John Maxwell Essay Example

John Maxwell Paper Lexus Toombs Academy of Leadership and Excellence Book report The 21 Irrefutable Laws of Leadership John C Maxwell 11/22/2011 John C. Maxwell is an internationally recognized leadership expert, speaker, coach, and author who has sold over 19 million books. Dr. Maxwell is the founder of EQUIP and The John Maxwell Company, organizations that have trained more than 5 million leaders worldwide. Every year he speaks to Fortune 500 companies, international government leaders, and organizations as diverse as the United States Military Academy at West Point, the National Football League, and the United Nations. The 21 Irrefutable Laws of Leadership is one of many excellent leadership books by Maxwell. This book distills the art of leadership into 21 practical laws. The 21 Irrefutable Laws of Leadership is easy to follow, very clear, and presents strong examples of the leadership principles explained. There are 21 laws described in this book. The following are a few that stood out to me. The Law of the Lid – Leadership Ability Determines a Person’s Level of Effectiveness ? Leadership ability is the lid that determines a person’s level of effectiveness. Your leadership ability always determines your effectiveness and the potential impact of your organization. Law of Influence– The true measure of leadership is influence, nothing more, nothing less. True leadership cannot be awarded, appointed, or assigned. It comes only from influence, and that cannot be mandated. It must be earned. Finally, The Law of Empowerment – Only Secure Leaders Give Power to Others. If you want to be successful, you have to be willing to empower others. Maxwell explains that the book is not meant to be read in one sitting, but over time. We will write a custom essay sample on John Maxwell specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on John Maxwell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on John Maxwell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For example, John would like readers to read one law and practice it for a month and then come back to the book re-read and evaluate ones progress. Maxwell has done a masterful job with this book and has achieved its goal to teach leadership in a practical way. The book is laden with illustrations and stories. Usually these stories and illustrations are from well-known leaders or well-known companies. In some cases the stories were personal accounts, and these were expressed in a humble manner which is rare in books written by the experts. These real life examples illuminate the various concepts that Maxwell communicates. One will become very familiar with the term fleshing it out. In reading The 21 Irrefutable Laws of Leadership two laws stood out to me The Law of Empowerment and The Law of Priorities. Maxwell stated, â€Å"Strange as it sounds, great leaders gain authority by giving it away. † I have experienced this in my work career and in a previous ministry I was a member of. â€Å"Weak leaders worry that if they help subordinates, they themselves will become dispensable. Rather they should realize that if the teams they lead always seem to succeed, people will figure out that they are leading them well. † It’s very important to allow those you hire or volunteers to become leaders themselves. There are many that leave jobs and ministry because they are not allowed to advance. It is most important to empower your subordinates if you are a leader. Finally, â€Å"Busyness does not equal productivity. Activity is not necessarily accomplishment. Prioritizing requires leaders to continually think ahead, to know what’s important, to see how everything relates to the overall vision. This is a great statement regarding the law of priorities. One can be busy looking at Facebook or playing video games. These things are defiantly not productive yet we do these things on the job daily. I am also guilty of â€Å"busyness†, but if I prioritized I can better myself by studying my job or building relationships instead of surfing the interne t. Not to say I always do those things but it’s very important to stay on task with your vision for your life. I honestly never looked at it this way and I am currently applying this to every area in my life especially in the vision for my family. I would recommend The 21 Irrefutable Laws of Leadership to leader and subordinates. It’s a very easy read. The short chapters make for easy, interesting reading and do not suffer from long chapters that tend to make one constantly lose concentration. The 21 Irrefutable Laws of Leadership- the short chapters sped along the reading of the book, and easily keeps the attention of the reader (especially for those with short attention spans like myself). Lastly, the content seems to be excellent. I am no authority on leadership or leadership principles, but it was clear that these `irrefutable laws are excellent guidelines for leadership. There are a lot of lessons to be learned from the pages of this book. Many of them are common sense, yet are principles that leaders need to know and may possibly be overlooked because of their simplicity. Personally, I learned a great deal about leadership from the content of this book. The stories and examples alone provide enough conviction and clear teaching about the principles that Maxwell writes about. I honestly believe that anyone, regardless of position in their employment, can learn and make themselves better people from applying the values and philosophies of this book. Dont expect a spiritual book, however. While the laws are solidly founded on Scriptural principles, they are expressed in a non-religious manner. Finally, some of the â€Å"Laws† discussed are ideas that I have already come across at one time or another. The power this book has for me is that it will serve as a handy reference going forward. At one time or another you will need help with one or more of the â€Å"Laws†, be it Influence, Connection, Respect, or Solid Ground. Maxwell suggests that all of the Irrefutable Laws are important for a leader, but admits that it is rare for everyone to do each perfectly. This is where the Law of Inner Circle comes in. The author opines that a leaders potential is determined by those closest to him/her. Thus, if you are weak in certain areas, you can strive to get better. But if you know that you have a weakness in a specific area, you should ensure that your inner circle comprises leaders that have the skills you lack. A real life example that Maxwell gives is Lance Armstrong. Although Armstrong was a wonderful bike rider, he always credited his team for helping him reach the great achievements he enjoyed in the Tour de France. The author quotes another great leader in Mother Teresa whose life embodied many of the Laws; especially Sacrifice and Legacy who stated, You can do what I cannot do. I can do what you cannot do. Together we can do great things. This is one of the examples that Maxwell uses to drive points home. Above all I will apply the Law of The Inner Circle. I will constantly remind myself to surround myself with a strong inner circle. I have experience working in the prison system and all of the prisoners did not have a strong inner circle to help them make the correct decisions to help them become productive citizens instead of criminals. I will also make sure to instill this law in my children as they will soon have to deal with peer pressure. It’s important that when the time comes for them to make a life changing choice that they have an inner circle to go to or bring to remembrance clear direction from that circle.

Free Essays on Count Of Monte Cristo

â€Å"There is neither happiness nor misery in the world; there is only the comparison of one state with another, nothing more.† (Chapter 73) Only a person who has been very miserable can experience the wonder of being very happy. Alexander Dumas conveys this kind of feeling in his novel, The Count of Monte Cristo, in many of the characters. There is a big contrast between two types of characters in the novel. The cruel characters tend to be the ones who are unhappy and dislike their life, not because of the way they are, but because of what they don’t have. The kind characters in the novel are content with what they have and live life to the fullest in that. Dumas shows how many things can bring about this feeling of unhappiness. First of all, jealous and envy play a big part in unhappiness. Also, he shows that love and isolation are big factors in living a happy life. In the novel, Dumas shows unhappiness to be the most consistent quality that separates the good and evil characters. The sympathetic characters, such as Dantes in the beginning of the novel, are able to evaluate their situations and feel satisfaction with their life. The other kind of unsympathetic characters, like Caderousse ignore the blessings that they have in their lives and concentrate on the things that others have that makes them feel jealous. These feelings are mainly what caused Dantes’ enemies to betray him. His enemies, regardless of their great state of wealth and blessing, become very unsatisfied with Dantes’ better position. Caderousse can take every situation, no matter how good and great it is, and find something negative about it. Dumas shows this several times in the novel. Caderousse very much could have been satisfied. He was healthy, smart, and pretty well off. But even when he receives the diamond, he cannot see this situation as able to make him satisfied and happy. The opposite to Caderousse, however, has to be Julie and Emmanuel Herbaut... Free Essays on Count Of Monte Cristo Free Essays on Count Of Monte Cristo â€Å"There is neither happiness nor misery in the world; there is only the comparison of one state with another, nothing more.† (Chapter 73) Only a person who has been very miserable can experience the wonder of being very happy. Alexander Dumas conveys this kind of feeling in his novel, The Count of Monte Cristo, in many of the characters. There is a big contrast between two types of characters in the novel. The cruel characters tend to be the ones who are unhappy and dislike their life, not because of the way they are, but because of what they don’t have. The kind characters in the novel are content with what they have and live life to the fullest in that. Dumas shows how many things can bring about this feeling of unhappiness. First of all, jealous and envy play a big part in unhappiness. Also, he shows that love and isolation are big factors in living a happy life. In the novel, Dumas shows unhappiness to be the most consistent quality that separates the good and evil characters. The sympathetic characters, such as Dantes in the beginning of the novel, are able to evaluate their situations and feel satisfaction with their life. The other kind of unsympathetic characters, like Caderousse ignore the blessings that they have in their lives and concentrate on the things that others have that makes them feel jealous. These feelings are mainly what caused Dantes’ enemies to betray him. His enemies, regardless of their great state of wealth and blessing, become very unsatisfied with Dantes’ better position. Caderousse can take every situation, no matter how good and great it is, and find something negative about it. Dumas shows this several times in the novel. Caderousse very much could have been satisfied. He was healthy, smart, and pretty well off. But even when he receives the diamond, he cannot see this situation as able to make him satisfied and happy. The opposite to Caderousse, however, has to be Julie and Emmanuel Herbaut...

Naturalist Intelligence Examples

Naturalist Intelligence Examples Naturalist intelligence is one of researcher Howard Gardners nine multiple intelligences. This particular intelligence that involves how sensitive an individual is to nature and the world. People who excel in this intelligence typically are interested in growing plants, taking care of animals or studying animals or plants. Zookeepers, biologists, gardeners, and veterinarians are among those that Gardner sees as having high naturalist intelligence. Background Twenty-three years after his seminal work on multiple intelligences, Gardner added the naturalist intelligence to his original seven intelligences in  his 2006 book,  Multiple  Intelligences: New Horizons in Theory and Practice. He previously laid out his original theory with seven identified intelligences in his 1983 work, Frames of Mind: The Theory of Multiple Intelligences. In both books, Gardner argued that there are better or at least alternative ways to measure intelligence than standard  IQ tests  for students in both regular and special education. Gardner says that all people are born with one or more intelligences, such as logical-mathematical, spatial, bodily-kinesthetic  and even musical intelligence. The best way to test, and develop, these intelligences is by practicing skills in these areas, says Gardner, and not through paper-and-pencil/online tests. Famous People With High Naturalist Intelligence In Multiple  Intelligences, Gardner gives examples of famous scholars with high naturalist intelligence, such as:   Charles Darwin: Historys  most  famous evolutionary scientist, Darwin proposed the theory of evolution through  natural selection.  Darwins famous journey on the  HMS Beagle  allowed him to study and collect natural specimens from across the globe. He published his finding in the classic book explaining evolution, The Origin of the Species.  Alexander von Humboldt: This 19th Century naturalist and explorer  was the first person to suggest that humans were having an impact on the natural world and causing climate change. His declaration was made over 200 years ago based on observations he recorded during his travels through South America.E.O. Wilson: The worlds greatest naturalist, and the father of sociobiology, wrote a 1990 book, Ants one of two books for which he won the Pulitzer Prize that explained how these insects create social structures, organizations, and hierarchies traits that were once thought only humans possessed.John James Audobon:  This naturalist created a collection of paintings, Birds of America,  published in four volumes from 1827 to 1838. Audobon is considered the father of the conservationist movement and inspired millions to take to the woods, lakes, and mountains in search of rare bird sightings. Using the Naturalist Intelligence in ELA Class Perhaps the best example to use in a classroom of a naturalist intelligence is one offered by the poet, William Wordsworth. Wordsworth summed up his own naturalist intelligence best in his poem, The Tables Turned when he encouraged the reader to get up from his studies and go out of doors. After reading the poem, teachers could simply end the lesson, and take Wordsworths advice and march the class out-of-doors! (with administrations permission, of course). Two stanzas highlight Wordsworths enthusiasm for Nature as a teacher for all: STANZA I:Up! up! my Friend, and quit your books;  Or surely youll grow double:Up! up! my Friend, and clear your looks;  Why all this toil and trouble?  STANZA III:Come forth into the light of things,  Let Nature be your teacher.   Characteristics of Naturalist Intelligence Some of the characteristics of those students with naturalist intelligence include their: Physically/emotionally adverse to pollutionIntense interest in learning about natureDramatic enthusiasm when in contact with naturePowers of observation in nature  Awareness of changes in weather Gardner notes that such persons with a high degree of naturalist intelligence are keenly aware of how to distinguish the diverse plants, animals, mountains, or cloud configurations in their ecological niche. Enhancing a Students Naturalist Intelligence Students with naturalist intelligence are interested in conservation and recycling, enjoy gardening, like animals, like to be outside, are interested in the weather and feel a connection to the earth. As a teacher, you can enhance and strengthen your students naturalist intelligence by having them: Attending class outside  Keep a nature journal to record changes or discoveries in natureIllustrate discoveries in natureRead books and articles about nature and the environmentWrite  articles about nature (poems, short stories, news articles)  Giving lessons on weather and naturePerforming skits about nature and cyclesConduct research on local foliage Students who have naturalist intelligence may take informed action, as suggested in the Social Studies Standards, in order to preserve the environment. They may write letters, petition their local politicians, or work with others to create green spaces in their communities. Gardner suggests bringing what he calls the summer culture into the rest of the year and into the learning environment. Send students outside, take them on short hikes, teach them how to observe and identify plants and animals and help them get back to nature. This is the best way, says Gardner, to increase their natural intelligence.

Is Global Warming a Scam Research Paper Example | Topics and Well Written Essays - 1000 words

Is Global Warming a Scam - Research Paper Example This report stresses that since nothing has proved beyond doubt that the carbon dioxide and other toxic gases causes to the atmosphere. Most of the reliable sources of temperature data show no global warming trend. All predictions of global warming are based on computer models, which is incapable of predicting the history. Global warming data has historical importance and hence it should be analyzed based on the history as well. â€Å"A modest amount of global warming, should it occur, would be beneficial to the natural world and to human civilization. Efforts to quickly reduce human greenhouse gas emissions would be costly and would not stop Earth’s climate from changing. Even the governments are spending billions of dollars in the researches of global warming. Moreover these scientists succeeded in threatening the world population and thus the governments forced to allocate more money to the researches in this field which were looted by some greedy politicians and scientist s. This paper makes a conclusion that the increased amount of carbon dioxide causing global warming. In fact the amount of increased Co2 in atmosphere caused by human activities is negligible compared to the increase in atmospheric temperature. The changes caused in Sun are the main reason behind the atmospheric temperature increase. It is evident from the climate changes in other planets that sun is the villain, not the human being on earth which causes global warming. The global warming subject is a huge scam developed by some politicians and scientists to rob the wealth of common people.

The Impact of Embryonic Stem Cells on Regenerative Medicine Essay

The Impact of Embryonic Stem Cells on Regenerative Medicine - Essay Example This according to me has lead to successful harvesting of human embryonic stem cell. These cells have unrestricted ability. Hence I strongly believe this may possibly permit permanent repair of failing organs by injecting healthy cells produced from human embryonic cells. Again I believe skeptics might refute pluripotent stem cells as tumorogenic. Qualified researchers from Stanford school of Medicine have discovered an innovative yet distinct method of synthesizing liver cells from fat cells extracted from human body. This new method takes less time and produces more liver cells in the process. Other methods such as i-Heps and spherical culture take more time. Therefore since this is the most effective effort and just takes nine days, it should be adopted for faster advancement that the conventional means for liver-poisoning victims seeking transplantation. To start with this process, adipose cells are obtained from liposuction treatments or the removal of fat cells from the patient s bodies. This study at the Stanford University School of Medicine has been successful in transforming adipose stem cells into liver cells. Therefore this new discovery should be adopted because it will start producing immense potential for regenerative medicine. Ideally, the researchers were able to discover that induced pluripotent cells (iPS) had the potential to be used as possible option to human embryonic stem cells. However, some other people believe that some implications could be used to examine the molecular factors of Marfan on an adopted basis (Goldman 1) There is no doubt that the breakthrough of induced pluripotency denotes the synthesis of scientific standards and technologies that have been created over the past sixty years. I have come to learn that somatic cell nuclear transfer (SCNT) is a dominant tool to investigate the experimental potential of cells; therefore it is quite difficult and not all suitable for generic and biochemical research. Also, this method is important has amounted to further improvement towards isolating iPSCs since the discovery of immortal pluripotent cells from teratocarcinomas (Stadfeld and Hochedlinger 2239-2263). This method is as well important because the discovery of lineage-linked transcription elements, which assist to identify and sustain cellular activity during growth by influencing the articulation of cell form particular genes while suppressing lineage-inappropriate genes, might possibly transform cells outcome where ectopically articulated in specific heterologous cells. However to establish transcriptional controllers so that they might reprogram adult cells into pluripotent cells, it is necessary to develop a magnificent screen for aspects inside a cluster of 24 pluripotency-connected candidate genes that will have the potential for activating a latent drug resistance allele that will be integrated into ESC-specific locus. The methods for deriving iPSCs which do not contain transgenic series are the b est because they are aimed at isolating the potentially destructive impacts of leaky transgenic expression and supplementary mutagenesis. In my view, this is particularly essential when taking into consideration iPSC technology in a therapeutic situation. To understand more about my topic, you will need to learn more about iPSCs. The first insertion free iPSCs were produced from adult mouse hepatocytes using non-integrating adenoviral, and the mouse embryonic fibroblasts. I suspect researchers used these tests so as to provide proof of standard that transitory appearance of the four classical reprogramming aspects of common integration location in iPSCs generated with retroviruses substantiate this argument. In searching the

Economic Development Programs Essay Example for Free

Economic Development Programs Essay Within my community, there are several development programs which have been established for the purposes of making the community more directly participative in economic development. Such programs include agricultural development programs, business development programs as well as higher education economic development programs. These programs will be addressed in this paper, with specific attention to the key actors/players in the programs, the short and long term goals of these programs, and also the political and economic issues they face in the process of promoting economic development in the region. Agricultural finance programs To begin with, there are special loan programs for new ranchers and farmers in this region, the most infamous one being the Aggie Bond Beginning Farmer Loan Programs. Through Aggie Board Loan Programs, the state helps the newly established farmers in the region to obtain loans for purchasing land and equipments, for breeding farm animals and for the construction of farm buildings (NCOSAFP, 2010). The main players/actors in Aggie Bond Program include the lending institutions (which are in collaboration with the state administration), state administration itself—playing the role of assisting beginner farmers and ranchers to obtain low rate interest loans which are exempt from federal income tax—and the ranchers/farmers who participate in the program. The federal government is also indirectly involved in these programs since it is the one that facilitates the provision of tax exemption on the interest income. Besides obtaining loans at reduced interest rates, the financial risks on loans solely rest with the lending institutions which have established for these purposes (NCOSAFP, 2010). The short term goals of Aggie Bond Programs are to act as the capital base for individuals or partnerships within the state who desire to engage in ranching, farming or both, but lack adequate financial resources to do so (NCOSAFP, 2010). In so doing, they provide all the necessary financial resources to individuals and transfer the credit decisions to the lending institutions. On the other hand, the long term goal of Aggie Board Programs is to facilitate economic growth and development within the state and the nation at large, through optimum utilization of the agricultural resources within the state and taking advantage of the tax-exempt provisions by the federal government. The program also aims at encouraging the spirit of entrepreneurship within the state through assisting potential entrepreneurs in the agricultural sector to unleash their potential (NCOSAFP, 2010). The key economic problem that the actors in these programs face is mostly the failure of the farmers to repay loans granted due to unproductive farm activities or catastrophes which damage the farming/ ranching establishmentespecially nature catastrophes (NCOSAFP, 2010). This becomes a setback all the players involved because the farmers undergoes serious financial losses, the lender incurs bad debts, the state and the federal government loses the potential economic contribution from the entrepreneur. Political issues on the other hand arise from the Aggie bond allocations and apportionments among the lending bodies. For instance, after a serious debate on the farm bill, the maximum bond allocation was increased from $469 200 in 2009 to 470,100 this year and the actors have been involved in political discussions regarding the meager increments and how it would be equally apportioned to the lending institutions (NCOSAFP, 2010). Business financing programs The other type of economic development programs are the business financing development programs. These programs are so closely related to the Aggie Bond Programs in that they offer loans for many kinds of business businessmen in the state. However, there is a slight different from the one discussed above because this program finances both established as well as new business-people in the industry. For the new entrants, capital is provided while for the already existing business people, the required funds for activities such as expansion and boosting for those experiencing serious financial traps is availed (OK Commerce, 2010). The actors in these programs are established lending institutions and the business community. They include; Economic Development Administration, the Bureau Of Indian Affairs Loan Guaranty Fund, The Industrial Finance Authority, Capital Access Program, and the Linked Deposit Loan Programs. The short term goals of these programs is to provide short term business financing to the business community to solve short term cash problems, while the long term goals are to offer long term low interest loans to major business persons/ institutions to solve serious and long range financial issues (OK Commerce, 2010). Mostly, these programs do not face much political issues as compared to the economic issues which are tied to the unsecured loans and competition. While the unsecured loans may sometimes compel the lending institution to file cases in the legal system against errant and faulting business people, the competition from other existing lending institutions makes them too congested in the estate (OK Commerce, 2010). Higher education programs The state also has a Higher Education Economic Development Program. This program is designed in such way as to generate partnerships between businesses and higher education institutions within the state in order to nurture higher learning via State Regents’ Economic Development Grants. Nominations are made from the institutions and assessed by State Regents’ staff committee. Submissions are made just once for every partnership, and a limit of twenty five recognitions can be made annually (OK Highered, 2010). The actors in this program are basically partnering institutions, which usually pay $500 coordinated by the state regents. The money provided is used for internships for students of institutions to work in the enterprises of partnering business, faculty externships with partnering businesses, tuition waivers to partnering businesses’ staff members, and development of partnerships with supplementary equipment, supplies and materials (OK Highered, 2010). The short term and long term a goal of this program is the same: to facilitate economic development through partnering for the purposes of higher education. In so doing, the partnering members are able to assist each other in catering for the expenses of higher education to ensure that none is left out. In addition, they promote economic growth growth of the member businesses through materials and other kinds of supplies using the funds contributed by each partner (OK Highered, 2010). Just like the other economic development programs mentioned above, this program also faces a number of political and economical problems in its endeavors to accomplish goals and objectives. On the economic part, the program currently has a capacity of twenty two member universities and sometimes, the resources available from the partnership funds cannot meet all the needs of the partners: consequently, the process of assisting members cater for higher education needs has to take longer than the members desire (OK Highered, 2010). This basically, has the result of slowing down the accomplishment of goals and also sometimes results to withdraw of some impatient partners. In addition, the members have too much higher education needs such that the partnership has only to cater for a small percentage of the required amounts. In so doing, the economic goals are partially and not wholly accomplished. Politically, the program is not affected by external politics, but rather by internal politics among the members which mostly results from conflicting interests amongst the members and also in the selection of the leaders who will foresee the management of operations and finances (OK Highered, 2010). However, such issues have been solved successfully within the environs of the partnership. References NCOSAFP (2010). Types of state agricultural finance programs. Retrieved from http://www. stateagfinance. org/types. html OK Commerce (2010). Business financing programs. Retrieved from http://www. okcommerce. gov/Start-A-Business/Financing-Programs/ OK Highered (2010). Economic development grant for the partnership development program. Retrieved from http://www. okhighered. org/econ-dev/partner-recog. shtml

Caryl Phillips The Nature of Blood Essay -- Caryl Phillips Nature Blo

Caryl Phillips' The Nature of Blood On its most immediate level, Caryl Phillips’ The Nature of Blood narrates several stories of the Jewish Diaspora, using the familiar Shakespearean character Othello to provide a counterpoint to the others’ experiences of displacement. The Nature of Blood thus initially seems to fit awkwardly among texts by other West Indian authors who use the Caribbean as the setting of their work or incorporate West Indian characters into their work. Through his multi-stranded narrative, however, Phillips creates a geographical setting that mirrors the multi-regional influence of the Caribbean. The triangular space of Europe, the Middle East, and Africa shaped by the character’s stories parallels the historical and cultural exchange among Europe, North America, and Africa: the triangular trade which produced the African diaspora. Unlike people of African descent in mainland North America, those of Caribbean background have historically had a more fragmented allegiance to home, negotiating between African and European influences. Likewise, The Nature of Blood illustrates its characters’ discomfort in claiming one particular space as home and in maintaining ties to one space as they move to another. Each of the characters in The Nature of Blood illustrates the challenges that geography, culture, and memory pose to claiming a singular home. Moshe and Eva, both affected by the Holocaust, convey ambivalence as they seek literal geographical spaces in which to rebuild their lives. Malka’s relocation includes the additional obstacle of cultural and racial differences which mark her past home and prevent her from assimilation in her new space even as she attempts to leave her old one behind. And, Stephan ... ...of such futile negotiation between past and present, The Nature of Blood thus issues an admonishment against the shunning of hybridity. Although issues of geography, culture, and memory continue to burden the Caribbean, its embrace of hybridity places the region on the path to resolving its identity and mapping its destiny. Works Cited Danticat, Edwidge. The Dew Breaker. New York: Vintage, 2005. Ledent, Bà ©nà ©dicte. â€Å"A Fictional and Cultural Labyrinth: Caryl Phillips’s ‘The Nature of Blood.’† ARIEL: A Review of International English Literature 32:1 (January 2001). 185-195. Levy, Andrea. Small Island. New York: Picador, 2004. Marshall, Paule. The Chosen Place, The Timeless People. 1969. New York: Vintage, 1992. Phillips, Caryl. The Nature of Blood. New York: Vintage, 1998. Selvon, Samuel. The Lonely Londoners. 1956. White Plains, NY: Longman, 1983.

A Duty of Care Essay

1.1 Explain what is meant to have a duty of care in own work role Duty of care is a requirement to exercise a reasonable degree of attention and caution to avoid negligence which would lead to harm to others. Staff to be vigilance and attention keeps individuals safe as they develop: A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard and reasonable care while performing any acts that could foreseeable harm others. By including, daily cleaning rotas for staff to stop spread of germs and infections. To have first aid trained staff and to include body maps for when individuals go home and come back from home if they have any marks, cuts or bruises on them. Duty of care includes the following: to keep individuals safe to keep individuals free from harm to give choice see more:explain what it means to have a duty of care in own work role 1.2 Explain how duty of care contributes to the safeguarding/protection of adults Duty of care is to keep individuals safe and to protect them from sexual, physical and emotional harm. Individuals have a right to be safe and to be treated with respect and dignity. We as adults must take reasonable steps to ensure the safety and well-being of individuals. Failure to do this could be regarded as professional neglect. Duty of care safeguards individuals by the setting having done risk assessments and precautions taken to avoid accidents of the spreading of infections. Follow the correct procedures if you have any concerns for the individual’s well-being, set clear boundaries, depending on age, stage and development and discourage any behaviour, which could result in individuals being harmed or upset. Assessments and observations can alert you to any problems that may need addressing and the discussions with parents and other professionals. Always listen to individuals and take an y concerns they may have seriously. 2.1 Describe potential conflicts/dilemmas that may arise between the duty of care and an individual’s rights Working with individuals has a significant duty of care. Individuals who are younger and more vulnerable need greater care. The attention and vigilance of the staff helps to keep them safe as they develop, gives the individuals understanding to be able to  for see and cope with potential dangers and have an understanding that their actions may hurt and upset others, also communication to be able to talk about the harm others may be doing to them. The duty of care contributes to the safeguarding and protection of individuals this can be carried out in a variety of ways:- †¢ Risk assessment both inside and outside. †¢ Avoiding potential hazards, which could lead to harm through accidents or spreading infections. †¢ Having clear instructions and set boundaries. †¢ Observing individuals and assessing their development. †¢ Working with parents and other professionals to aid individuals development. †¢ Hold a relevant Safeguarding Certificate. †¢ Have a member of staff who is SENCO trained (Special Educational Needs Co-Ordinator). Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over a individual for example a staff member believing they have signs of abuse and another staff member thinking they don’t. This could lead to conflict between the individuals family / carers if staff involved other agencies such as Social Services. Dilemmas could be knowing when to get further help regarding child protection and safeguarding issues for example if staff did not refer the case to social services the individual might still continue to suffer abuse. Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about a individual or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Other dilemmas in our setting could be: †¢ Staff falling out, †¢ Break confidentiality †¢ Swearing and behaviour †¢ Absent staff members †¢ Lack of team work There are many ways to manage risks associated with conflicts and dilemmas: †¢ Allowing individuals to explore with guidance †¢ Making individual aware of potential hazards and dangers †¢ Allowing individuals to acquire life skills through learning how to cope with risky  situations †¢ Staff ignorance †¢ Parents are a risk to staff if reported to social services One example could be how less healthy food choices involve personal taste preference, cultural upbringing, parent’s and carer’s guidance, all of which are individual’s right and responsibilities. Dilemma: Staff are aware healthy foods benefit both growth and development now and as considerations for the child’s future health. Dilemma & conflict: How can help the child understand and select healthier food options and support the family or parent in assisting staff with this. How can this be done without causing upset, unnecessarily interference, invading that family’s privacy or demean their cultural heritage 2.2 Describe how to manage risks associated with conflicts/dilemmas between an individual’s rights and the duty of care To manage risks associated with conflicts and dilemmas and child protection issues can cause conflict with parents if staff report them and dilemmas that staff might come across. Conflicts such as; Manager to staff, staff to manager one staff thinking there is a problem another thinking there is no problem. There could be conflicts between abuser and carers regarding an allegation that were made and this could mean conflicts between staff and staff, parent or carer and staff, staff and parent or carer etc. Dilemmas will be when to get help regarding child protection issues e.g. if you do not refer case, the child might continue to suffer abuse. You should know when to share information with others in aspect of confidentiality. If you sure, the child is at risk and see any concerns regarding any child you should report it, like the motto better safe than sorry . Avoiding potential risks which could lead to harm through accident or spread of infection: While individuals have the right to explore we must still follow policies and procedures regarding accidents and infection Having clear instructions and setting boundaries: For staff this is policies and procedures. For individuals we should have rules to follow around the setting. Observe individuals and assess development: Part of duty of care is to assess development and be aware of any indication that their development is not as broadly expected for their age. 2.3 Explain where to get additional support and advice about conflicts/dilemmas Manager or headteacher or lead, supervisor, committee chairperson, SENCO (Special Educational Needs Co-Ordinator) Settings paperwork – policies, procedures, contract, publications, framework pages, laws Staff colleagues Where appropriate the settings parent partnership Advisory teacher services Local authority and their online information: direct.gov.uk Social services Charity and support groups Nationally head offices Local safeguarding teams Local children and information services – early years development officers Local health visitor Local behavioural support team Child protection team Other professional service providers: speech therapy, fire safety, police, life guard, rspca Websites – NHS, Doh, HSE, CAPT, Ofsted, CAB, NSPCC, business link Trade union representative Local library where reference and research books might support new knowledge 3.1 Describe how to respond to complaints Responding to complaints includes: Listening to the complaint Giving the complainant time and respect Recording the information Reporting to a senior member of staff Accessing the Complaints Policy Ensuring the complainant has access to the Complaints Policy Ensuring the complainant knows what will happen next Main points of agreed procedures for handling complaints include: The Complaints policy is a recorded and documented procedure that is available The complainant is listened to and respected The Complaints Policy is time-based and the complaint is dealt with in a documented time-frame. Complaints are normally dealt with by nominated members of staff The procedure is clear There may be both formal and informal options. 3.2 Explain the main points of agreed procedures for handling complaints A complaints procedure sets out a plan of actions that ensure the complainant knows what to expect and reassures the staff member that they’re following a series of steps that can be considered as complying with legal requirements or ensuring best practice. The main points for handling complaints is A time frame A verbal response A mutually agreed time & place for a meeting A written response Follow up – where if the matter remains unresolved the complaint needs to be put into writing for a higher authority’s awareness. You have to approach the senior on shift, manager or team leader if you have a complaint or you could write it down and give them the note about the complaint.

Cinderella and Fairy God Mother Essay

Cinderella’s story portrays a perfect example of that GOD is with those with whom no one is. Poor Cinderella grew up without her mother, and then later was raised fatherless in an abusive environment by her wicked stepmother and two stepsisters. Deprived of her possessions, rights, and dignity, she is forced to toil daily in the house her family once owned but although she lost a lot but she never loses hope. Cinderella is shown as a good hearted young lady. She is hard working and does her best to make her dreams true. She is loyal to her friends and her work, she never lets her friends down. She is also good in studies and fulfills all of her duties without negligence which shows that she is responsible. She is smart and sensible. Her character displays her kind nature, she is very obedient she has been emotionally and physically tortured by her step mother and step sisters but still she respects and obeys them and does her best to keep them happy. She is just like a normal high school girl, with large hopes and ambitions. She quietly searches for her prince charming to find peace of heart. She gets her heart broken again and again but yet she never lets herself get broke. She is not evil and avoids being in conflicts at school, even while being bullied she does not react back which shows that she is very decent. She tries to make others happy by putting others ahead of her own self. THE ROLE OF FAIRY GOD MOTHER: Without fairy God Mother cinderella’s story would not have been complete, fairy god mother in the form of her friend helps her through out her journey. She is very good towards cinderella she Supports Cinderella both verbally and practically, shows her the right path through the darkest of times and guides her to meet her unknown friend. Fairy Godmother always appears in the right place at the right time. Fairy God mother is a god’s gift to Cinderella. Cinderellas good character and the role of fairy god mother in her life are the only reasons that in the end she gets what she truly deserves.

Dian Fossey essays

Dian Fossey essays Dian Fossey and the Mountain Gorilla The mountain gorilla was first discovered in 1902 by Captain von Beringe in Rwanda. These creatures were described as tall man-like apes and little was known about them until George Schaller spent a year examining them and wrote the book The year of the Gorilla. It was this book that inspired a young Dian Fossey to learn more about mountain gorillas. Dian Fossey was born in 1932 and studied at Jose State University graduating as an occupational therapist. Upon graduation Dian found a job at the Kosair Childrens Hospital in Kentucky. Dian enjoyed her job but she longed to see the rest of the world. By borrowing money she was able to finance a trip to Africa to visit the excavations at Olduvia and the mountain gorillas of the Virunga Volcanoes. In 1963 Dian set out to Africa. It was during this trip where she met Dr. Louis Leakey. Leakey was one of the most well known paleoanthropologists in the world and was heading the excavations at Olduvia. Dian experienced her first contact with mountain gorillas when she hiked up a 10 000 foot volcano. She fell in love with the magnificence of the gentle creatures. This is where she found her lifes work. Dian returned home and wrote about her experiences in Africa to the Louisville Courier Journal. In 1966 she attended a conference where she met Dr. Leakey again. Dr. Leakey offered Dian a chance to observe mountain gorillas in a long-term study similar to Jane Goodalls study of chimpanzees of Gombe. Even though Dian had no formal training in the study of animal behavior Leakey was interested in her ambition and determination to the job. Dian accepted the job and with Leakeys funding she left for Africa in 1966. Once Dian was settled in the Congo she began her study of the giant apes. First she would try to sneak up on them and quietly observe them. Then she changed her method and announced her presence ...

Intonation and Stress in English

Intonation and Stress in English Correct intonation and stress are the key to speaking English fluently with good pronunciation. Intonation and stress refer  to the music of the English language. Words that are stressed are key to understanding and using the correct intonation brings out the meaning.   Introduction to Intonation and Stress Exercise Say this sentence aloud and count how many seconds it takes. The beautiful mountain appeared transfixed in the distance.   Time required? Probably about five seconds. Now, try speaking this sentence aloud He can come on Sundays as long as he doesnt have to do any homework in the evening.   Time required? Probably about five  seconds. Wait a minute- the first sentence is much shorter than the second sentence! The beautiful Mountain appeared transfixed in the distance.  (14 syllables)He can come on Sundays as long as he doesnt have to do any homework in the evening.  (22 syllables) Even though the second sentence is approximately 30 percent longer than the first, the sentences take the same time to speak. This is because there are five stressed words in each sentence. From this example, you can see that you neednt worry about pronouncing every word clearly to be understood (we native speakers certainly dont). You should, however, concentrate on pronouncing the stressed words clearly. This simple exercise makes a very important point about how we speak and use English. Namely, English is considered a stressed language while many other languages are considered syllabic. What does that mean? It means that, in English, we give stress to certain words while other words are quickly spoken (some students say eaten!). In other languages, such as French or Italian, each syllable receives equal importance (there is stress, but each syllable has its own length). Many speakers of syllabic languages dont understand why we quickly speak, or swallow, a number of words in a sentence. In syllabic languages, each syllable has equal importance, and therefore equal time is needed. English however, spends more time on specific stressed words while quickly gliding over the other, less important, words. Simple Exercise to Help With Understanding The following exercise can be used by students and teachers to further help with pronunciation by focusing on the stressing content words rather than function words in the exercise below. Lets look at a simple example: The modal verb can. When we use the positive form of can we quickly glide over the can and it is hardly pronounced. They can come on Friday. (stressed words in  italics) On the other hand, when we use the negative form cant we tend to stress the fact that it is the negative form by also stressing cant. They cant come on Friday.  (stressed words in  italics) As you can see from the above example the sentence, They cant come on Friday is longer than They can come on Friday because both the modal cant and the verb come are stressed. Understanding Which Words to Stress To begin, you need to understand which words we generally stress and which we do not stress. Stress words are considered content words such as: Nouns (e.g., kitchen, Peter)(Most) main verbs   (e.g., visit, construct)Adjectives  (e.g., beautiful, interesting)Adverbs (e.g., often, carefully)Negatives including negative helping verbs, and words with no such as nothing, nowhere, etc.  Words expressing quantities (e.g., a lot of, a few, many, etc.) Non-stressed words are considered function words  such as: Determiners (e.g., the, a, some, a few)Auxiliary verbs (e.g., dont, am, can, were)Prepositions (e.g.,  before, next to, opposite)Conjunctions (e.g., but, while, as)Pronouns (e.g., they, she, us)Verbs have and be even when used as main verbs Practice Quiz Test your knowledge by identifying which words are content words and should be stressed in the following sentences: Theyve been learning English for two months.My friends have nothing to do this weekend.I would have visited in April if I had known Peter was in town.Natalie will have been studying for four hours by six oclock.The boys and I will spend the weekend next to the lake fishing for trout.Jennifer and Alice had finished the report before it was due last week. Answers: Words in italics are stressed content words while unstressed function words are in lower case. Theyve  been learning English for two months.My friends have nothing to do this weekend.I would have visited  in April  if i had known Peter was in town.Natalie will have been studying  for fours hours  by six oclock.The boys and i will spend the weekend next to the lake fishing for trout.Jennifer and Alice had finished the report before it was due last week. Continue Practicing Speak to your native English speaking friends and listen to how we concentrate on the stressed words rather than giving importance to each syllable. As  you begin to listen and use stressed words, you will discover words you thought you didnt understand are really not crucial for understanding the sense or making yourself understood. Stressed words are the key to excellent pronunciation and understanding of English. After students have learned basic  consonant  and vowel sounds, they should move  on to learning to differentiate between individual sounds by using  minimal pairs. Once they are comfortable with individual words, they should move on to intonation and  stress exercises  such as  sentence markup. Finally, students can take the next step by  choosing a focus word to help further improve their pronunciation.

Women and education in the time 1940-1950 Essay

Women and education in the time 1940-1950 - Essay Example These events greatly influenced the education sector, whereby there emerged greater disparities in enrollment and completion of both men and women in the education system (Rury, 2009, p39). These changes in education patterns of both men and women were greatly determined by the various demands that had been presented by previous economic depression and the Second World War that had just begun. Prior to 1940, education of women in the United States had been ongoing for a long period, recording gradual increase in the number of women enrolling in different levels of education. However, several trends characterized education of women in the United States the western countries. In United States, there was a great disparity in the racial composition of women pursuing education in various levels. Moreover, there was a remarkable difference between gender composition of the women and men, in various education stages of the education system. Another major difference in women education during 1940-50 was the type of training that they received in the educational institutions (Alexander and Bruce, 1974, p659). According to Pitts (1992, p93) United States has recorded high literacy levels since 1940 across different education levels. Both genders are increasingly completing high school and enrolling for tertiary education in colleges and universities. Before 1940 and the onset of Second World War, Appelbaum et al (2003, p61) noted that about 50% of Americans had completed at least eight years of schooling. The rate of education varied in different regions across the country with urban areas recording the highest literacy levels with an average of 8.7 years of formal schooling compared with the farming and non-farming rural residents. Education at the tertiary level was very low whereby only 5.7% of the urban dwellers had completed tertiary education compared with just 1.3% of residents in rural and farming communities (Appelbaum, et al, 2003, pp89-95). Comparing gender di stribution of the educated in the United States before the war, the number of men across all educational levels exceeded that of women. Besides the higher enrollment of men in all levels of the education system, they also had higher rates of completing their respective studies at any given level compared to women. In addition, the educational access to education was not uniform across all races, whereby the majority races had better access to schooling compared to the African American, Hispanics and other minority groups (Bound, and Turner, 2002, p50). Traditionally, the role of women in society was limited to domestic work that entailed housekeeping and bringing up the children. Men were supposed to work on more demanding jobs in order to provide for their families. These gender-defined roles were reflected in education sector, whereby women pursued careers that were traditionally associated with â€Å"feminism†. These included careers in education, home economics, secretari al and clerical work in addition to catering and hospitality work. On other hand, men were involved in heavy and technical work in industries, such as steel plants, shipyards, lumber mills among other jobs that required skills (Rury, 2009, p48). This explains why very few women enrolled in education institution before 1940 in comparison to men. It was important for men to enroll in school in order to acquire skills that would enhance productivity in the work place. Buchmann et al(2006) noted the demand for skilled workers in the late 1930’s had began to increase, because the American economy was on a recovery path, following the devastating effects of the historical economic depression that had started a decade earlier. The outbreak of