonist Huckleberry met a lot of different people with different back ground. And the writer used many dialects and slangs for those characters to make the descriptions much more real. Take the following part of Jim’s words as example, ‘Yo’ ole father doan’ know, yit, what he’s a-gwyne to do. Sometime she spec he’ll go ‘way, en den agin he spec he’ll stay. De bes’ way is to res’ easy en let de ole man take his own way. Dey’s two  angels hovein’ roun’ ’bout him. One uv’ ’em is white en shiny, en ’tother one is black. De white one gits him to go right, a little while, den de black one sail in en bust it all up. A body can’t tell, yit, which one gwyne to fetch him at de las’. But you is all right. You gwyne to have considable trouble in yo’ life, en considable joy. Sometimes you gwyne to git hirt, en sometimes you gwyne to git sick; but every time you’s gwyne to git well agin. Dey’s two gals flyin’ ’bout you in yo’ life. One uv ’em’s light en ’tother one is dark. One is rich en ’tother is po’. You’s gwyne to marry de po’ one fust en de  rich one by – en – by. You wants to keep ’way fum de water as much as you kin, en don’t run no resk, ’kase it’s down in de bill dat you’s gwyne to git hung. ’(27) As in this part, all over the words of Jim, your, away, best, round, about, them, the other, considerable, flying, poor are all shortened as yo’, ‘way, bes’, roun’, ‘bout, ‘em, ‘tother, considable, flyin’, po’ respectively, and old, yet, going, speak, then, there, get, hurt, girls, first, from, because are all reformed as ole, yit, gwyne, spec, den, dey, git, hirt, gals, fust, fum, ’kase respectively. These are  exact the features of black slangs, which is the most suitable words for Jim. Second, instead of describing a lot of feelings and atmosphere, Mark Twain just using verbs to lead readers into the sceneries. As the following part, ‘Then he turns and goes in. The crowd looked mighty sober; nobody stirred, and there warn’t no more laughing. Boggs rode off blackguarding Sherburn as loud as he could yell, all down the street; and pretty soon back he comes and stops before the store, still keeping it up. Some men crowded around him and tried to get him to shut up, but he wouldn’t; they told him it would be one o’clock in  about fifteen minutes, and so he must go home – he must go right away. ’(154) In the first sentence of this part, writer used simple present tense to place Huckleberry’s behavior in the spotlight, while used simple past tense to describe others to make them as the background of the main character. This little change in tense made readers feel much more easier to get the real feeling. And as the next example when Huckleberry found out there was someone else was talking on the island with him on his way of escaping, ‘I didnt wait, but shoved out and paddled away easy. I tied up in the old place, and reckoned I  would sleep in the canoe. ’(51) The usage of constant verbs gave the readers a direct experience of being spooked, which is much more real feeling than the description of Huckleberry’s feeling at that time. Third, there are a lot of informal contractions of grammar to fit for Huckleberry who is a thirteen years old boy without too much education. For example, ‘Well, Judge Thatcher, he took it and put it out at interest, and it fetched us a dollar a day apiece, all the year round. ’(page9) ‘But Tom Sawyer, he hunted me up and said he was going to start a band of robbers. ’(9) ‘The widow she cried over me, and called me a poor lost lamb, and she called me a lot of other names, too. ’(9) These sentences are all in a ‘ Noun + Personal Pronoun’, which is not formally grammatical, but suitable for Huckleberry. Other examples as, ‘She put me in them new clothes again, and I couldn’t do nothing but sweat and sweat, and feel all cramped up. ’(9~10) ‘Well, I couldn’t see no advantage in going where she was going, so I made up my mind I wouldn’t try for it. ’(11) These double negative sentences do not mean an affirmative way, but matchable ungrammatical words for a thirteen year little boy.

Achilles Tendon Sprain Case Study

Achilles Tendon Sprain Case Study Name: Lani Thompson Age: 26 Sex: Female Occupation: Merchandiser Height: 179 Weight:77.8, BMI: Diet: Mixed Family: She lives with her partner, no kids. Medical History: No history of Hypertension, Cardiovascular, Diabetics mellitus, pulmonary or any chronic disease. Footwear: A comfortable, properly fitted footwear should be used. Avoid High heels. Daily activities: Usually she goes to Gym thrice in a week, occasionally she goes for swimming. Balance: Muscle performance: No muscle wasting. Posture: Circumferential measurement: Alignment: There is no difference in alignment while she walks. History: Lani Thompson is a hockey and rugby player. About 4 months back, while she was training rugby she had a right ankle sprain. The Incident was happening around 7 in the night. Soon after she was shifted to the hospital and consulted with the doctor. On the same day she had undergone several investigations and examinations, including X-Ray and ultrasound. No evidence of any fracture on the x-ray and was diagnosed as an Achilles tendon sprain. Initial 2 weeks she was in a brace, subsequently she started ankle exercises. Later she exercised with Theraband and had started physiotherapy treatment for 2 weeks, eventually continued her exercises at home. Past Medical History: She has never been hospitalized for any chronic diseases. No history of Diabetes mellitus, Hypertension, Heart diseases, Asthma, Hepatitis, Sexually transmitted diseases or Tuberculosis. She regularly takes medications for depression/anxiety and for contraception. Medication: Venlafaxine, Quitiepine and a contraceptive pill. Surgical Intervention: No surgical interference. Gait pattern: Altered, limping of right leg. Range of Motion (ROM): Normal on left side, right ankle ROM is slightly altered, No muscle stiffness. Palpation: No tenderness or any abnormalities. Anatomy of the Ankle joint: The ankle joint mainly consists of two joints, the subtalar and the true ankle joint. The subtalar joint comprises three bones, the tibia, the fibula and the talus. The mechanism of the ankle joint is very complex. True ankle is responsible for the up and down movements of the foot. The subtalar joint is positioned under the true ankle joint and consists with two bones, the calcaneus and the talus. This joint is responsible for the side to side movement of the foot. The joint is covered with a cartilage known as articular cartilage. The articular joint is lubricated with synovial fluid. Many ligaments connect the ankle bones together, they are anterior fibular ligament, which attaches the fibula to the tibial bone. The second ligament is known as the lateral collateral ligament, which connects calcaneus bone with the fibula and the tibial bone and the third one is deltoid ligament, it connects calcaneus and the talus bones together to the tibia. Many tendons attach the muscles of the lower limb and the bones of the ankle, they are the Achilles, the flexor hallicus longus, the flexor digitorium, the peroneal tendons, the posterior tibialis and the anterior tibialis tendons. Among these tendons the Achilles tendon is considered to be the strongest tendons in the human body. It is located at the posterior of the leg and connects the calcaneus bone to the gastrocnemius ,solens and plantarius muscles. The Achilles tendon is about six inches long and can withstand around four time of body mass during walking and almost eight times while running. Achilles Tendonitis: It is the inflammation of the calcaneus tendon.Over use of the tendon causes pain and stiffness, for instance running up hill or climbing up stairs. Achilles Rupture: asdf†¦Ã¢â‚¬ ¦.. Exercises: Group 1 Exercise: Evertion/ Invertion isometric exercises. Evertion: This exercise can be performed by placing the injured foot adjacent to a door or the leg of a table and gradually push extremely to the lateral side of the foot. Inversion: This exercise can be done by placing the medial aspect of the foot to any fixed objects such as a table leg or a door, then to push gently outward –in for two to three seconds. Evertion/Invertion with an exercise band: Evertion: The client has to sit and fix the leg straight, with the help of an elastic band One end of the elastic band is attached to a table leg and other to the foot and then gradually turns the foot outwards. Invertion: Rotate the foot inwards by reversing the position of the band .The movement of the foot should be apart from the leg of the table. The client can proceed to the group two exercises, if he tolerates to do group one exercise. Group 2 exercises: Gastrocnemius stretch: The patient has to bend forward and push the wall with his hands. The injured leg should be placed just behind the other foot, keeping the foot firmly to the floor for about 30 seconds. Soleus Stretch: Place the non injured foot behind the injured foot and bend the other knee joint. The heel should be raised while stretching. Weight bearing exercises: The client should stand on the floor with the affected leg and bend the other leg, so that the whole body weight should bear on the injured leg for 30 seconds and then lift the heel up and down. Injured leg stand with a cloth: The client is asked to stand on a 2inches thick cloth with the injured leg for 30 seconds. The client can proceed to the group three exercises, if he tolerates to do group two exercises. Group 3 exercises: Lateral step and bound exercise. This exercise is performed by placing a folded towel on the floor and to stand beside the towel and client steps on the folded towel. Other foot should be placed firmly on the floor. Repeat the same exercise with other leg. As the pain allows, increase the repetitions and speed accordingly. Hop exercise: It is performed by placing a folded towel on a floor and the client is asked to stand beside the towel and bound over the folded towel and to rest on the other foot. Then reverse the entire exercise with the other leg.As the pain allows, slowly raise the speed and hops. Rehabilitation: Range of movement: Stretching of the calf muscle: When the patient will be able to sand comfortably with an injured leg, he is asked to move back the injured foot and move the hip gradually forward, so that the calf muscle is stretched. Hold for 20 seconds and repeat for at least 2 times per day. Alphabet writing: The patient has to write alphabets with his greater toe at least 2 times per day. Balance training exercises: By holding a fixed object firmly with one hand and stand on a single leg, keeping the other knee folded. Repeat the same with the other foot as well. As the patients balance improves, he is encouraged to repeat the same exercise with eyes shut. GOALS: Short term: Phase 1 and 2 Improve joint range of motion and flexibility Increase ankle strength Gain normal gait pattern Progressive Proprioception and motor coordination Long term: Phase 3 and 4 Improve cardiovascular endurance Return to complete sports activity Rehabilitation program involves: Stretching of the calf muscle and around the ankle muscle Strengthening exercise Deep massage techniques Cardiovascular endurance exercise Agility training Phase 1: T o gain range of motion Stretching- Calf plantar fascia stretch: Sit on the floor with leg extended and knees straight Loop a towel around the affected leg and grip the end of towel on each hand. Affected leg should be in straight and pull the towel near the body Hold the position as same for 30 seconds and relax Repetition: 3 to 5 Calf muscle stretching: Open kinetic chain exercise: Toe curls Marble pickups Four-plane surgical tubing exercises Sub maximal Isokinetics in short arc Strengthening exercise: Plantar flexion exercises with Theraband Inversion and eversion exercise isometric exercise Flexibility: Grade 1 and 2 mobilization Alphabet ROM Proprioceptive: Stork standing Single plane tilt board Biomechanical ankle platform system in non-partial Weight bearing position. Cardiac endurance exercise: Pool therapy Stationary cycling. PHASE 2: Stretching: Achilles stretches in sitting and standing positions Open kinetic chain exercise: full –arc ISO kinetics Close kinetic chain exercise: Shuttle squats Heel raises Toe raises Tubing lunge steps Proprioception: Wobble board work Walking on uneven surface Biomechanical ankle platform system with partial Cardiac endurance training: Treadmill Stairmaster PHASE 3: Program in this phase should be considered according to the Strength and progression of the client. The program involves dynamic and functional tolerance of the patient. Start up with increase weight bearing force on the ankle joint Stretching of Achilles tendon in a supinated position Eccentric heel drop with knee straight Eccentric heel drop with knee bent Lunges and squats Step ups Side step ups with weight bearing To focus on lateral stability –up and down sideways movement Back pedalling exercise Caricos Plyomettric drills Proprioception: Ladder drill Netball throwing and catching with Standing on the affected leg moving to catch the ball and return to land on the same leg. Four square hopping drills Agility training: Shuttle running with changing the direction Zigzagging or figure of 8 runs Phase 4: functional rehabilitation activities such as tip toe walking. Polymeric progressions –hopping, bounding, depth jumps and box drills Sport-specific training Unstable surface training Stationary cross country skier Ensure normal plantar to dorsiflexion strength ratios and muscle balance Careful increase in training regimens

Importance of Teacher Interaction with Learners

Importance of Teacher Interaction with Learners In order to facilitate learning activity in the classroom a teacher must have a clear knowledge of who learners are. In general, a learner is an individual who engage him/herself in the process of acquiring new knowledges and developing varieties of new skills. A learner can be found wherever a learning process takes place between two persons or among a group of people. In the context of schooling a learner is a child who can be a student of primary, middle or secondary school and their utmost and primary duty is to learn. In whatever age or stage the learner is at, there are some learning theories which classifies the types of learning patterns and thereby the learners. It is believed that learning has no age restrictions and it begins ever since the child starts to talk and recognize. However, the theories involve the social, psychological and creative contexts. What we consider as progressive education was first conceptualized by John Dewey in the late nineteenth century. According to him, the learning process proceeds mostly in a socio-cultural manner and provides a meaning and proper direction in developing instincts in the individual (Dewey, 1987). Albert Bandura also believes that learning occurs from socio-cultural observations (learning through observation which is also identified as observational learning) whereas scholars like Jean Lave and Etienne Wenger that learning and acquiring the knowledge from it happens at the same time when these are being practiced in communities (Lave and Wanger, 1979), and through inquiry (Garrison and Kanuka, 2004). Randy Garrison and Heather Kanuka, also had similar vision in actualization of knowledge. Paulo Freire considered learning not only occurring from the socio-cultural context but also individuals contribution towards it. A group of psychologists in the early twentieth century proposed a behavioral approach to describe the learning process (Stewart, 2013). Famous philosophers such as Ivan Pavlov and psychologist B.F. Skinner identified how habitual response or instincts are being learned by the animals using rewards or acts with certain behavior (Pavlov, 1971). Behavioral theory is connected to an outcome based approach when these are being applied in the classroom. This kind of learning in most of the cases are implemented in Preschools. In such environment, the classes are oriented in such a way to establish certain task and the curriculum is also designed to achieve the goal through behavioral instincts of the children. According to Jean Piaget learning starts from knowledge which is gathered by different kind of experiences from the surroundings. These set of experiences can only be managed by the skills present in leaners stage in development. These theories mostly focus a series of constructivism which is defined as cognitive constructivism. This theory consider that knowledge is actuated internally on a person rather than imposed and after that it is organized into schemata, or the set of structures of individuals understanding through which an individual develops his/her sense of the universe. As soon as the schemata internally forms, understanding occurs. David Kolb had discussed on figuring out the place of various kind of learning in his proposed empirical study of learning cycle (Kolb, 2014). He believes that learning initiates via experimental or feeling stage. This is a stage in which information is obtained from experience and then it is analyzed or decoded to extract further information. The information is then spread in the public or other discussed on interpersonal domain in case of its occurrence in social environment. During the watching stage, leaners step back from the experience and start to pull out meaning from it. For accessing embedded information, the effective domain plays a vital role. It also brings out the subconscious understanding of the information, or the thinking stage. At this stage, relevant information from though out from instincts or other sources can be entered the cognitive domain to justify the validity of the information. Afterwards, the information can be actuated into practical domain, which can be considered as the doing stage. Learners acquire different skills and strategies to obtain result from the valuable information.ÂÂ   This information processing system can be characterized by several cognitive approaches. It also pinches the way individual reacts to different type of ideas, information or experiences obtained from others. A cognitive style recognizes the way a person is focusing on certain parts (an analyst) or the entirety of the event (a holist) or if he is engaging others using words (a verbalist) or visual effects (a visualist) (Stewart, 2013). Each type of learning types also lends themselves towards various kinds of processing mediums. A verbalist, for example, tend to use his oral and written skills of communication to resolve a problem as an accommodator (Kolb, 2014). This also stimulates him to be an activist by the social environment (Honey and Mumford), through collecting and actuating socio-cultural knowledge as it is obtained via oral channel and social interactions as described b y the Kold Biglan model. There are also classifications in the learning style, for example, learning personalities (Dilts, 1995) which reflects the way the learners will to learn, and different sorts of intelligences (Gardner, 1995) which explain the way the learners will improvise and flourish. Such intelligence can be logical, kinesthetic, musical, spatial, verbal, intrapersonal, naturalist and interpersonal.ÂÂ   A learner does not always fall into a cognitive learning style, but reflect a combination of learning preferences to different degrees. References: Bandura, A., Walters, R. H. (1977). Social learning theory. Catania, A. C., Laties, V. G. (1999). PAVLOV AND SKINNER: TWO LIVES IN SCIENCE (AN INTRODUCTION TO BF SKINNERS SOME RESPONSES TO THE STIMULUS PAVLOV'). Journal of the Experimental Analysis of Behavior, 72(3), 455-461. Dewey, J. (2007). Experience and education. Simon and Schuster. Dilts, R., Epstein, T. (1995). Dynamic learning (Vol. 426). Cupertino, CA: Meta Publications. Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200. Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Piaget, J. (2000). Piagets theory of cognitive development. Childhood cognitive development: The essential readings, 33-47. Sharp, D., Cole, M., Lave, C., Ginsburg, H. P., Brown, A. L., French, L. A. (1979). Education and cognitive development: The evidence from experimental research. Monographs of the society for research in child development, 1-112. Stewart, K. L., Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23.

Public Schools Mandatory Uniforms :: Education

The debate about public school uniforms in America has been around for a very long time. This issue was even mentioned by President Bill Clinton in a State of the Union address in 1996. In his 1996 State of the Union Address, President Clinton decreed,† I challenge all of our schools to teach character education, to teach good values and good citizenship and if it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear school uniforms† (Clinton 1996). Public schools requiring mandatory uniforms for their students are a major topic as it deals with moral and economic concerns about how America’s public schools are operated. Lack of parents support is the most significant reason for schools failing to implement any sort of school uniform code. Parents, teachers, and students should support the need for school uniforms in public schools so that they may be able to achieve higher educational goals. This paper will discuss many of the pros to the debate on uniforms in public schools as well as touch on some of the cons on the subject. After weighing the two sides, it will demonstrate how the pros are a more sensible alternative and why schools should require mandatory uniforms for their students. Supporting a school uniform policy would help to raise the academic performance level. Students normally wear a variety of clothes that are a distraction in the classroom for a variety of reasons i.e. sports logos, political messages, personal interests, etc. School uniforms would remove this distraction along with the stress of a student having to choose what to wear to school each day. Students that are less worried about their fashion will tend to be more focused on their school work as Helen Woods states, â€Å"Research studies included in this research shows that parents have opinions favoring a uniform dress code with the two foremost reasons being competitiveness among the children and their peers to wear the latest designer fashions†¦Ã¢â‚¬  (Woods 1992). School uniforms would remove the friction between students that do not wear the style clothes that fit in with their peers. Students that cannot wear competitive designer clothing will, in the name of competition, be c onsidered a loser and no student wants to be considered a loser just because they cannot afford expensive designer clothing. The cost of the uniform depends upon what type of uniform is required.

Diet Pills Essay -- Health, Appetite Control

Science and technology have revolutionized the lifestyle of man. The modern man is submerged by a world of hectic life. Everything is done very fast due to time constrain which unconsciously affected our health and fitness. On top of that, excessive workloads have reduced our time for exercises and health maintenance. Besides all these modern life’s things, millions of Americans claim that winter is the most common season for people to gain weight as the cold weather discourages outside exercise (Richards 2008). As a result, studies have depicted that more people are getting overweight every year and it has become a constant issue for millions of people. If decades ago, a person who is thin could be considered as ill but now everybody wants to be slim just like the magazine cover girls. Since diet pills seemed to be a quick fix to this problem, (Richards 2008) it becomes very important for everyone to know the side effects of taking diet pills. To begin with, diet pills are more than an appetite suppressant. Appetite control would make weight loss goals easier to achieve. Unfortunately, appetite control is easier said than done as it is not something that everyone is capable of (Thadani 2009). That is why most people tend to seek help from the magic diet pills. It is because, appetite suppressant diet pills help to kill an individual’s appetite and hunger which can make the person goes on for a long period without feeling the needs to consume food (Thadani 2009). However, it is worth to bear in mind that our body need adequate amount of food for growth, nourishment and producing energy (Thadani 2009). This is the dangerous part of appetite suppressant diet pills where they give false instruction to the body that it does not req... ...). On top of that, if obese people use diet pills to help control their weight have already stressed hearts and elevated blood pressure due to their weight, and if diet pills are added, this only exacerbates the problem and can cause permanent heart damage (Richards 2008). As a conclusion, ingredients that present in diet pills can cause harmful effects to our body. All in all, most diet pills bring more negative effects for they only act as appetite suppressant, give only a temporary fix and contains harmful substances to our body. Unfortunately, the best way to shed those pounds is nothing new. Physician, dietitians and nutritionists unanimously agree that eating a moderate and balanced diet along with regular exercise is the best way to maintain a healthy weight. Being healthy does not mean to have a slimmer body, but to have an ideal shape and staying fit.

Growing up in different times: Heaney and Wordsworth

William Wordsworth grew up in the Lake District in Cumbria, England during the very end of the eighteenth century and early nineteenth century. Here he lived with his aunt and sister. Being surrounded by nature was a huge impact on Wordsworth's life. Nature was everything from his teacher to almost his lover. He gradually grew to believe that nature was God. This idea that was everything for him is demonstrated very well in his poetry. Seamus Heaney was born in Northern Ireland in Derry. He was born before the height of the troubles but did live through a hard life living on a farm in rural Ireland. Living on the farm helped him to grow up and realise what real life was like. He learned things like dealing with death. There are similarities in both poets' writing. For example both people grew up with nature and it was nature that taught them what real life was truly like. There are also differences for Heaney nature was only like a teacher while for Wordsworth nature was even things like his conscience. Heaney grew from fear to confidence. Wordsworth's writing was very philosophical and always contained a much deeper meaning than Heaney's writing did. This is just a few poems from Heaney's anthology Death of a Naturalist. In the poem â€Å"Death of a Naturalist† the change Seamus experiences is one which we all experience yet at the time do not know that it has taken place and probably for some years will not know. The poem begins with a light description of the childhood ritual, collecting frogspawn. Every year he collects â€Å"jampotfuls† to put on shelves both at home and school. Now as Heaney is quite young he would not be aware of how the frogspawn got there. And no one is prepared to truthfully tell him. But his class teacher describes how â€Å"The daddy frog called a bullfrog, And how he croaked, and how the mammy frog Laid hundreds of little eggs.† But of course this is not how it happened and of course eventually one day we all find out about sexuality. Heaney's day came when one year while collecting the frogspawn â€Å"the angry frogs Invaded the flax-dam,† he heard a â€Å"coarse croaking that I had not heard before.† He believes the frogs are beginning to gang up on him to take revenge for all the eggs he has taken but of course nothing of the sort is happening, it is just that all the frogs are having sex. â€Å"On sods; their loose necks pulsed liked sails. Some hopped: The slap and plop were obscene threats†¦. †¦their blunt heads farting. I sickened, turned and ran.† This image is a grotesque image in which subconsciously young Seamus discovers his sexuality. For a minute he is aware but afraid to admit it to himself in case he may lose that childhood innocence so he turns away sickened, longing for the moment that he was unaware of this disgusting act. â€Å"Dawn Shoot† is again a different type of poem. In this poem Seamus has no fear to conquer and no bridge to cross whether real or imaginary. This poem is really about how far he has come. Rather than cry over the death of animals in â€Å"Early Purges†, he is enjoying the killing of animals. He is totally carefree and not worried about shooting an animal or how badly wounded it should become or even if it dies. He is even stealthy so not to scare the animals to ensure he gets a kill. â€Å"Rubber-booted, belted, tense as two parachutists, We climbed the iron gate.† When an animal is finally killed they don't even care to retrieve it as â€Å"the prices were too small.† I have chosen two extracts from Wordsworth poem â€Å"The Prelude.† In the poem â€Å"The Prelude (I)† Wordsworth follows a similar theme of growing up. In this poem young Wordsworth takes a boat which is not his and he is feeling very adventurous. â€Å"It was an act of stealth And troubled pleasure.† He felt very good when he took the boat and was having a very good time, until Wordsworth realises what he has done wrong but this is not realised until he reaches his destination in the lake. â€Å"The horizon's bound, a huge peak, black and huge, As if with voluntary power instinct Upreared its head.† This is the climax of the poem and helps show the sudden change in mood. Wordsworth is happily rowing the boat when suddenly this huge big thing shows itself. To Wordsworth this is some sort of hideous creature. But in fact as you go through the poem you learn that this is the first few signs of his developing conscience. â€Å"For many days my brain Worked with a dim and undetermined sense Of unknown modes of being; o'er my thoughts There hung a huge darkness†¦. †¦moved slowly through the mind By day, and were a trouble to my brain.† These show the signs of a guilty conscience, guilty from knowing he took the boat: a moral Wordsworth is being taught about from nature and it again points to his emerging belief of Pantheism, that nature is God. The main focus in this poem â€Å"The Prelude (II)† is that of moving on. The poem has a picturesque setting of the â€Å"twilight gloom† This type of light however would tell Wordsworth to go inside, as if nature was telling him as a parent calls their children. But â€Å"I heeded not their summons.† So he carried on â€Å"All shod with steel, We hissed along on the polished ice in games:† a nice use of alliteration to convey the movement of ice skating. But Wordsworth being a Pantheist he cannot stay so he wonders off; â€Å"not seldom from the uproar I retired.† Wordsworth here shows his poetic ability and understanding of nature because he realises that the hills are â€Å"melancholic.† His subconscious understanding of nature forces him to go off and explore. What he realises is that everything around him is moving. â€Å"With visible motion her diurnal round! Behind me did they stretch in solemn train, Feebler and feebler, and I stood and watched Till all was tranquil as dreamless sleep.† The movement of the earth that he experiences here shows him that he is part of a moving, living universe. It is as if he has travelled with the spirit in God of nature. I think everyone could relate to Wordsworth's and Heaney's poems in someway: I know that I can relate to his feeling of a spirit in the woods. When I was lost I in the woods I felt as if someone was there showing where to go. The one thing we must all realise is that, we will all grow up: it is unstoppable and inevitable. I savour the thought.

Literary Analysis- All Summer in a Day

Jeremy Olsen Mrs. Harvan Art of Writing 12 April 2010 All Summer in a Day Most children grow up not knowing how the world works around them. They don’t understand why people are different from one other and they react differently to with jealousy or cruelty when someone is not like they are. In All Summer in a Day, by Ray Bradbury, the children are jealous and angry with Margot because she has experienced things in life they have not, so the kids treat her unfairly because of it. From the beginning of the story the kids never liked Margot and treated her cruelly. When she starts to tell the kids in her class how the sun is â€Å"like a fire in a stove† (Bradbury 1) she is cut off by a boy and told â€Å"you’re lying you don’t remember† (2). Another instance when she is treated horribly by the kids is when she is told to â€Å"speak when spoken to†¦Ã¢â‚¬  (3) by one of the boys in the class. When the time comes close to when the sun was going to come out the kids in the class say â€Å"Hey let’s put her in the closet before teacher comes back† (4) and all Margot could say was no. After they put her in the closet the sun came out and they all ran outside and forgot her until one of the kids says â€Å"she’s still in the closet where we locked her. †(5) this shows how unimportant she is to the kids and also how the kids can just go on after possibly ruining the girls life. At the end of the story when the kids realize they left Margot in the closet one of the girls says â€Å"well? † to the boy who put her in there and he didn’t even have a response because he felt horrible about what he did.

Martin Luther King Jr. Ethos, Pathos, and Logos Essay

On August 28, 1963 Martin Luther King delivered his speech to all of America. Martin Luther’s opening line to his speech was, â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.† In Martin Luther King Jr.’s speech â€Å"I Have a dream†, he uses all three of these forms of rhetoric in order to persuade to his audience that racism and segregation is not the plan for the future of America. As he delivered his speech, Martin Luther King states, â€Å"Five score years ago, a great American, in whose symbolic shadow we stand today, signed the emancipation proclamation.† His use of Lincoln brought authority into his speech. Martin Luther King is bringing attention to the authority of Lincoln and his view on civil rights. This is providing a strong ethos appeal and establishing credibility with his audience. He also uses the Declaration of Independence to bring authority into his speech. He quotes, â€Å"unalienable Rights† of â€Å"Life, Liberty and the pursuit of happiness†. His use of this quote is to use a supreme authority as being on his side. He is saying that the American government has ignored their duty to all of the American people. He is setting up his own credibility by referring to authority of a great American and our constitution. Martin Luther King’s use of pathos is astonishing as he appeals emotionally to both races of people. His use of the bible verse ‘â€Å"And the glory of the Lord shall be revealed and all flesh shall see it together,† emotionally draws his audience. He is using the bible as common interest among his crowd and to build a connection between the different races. He appeals to freedom throughout his speech to keep his audience engaged in his fight for freedom. He states, â€Å"And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.† He uses the American dream to appeal to all Americans. He is saying that his dream is part of the American dream that we all deserve to have the freedom to dream. He also uses the appeal that he is a father and that he wants more for his children. â€Å"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but the content of their character.† This is allowing the listener to relate to him as a father and the aspirations we hold for our children. It provides a human appeal and demonstrates pathos. Martin Luther King also uses logos in his analogies. He states, â€Å"America has given the Negro people a bad check, a check which has come back marked ‘insufficient funds.’† His analogy is using logic as a form of reasoning. He reasons is that everyone understands money and that the listener is able to relate to being handed a bad check. Martin Luther King’s skillful and articulate use of rhetoric in his â€Å"I Have a Dream† speech was a major turning point in American history and represented a firm stand for equal rights. He spoke out to confront the issues of racism in our nation. This speech was a remarkable moment in the fight for equal rights of everyone. â€Å"When all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing,† â€Å"Free at last! Free at last!†

Classroom Management Plan Essay

In my first year as a teacher, I am committed to providing an environment where students are successful in learning, and understand the rules of the school inside and outside of the classroom. When students know they are in a safe environment, they feel safe to –ask questions, make mistakes, and be their selves. In keeping with tone of supporting students, behavior should not be punished, but re-directed to fit each students’ needs. My job as a teacher is to set the tone for such an occurrence and allow the students to see where they fit in. Providing the appropriate environment for all students to flourish will be my major goal in implementing good classroom management –it is necessary for the success of each student. I am committed to building my classroom into a safe and inspiring environment while engaging my students through the curriculum. While also getting to know them and interacting with them on a one-on-one basis. I know that meeting the needs of my students is a very integral part of my classroom management. Being comfortable with others students as well as myself, is also key to meaningful and respectful classroom discussions. I would like to have participation as a regular in my classroom, which could lead to group work. I want to make sure students are not afraid to learn from each other early on, so that when they are older they can see the importance of teamwork In my class I would say that I myself am very understanding and open with students. I recognize when they are not in the best of spirits, and when they have received good news. I will try my best to gage students by asking questions about their life outside of school. I want them to also feel comfortable with asking me questions, and know what is appropriate versus not-appropriate. Apart of self-rules, I don’t believe in forcing students to complete assignments, rather I give them the choice, along with consequences so they understand what is expected of them. I want my students to understand how to work for a grade, and know the feeling of satisfaction and earning an â€Å"A†. I am open to suggestions from students of what makes them comfortable in a classroom, so that they feel they are involved in the mechanisms of the classroom –which will give them motivation to learn and be enthused about learning. Physical Arrangement Coming into the classroom, students are met with natural lighting from the  windows and inviting tables and chairs with textbooks neatly stacked in each corner of the desk. Also upon entrance is a table where students can submit their work for the day as the exit the room to go to their next class. They feel excited and eager as they walk to their seats that they choose as their personal seat for the rest of the year. The seat formation is a square, in which students are two to a desk, and seated in front of or –in back of each other. There are three boards in the classroom: * A White-Board (in the front of the classroom) This board is used for writing down student comments. Daily news of important events Important information students should know for the day. * An Interactive Smartboard (on the right wall of the classroom upon entrance) This board is used for prompts and classroom discussions. Interactive classroom activities (i. e. , Jeopardy for test reviews, or lessons that describe how to mathematically explain graphing the equation of a line using slope intercept form) * A Cork Board (on the back wall of the classroom) This board will be used to display: â€Å"Student of the Week†, Top Assignment Grades, and Student Birthdays for the Month. My desk, which is at the head of the class and next to the whiteboard, has a bin for late assignments. Students are instructed to take out their notebooks and pens/pencils, and record the lesson for today located on the Whiteboard. The set-up of a classroom, as well as any room has an effect on the individuals that dwell in that space. I have the hopes that my classroom setting will be inviting to learning and exploration of growth. When I need the classroom to work in pairs or have discussions in groups, I will give them the opportunity to arrange the classroom into their comfort zones. On the walls, students are interested in an array of posters, showing basic steps in Mathematics, English and Science. I will refer to the posters throughout the year, to give students the independence necessary during their times of struggle –and help them recall where and what information is useful. In the far corner in the back of the room, will be a closet with books pertaining to unit discussions, and supplemental materials for writing, researching, atlases, dictionaries and art supplies for projects. These resources could be additional materials that students can look through out of curiosity or of obtaining extra information on a subject. In the far left, aligning the wall will be computers for individual use where students can research, and complete assignments. I have also attached a drawing of the schematics of the room, to show an environment that is conducive to discussions, individual work, and group work. By arranging the desks in square format, I am providing a learning atmosphere during times of lecture and note-taking, while allowing students to re-arrange during group work to give them that collective environment. The desks will not be connected to allow ease of access to each student, during times of monitoring. Teaching Rules/Behavioral Expectations I undeniably believe in keeping a safe environment where put-downs and name calling is not allowed –this also falls under respect. If I can have respect for my students as well as having them respecting each other, I believe this leads to a safe environment where learning can take place. As a part of school-wide rules, I am a stickler for gum chewing or eating and drinking in class. As far as cell phones and music, it is harder to stick to the status quo when it changes so much. I would like to give my kids the freedom to listen to music during their time of written expression or individual-work, as long as they are being respectful of each other, which means they are not blasting the music for everyone to hear, or interrupting other classmates. If it gets out of control, I will let them know that the privilege will be taken away, right from the beginning. As a part of school-wide expectation students are not to bring book bags/jackets to class, to which I uphold in my classroom. Students are required to wear a dashiki to school every day, and anyone not dressed in uniform is to be written-up (somewhat like a pink slip, that follows you throughout your school career), to which I am also an enforcer. I expect students to treat each other and myself with respect, which I outline in the beginning of class as –understanding for others and their lifestyles. I define the 5 step behavioral process as: Step 1: Verbal Acknowledgement Step 2: Verbal Warning Step 3: Name on Board Step 4: Call home Step 5: Write-Up and recommendation for Re-centering (Re-centering is a in-house detention served in the morning before school). If student behaviors are out ruled in the classroom, we will have a student-made Behavioral Process; where the students will come up with rules that will work to increase their learning potential. Students are more inclined to follow rules that they feel they have had input. This in turn will provide less resistance and more cooperation among students. Parents would also be sent a copy of the new rules, and informed of their child(s) desire to implement. Student will know that when the teacher is speaking, they are either taking notes as directed, or following along in required reading. There will be times, when a classroom discussion is held about the flow of material and how comprehensive it is to the students. Giving students the power to feel they have control over their learning. When I want to get the attention of my students I will hold up a quiet sign, and remain silent until all eyes are on me. I will then, say â€Å"Thank you for your cooperation†, and continue on with my lesson. Homework is to be given daily, unless there is a project due at the end of the week; in that case homework is given twice in the week. Late homework is to be turned into the appropriate bin located on my desk marked â€Å"Late†. Spelling, grammar, and organization will be counted towards total grade on ALL assignments. Communication/Daily Schedule It is my belief that involving parents can help with student issues while also gaining an insight to the student outside of the classroom. At the same time, engaging with parents to let them know they are a part of their childs’ education. I would like to send out a monthly newsletter or post an announcement on the web so parents can see what is going on in the classroom. I believe if parents are involved in their child’s school, the child will have more support at home and the parent can help with any issues that arise. I believe it is good to involve parents as much as possible. I will always have the agenda on the board so they can copy it down in their notebook everyday as they walk in. On some days I hope to have a free-writing assignment as a â€Å"Do Now†, so I can take role and they can be engaged and working on their writing. Notes will be taken in a notebook that I provide for easy-to-find assistance during a test, or review. Homework will be turned in at the end of class, as each student is dismissed by name. If the student did not get the homework done, they may lose a point each day it is not turned in. All assignments will have a chance to be turned in, and students will not be given less than half credit for an assignment turned in late. Next, we will begin out lesson. Pop up Quizzes can/will be given once a month, or as needed depending on participation in class. Interactive game days will be announces in advance, to give students something to look forward to in class. I want to make sure I leave at least five minutes to wrap up the lesson and reiterate the important points brought up that day. I will use different forms of assessment to make sure students understand the information, whether by passing out a graphic organizer, or having a discussion around the main points. I want to make sure my students understand the material as well as using higher-order thinking skills to analyze interpret or evaluate the material. I feel essays are a great way to let students express their learning, and interpretation. I would also like to give choices to students to demonstrate their knowledge of a given unit or subject, and believe that by allowing them to choose their way of competence they have another way in express their learning. I would grade on class participation including attendance, homework, group work and tests and quizzes. Group work is graded both at a group level but also at an individual level. I would like to grade as holistically as possible and I do not want students who are successful on tests, presentations or group work assignments to be penalized too much if they are not completing all assignments. My policy on late work will be that it is accepted but at a lower grade. I want students to learn, first. I do not want them to forget an assignment just because they missed the deadline. Encouraging Appropriate Behavior If students are showing signs of trouble getting homework in or not doing well on tests, I will have a meeting with them to help them get back on track. I will make a plan with them that their parents will sign, if necessary. I do not want my students falling behind because they are not doing their work. I want to stay on top of the students who may need an extra push. I want all my students to feel important in my class and another way I can accomplish this is helping them with their schoolwork and organization. I will be another person setting high expectations for all my students and helping those who may need some extra attention to accomplish their goals in the classroom. I want students to understand that they have control over their learning and it is not an innate skill or gene. I will help those who need it most by working with them one-on-one, if necessary. In the beginning of the year, all negative language in the classroom is immediately stopped. This will lead to students feeling safe to express themselves without fear of judgment. In turn, autonomy can prevent discipline problems as kids might act out if they are feeling attacked or unsafe in the classroom. I agree with this prevention strategy because once a student is not held accountable, then the problem will just perpetuate. Rogers talks about re-claiming teachable moments and how it is hard if you don’t catch a problem right from the beginning. I believe that this may make it easier in the long run, but I do not think you have to use a teachable moment right from the start to have it be meaningful. I believe if a problem is really out of control after two months or even five months, a proper, forceful teachable moment could teach the same thing even being later in the class. Establishing attention is one last preventative technique. Rogers insists that you should not talk over noise. I agree with this prevention and I notice that when I stand in the same place in the room, the kids will quiet down. If I â€Å"wait† for them to be quiet, they will quiet each other down. Establishing this early on is crucial in having an environment conducive to teaching and learning. It is essential that directions are heard and important points in class are heard. Discouraging Inappropriate Behavior If there is a consistent misbehavior problem, I will initially ask the student to talk to me after class. I will talk to him/her about the positive things they are doing in class and how I appreciate something they are doing, as in participating in class for example. I will tell them why their behavior is interfering in the class and have them meet with me later to make a plan of how they will be able to stop the behavior. In class, I will give them a warning and then ask them to move to the back of the room to work by themselves. I always want to keep consequences in line with the misbehavior. If the misbehavior continues, I will talk to the student and make a phone call home. I might also ask the parent to come into school for a meeting with the student. I think it is very important to involve the parents. I do not believe in throwing a student out of the room unless they are being harmful to others or me in the class–either physically or verbally. I believe that misbehavior should be addressed with the teacher and student communicating as much as possible. I feel that sending students to the â€Å"office† is overused. Instead of focusing solely on the misbehavior in the classroom, I want to focus on the good behavior and attitudes in my classroom. I want to acknowledge and encourage good behavior and academic success in my classroom. I will make sure that positive calls home will be given out for all students no matter how big or how small the accomplishment. I think parents really appreciate positive phone calls home and it also sets up a dialogue between parents and teachers. I also believe, in using rewards like stickers and stars, A’s or praise. I want my students to know it is okay to make mistakes and take risks in the classroom. I want to encourage my students by telling them specific feedback on assignments to let them know I am interested in their improvement individually. Although, I don’t want them to become dependent on my praise, I want them to be successful learners. I want to focus on improvement and effort, not just the final outcome. Conclusion As I have stated earlier, I believe Classroom Management is the key to an environment where students feel safe participating, and learning takes place. I hope to create an environment that is conducive to learning and involves all my students. The most important part of classroom management is not the behavior problems, but creating a good rapport with the students and encouraging them to succeed and setting high expectations for them. I believe creating a positive environment can limit undesired behaviors in the classroom.

Barclays Essay Example | Topics and Well Written Essays - 1750 words

Barclays - Essay Example According to Needham (1999), organization is the system that has a conventional structure and cognizant planning, in which people deal and work with one another in a supportive and synchronized manner for the achievement of common and recognized goal. Barclays is a major financial service provider in UK , engaged in retail banking, investment banking, credit cards, corporate banking and wealth management (Plunkett, 2005). They have marked their presence in other countries of the world like Europe, Asia, Africa and United States. The company is operating in more than 50 countries and has employed 147000 people (Great Britain: Parliament: House of Commons: Treasury Committee, 2011). Barclays looks towards investing and protecting the money of their clients and customers from all over the world. Organizational Structure Organizational structure is the hierarchy of the organization that shows how the elements within the organization works together to accomplish the common organizational goals. The organizational structure encompasses employees, departments, responsibilities of the employees, resources they require as well as the relation between the department and the employees working within the organization ... Barclays believes in an organizational structure that encourages continuity of the firm in investment processes. The organizational structure of Barclays is divided into several work groups and units according to their knowledge, expertise, resources and skill. Barclays is headed by the Chairman Sir David Walker. The Group Chief Executive Antony Jenkins is responsible for the strategic planning and direction of all the operations taking place in Barclays (Jenkins, 2013). He reports directly to the Chairman of the organization. The operations of Barclays are divided into two broad categories: Global Retail and Commercial Banking and Investment Banking and Management (Barclays Bank PLC, 2006). The Retail Banking business encompasses the retail banking, business banking, international retail and commercial banking (including and excluding Absa) and Barclays cards (Barclays, 2010). The Chief Executive who looks after all the operations of the Global retail and Commercial banking is also responsible for taking strategic decisions. The president of Barclays PLC and the Chief Executive is responsible for looking after the Investment Banking and Management section. Investment Banking and Management encompasses area like Barclays Capital, Barclays Global Investors and Barclays Wealth. All the decisions related to this branch are taken by the Chief Executive. All the Chief executives, Group finance Director, Group Vice Chairman and Chief Operating Officer of Barclays reports directly to the Group Chief Executive (Barclays Bank PLC, 2006). All the departments like finance, marketing, human resource, audit, risk, investment banking,

Target-Market Selection Research Proposal Example | Topics and Well Written Essays - 1250 words

Target-Market Selection - Research Proposal Example If the company does not pay enough attention in order to discern its exact target market, it could land up in trouble at the time of devising its marketing strategy since it would address a completely unknown marketing segment, one which was not asked for by the product’s target domains. Thus it is essential that the target market is selected in a proper manner as falling short on the same count could lead to wastage which no organization is willing to afford. Wastage can also happen if the secondary audience, one that is not exactly the audience for the said product is catered to the product and its message and thus there is a complete mix-up within the related ranks. (2) Beyond evaluating current businesses, designing the business portfolio involves finding businesses and products the company should consider in the future. Using the product-market expansion grid, illustrate the process that a company can use to evaluate a portfolio. Pick an example for your demonstration that is different from the one used in the text. Be sure your example covers all cells. The product-market expansion grid of Ansoff is basically a model that is useful in demonstrating a clear link between the different processes of the business unit strategy so that there is a clear cut identification of the growth opportunities for the business. Since this grid looks at product and market in different alignments, a company can analyze a portfolio by touching the method for market penetration where it could sell the product in an excessive manner by making it available in a wholesome quantity.

Globalization of South Africa Essay Example | Topics and Well Written Essays - 1250 words

Globalization of South Africa - Essay Example In early days of 17th century, South Africa was sparsely populated. Major trade and commerce developed only after the first European settlement that took place in southern part of Africa in 1652. The objective was then to establish a supply base at the site currently known as Cape Town. South African history made major upheavals in the year 1867 when mines of diamonds were discovered near and around Kimberley and Cape Town. Economic activities got further intensified when worlds largest deposit of gold was discovered in the year 1886. South Africas first integration to global economy was seen through its exports of diamonds and gold. At the same time, the country imported variety of agricultural products. Mining industry continued to expand with increasing gold and diamond exports from the shore of South Africa. The wealth so generated was used to import consumer goods from Europe. This can be seen as South Africas first integration to global economy that continued until at least Wor ld War I (South Africa, 1996)) After 1920, the government started imposing tariffs to safeguard local manufacturers. By 1930s, most of the manufacturing activities came under the fold of state-owned enterprises keeping blacks outside the main economy. World War II saw new growth in manufacturing activities with the government increasing its control on industries. With the onset of great depression in 1930s, South Africa also suffered heavily due to economic down cycle. The government had already started its efforts in 1920s to consolidate state-owned enterprises with the objective to provide impetus to import-substitution industries. The Electricity Supply Commission (Eskom) and the South African Iron and Steel Corporation (Iscor) were founded in 1920s to spearhead domestic industries. The Industrial Development Corporation (IDC) came into operation in 1940. The IDC became instrumental to promote other