Typography in Business & Bauhaus Manifesto Dissertation

Typography in Business & Bauhaus Manifesto - Dissertation Example The document; ‘Using styles Training’ could appear as illustrated below after the effect of topography on it: How to Format Your Word Document Using â€Å"Styles† Microsoft Word has a tool known as styles, which help in formatting a document. Where is Styles found? The styles tool is in the Home ribbon of Microsoft Word. Styles functions. It allows the user to classify certain formatting characteristics as a specific â€Å"style†. How to use Styles. For example, if one wishes to have all Headers in a document to be Arial, size 18, and bold, one could create a style which encompasses these formatting characteristics. This style can then be applied to any other words in the document with one click, rather than having to manually format each word. Design entails making an assemblage of concepts and creating a format that reflects a visual solution that depicts functional and artistic usefulness. Design is more about transformation of ideas and words to achieve a desired result in the mind of an audience. The principles of design offer vast possibilities in crafting creative solutions. Good design would be flexible and reflect content so as to give an effective visual communication. The Bauhaus manifesto expressed the opinion of design as primarily involving industry and mass production as opposed to individual craftsmanship. That the definitive aim of all creativity is building. The manifesto refutes the existence of professional art. Bauhaus philosophy maintains that design is relevant only when someone is using it.

Parent Involment in Education Research Paper Example | Topics and Well Written Essays - 2500 words

Parent Involment in Education - Research Paper Example The pure culture of the society this family lives in greatly influences how this family lives and how the child imbibes the culture as he expresses it in his developing personality. The mesosystem comprises the linkages and processes that take place between two or more settings with the child in common. A perfect example is how learning in school is supported by follow up lessons in the home. The third level comprising linkages and processes taking place between two or more settings is the exosystem. This includes at least one setting that does not directly involve the child, but still influences the processes within the immediate setting of the child. An example is the parent’s occupation. The workplace of this parent does not contain the child, but processes at work may affect his development such as the hours spent there by the parent may affect the parent-child bond. The fourth system is the macrosystem which includes the customs, values and laws considered important in th e child’s culture and upbringing. A child from another culture may celebrate special customs and traditions from his culture apart from the special occasions celebrated in his host country. Lastly, the chronosystem in Brofenbrenner’s Ecological model, refers to the time that transpires as the child relates in his various environments. An example is the change that happens to the child while he grows up moving from one system to another, like the westernization of the values of a child originally from an Asian culture (Brofenbrenner, 1979). This ecological model implies that the interplay and quality of the various systems and environments of the child will play different roles in influencing his development.... This paper approves that learning-at-home activities contribute to student success by incorporating learning activities done at home which are related to the children’s class work. Families support their children by helping out with such tasks. Examples of these activities may include interactive homework, goal-setting activities, student-family-teacher contracts for projects, summer reading packets and student-led home portfolio nights. Teachers may also provide tips and suggested activities that parents can do with their children such as arts and crafts or simple experiments as well as lyrics to songs. On the other hand, parents are always welcome to raise their concerns, questions or complaints regarding their children. They are free to call the school, write a note or schedule for a parent-teacher conference. This essay makes a conclusion that despite the school’s advocacy for family involvement, there is no pressure for parents to participate if they are not interested. However, for those dedicated ones who support their children in their growth and development, as well as the school’s efforts in optimizing their potentials by encouraging bonding with families, they receive recognition. Parent Awards are distributed at the end of the year to honor those who have been steadfast in their support and cooperation. Enjoining parents and families in their children’s school activities not only strengthens bonds between them but also creates happy memories that children will fondly look back to when they grow up.

How to Write a Science Essay

How to Write a Science Essay The steps to writing a science essay are much the same as any other type of essay: planning, research and analysis, outlining your ideas and then writing your prose. Once completed you need to edit your manuscript by carefully proofreading for content, context and format required by your instructor. Following a detailed discussion of each of these points, a discussion on the differences between science essays and other types of essays will be presented. If you think of this first paragraph as an example, your first paragraph tells your reader what you’re going to write about. Alternately, your first paragraph can be used to get your reader’s attention with statements or statistics on your topic in order to focus the read into the urgency of your topic. Planning When planning your essay one of the first steps is making sure you understand the research question posed to you by your instructor or that you understand specifically what the topic is about. If not do some preliminary ground work to gain either the level of understanding you need to follow through on the essay or to clarify the topic. The planning phase is also a time to strategise how you will carry out the process and how much time you will need. The larger the essay, the more important the planning phase and the longer the lead time you will require. A well-researched 10,000 word essay probably cannot be written the night before it is due; plan accordingly. Research and analysis While many individuals still use the library for research, the internet is also a source of great volumes of information. Depending on the area of science, professional organisations usually have websites with sections dedicated to publications as well as links to other websites that have professional sources of information. These are excellent sources of information. Additional sources available online include http://scholar.google.com or some of the professional academic databases. Try to stay away from general or generic websites such as www.wikipedia.com or www.ask.com as these are not considered valid sources for most university essays. Once all of your references are gathered and read, analysing your research is critical in order to make proper sense of what you’ve read. Only then can you be assured you have enough material to answer the question posed or to support the type of question you are asking in your essay. Preparing the outline Your outline can be as detailed or as high level as you believe appropriate for your essay. Many people skip outline preparation as an essay writing step if they have no problem organising their thoughts; but for others, the outline serves as a roadmap and a method of staying focused. The outline should serve to assure all topical areas are covered, that the essay has a proper flow of information, that it effectively answers the question posed or discusses all aspects of the topic you wish to cover in an effective manner. Writing the paper One way of transitioning from the outline to the essay is by organising the research you’ve gathered by outline section or point covered. Summarising your reference material and stating how it relates to your topic are your next steps. If you’ve not prepared an outline, your essay flow might resemble something like this: Introduction and background to the problem. Research question posed or topic selected Thematic presentation of the literature gathered on the topic or used to answer to the question. Discussion of how the material gathered relates to the topic or answers the question; perhaps how this relates to a specific area of professional practice. Conclusion summarising your essay. Once again, if you’ve not prepared an outline, it is critical you work hard to stay focused in your essay. The larger the topic area the more you may be tempted to veer off course. A well written science essay is focused. Proper essays require appropriate citations and referencing. There are many websites with formatting guides that accommodate MLA, APA, Harvard and just about any other format your instructor might request. Most science essays require either Harvard or AMA formatting. Be sure to check with your instructor for verification as many university professors will lower your grade if proper formatting is not followed. Conclusion The conclusion should be a short recap of what you’ve written. You’re essentially reminding the reader what you’ve told them and adding any concluding remarks you feel appropriate. Proofreading and editing Proofreading is essential! While it’s tempting to turn in a paper after you write the last word, careful proofreading and editing can make the difference in your grade. If you are using a word processing program, first run your spell-check. It will likely remove most spelling errors and question detected grammatical errors. Once you complete your spell check you need to carefully read your paper one or more times for typos and spelling errors that are not picked up by your spell-check. Additionally, it is important to review your writing for sentences that may be too lengthy – shorten them. Tightening up your writing by eliminating jargon and wordiness make for a more effective and enjoyable essay. How the science essay is different than others The science essay is different than many other types of essays. For example, psychology, marketing, sociology, anthropology or even management essays will all have specific theories you can reference. However, for subject areas such as these the types of research you are likely to find are both a mix of qualitative and quantitative. For the science essay, the type of research you will most likely find is only quantitative – those dealing with statistics and hard facts. Unless asked for your opinion the science essay is not the place to deal in grey areas. In order to write a well regarded science essay stick strictly to factual data and make sure you present your information in a similar fashion, factually. More information on writing the effective essay, proper formatting guides, journal article analysis, research methodologies and essay examples can be found online.

A View from the Bridge by Arthur Miller as a Tragedy Essay -- Tragedie

A View from the Bridge by Arthur Miller as a Tragedy A view from the Bridge was written by Arthur Miller in 1955 and set in the 1950's Brooklyn, New York. Most of this area was inhabited by immigrants that arrived from countries such as Italy and Sicily, before the restriction of immigrant's law was passed. Although the law denies people to migrate to the country. Illegal immigrants will often be smuggled in from countries like Sicily. The main area is based in Red Hook. Illegal immigrants come into the country and work on the dockyards and Sicily at the time was in great poverty and hardship. The people in this area of red hook are Italian American civilian citizens that have travelled the Island of Sicily because of the hard times that they have had. Such things like no cars, no food, no school, no clean water and no jobs for the poor. Two such characters are in the play called Rodolfo and Marco, who are brothers. That has come from such areas of Sicily. Eddie is married to Beatrice but has sexual feelings for his niece, Catherine and because of his pride he cannot admit that he is in the wrong. This makes it difficult for him to take good advice when given. Eventually Eddie cannot take the thought of losing Catherine to Rodolfo, he phones the immigration bureau and tells them about Rodolfo and Marco. When the immigration officers come and take Rodolfo and Marco. Marco realises that Eddie was the one who told the immigration officers about them being illegal immigrants. Marco is furious because he knows that he has no chance of staying in America and provide money for his family in Sicily. Whereas if Rodolfo marries Catherine he would become an American citizen. Finally when the day of Catherine?s an... ...still relevant today because it still goes on in today?s world. For example Natural law uses emotions to kill people and the government uses constitutional law to stop people by using the police. I think that ?A View from the Bridge? has been a very good tragedy and has a good structure so people can learn the moral of the play. I would class ?A View from the Bridge? as an excellent classic tragedy because it has all the Aristotelian elements for a classic tragedy. One of the main ways of being a classic tragedy is that it has to be didactic and ?A View from the Bridge? is very didactic with a chorus which keeps you informed and explained what is going on so that the audience are always one step ahead of the play. Also a classic tragedy is ?Universal truth? so it can relate to anyone, people can watch the play a century later and still learn from it.

Eymp 1

EYMP 1: Context and Principles for Early Years Provision 1. 1 Explain the legal status and principles of the relevant early year’s frameworks and how national and local guidance materials are used in settings. Children deserve and need the best possible start in their lives in order for them to fulfil their full potential in their learning and development (Terry, 2009). A happy, healthy and supportive childhood will help children to achieve the best that they possibly can (Smeyers and Wring, 2007).In 2003 the Laming Report was written following a very serious case of child abuse involving a girl called Victoria Climbie who was physically abused by her great aunt and another adult male. The abuse was so bad, a doctor involved in Victoria’s post mortem stated that â€Å"there really is not anywhere that is spared – there is scarring all over the body. † The report then goes on to explain how the local authorities involved in the care of this young girl were to blame for her death, as there was evidence of deliberate harm and nothing was done. Similar essay: Approaches to Promoting Wellbeing and ResilienceThe local social services department dealing with her case closed it on the day that she died. Following the Laming Report the government green paper was written in 2003 ‘Every Child Matters’ (ECM). The aims of this were to reduce the occurrences of education failure, ill health, abuse and neglect, teenage pregnancy, substance misuse and crime and anti-social behaviour among children and young people. It also gave children a voice and allowed them to decide what they want by creating the five outcomes, which are: * Being healthy Staying safe * Enjoying and achieving * Making a positive contribution * Economic well-being The Children Act 2004 enabled the ‘Every Child Matters’ to be established and was written next in order to provide the legislative spine on which the reform of children’s services is based. ‘It aims to improve and integrate children’s services, promote early in tervention, provide strong leadership and bring together different professionals in multi-disciplinary teams in order achieve positive outcomes for children and young people and their families. (Surrey County Council, 2004) Next came the Childcare Act 2006 which gave a new role to local authorities in the improvement of the ‘Every Child Matters’ outcomes, providing childcare for working parents and providing parental information services (DoE, 2012). This act also introduced the inspection of childcare premises and the registration of childcare workers as a must (OFSTED, 2012). This was then, when the implementation of the EYFS came into play.The ‘Early Years Foundation Stage’ was brought in to achieve the five ECM outcomes and it did this by: * Setting the standards for learning and care received in child care settings * Providing for equality of opportunity and ensuring that all practice is anti-discriminatory and all children are included in activities d espite culture, race, religion and gender * Working in partnership with parents and also maintaining multi-agency working to ensure the best possible education and care for children * Improving quality and consistency to give all child care settings a universal set of standards that must be followed and also giving the right to have all settings inspected * Laying a secure foundation for each child’s future learning and development to be planned around the child’s individual needs and interests† (DfCSF, 2008)There are six areas that are covered by the EYFS and they must all be taken in to account as they are very important in each child’s development. These areas are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development (Meggitt et al, 2011) The 4 themes of the EYFS highlight how we can help child ren to develop and learn and enjoy their childhood, these are: * A unique child- this looks at all children being competent learners and having their own unique ways in which they like to learn and explore. Children should be encouraged to be esilient, capable, confident and self-assured in order to be competent learners from birth. * Child Development- babies and children are all different and therefore have different ways in which they learn best. Children also learn at different rates and some need extra support. This looks at all areas of development including social, emotional, physical, cognitive and spiritual. * Inclusive practice- this is very important to allow children to feel that the diversity of their families and communities is respected and that no children are discriminated against. * Keeping Safe- the vulnerability of young children need to be protected to enable them to develop resilience.This can be done by the adults that care for them protecting their physical a nd psychological well-being. * Health and wellbeing- a child’s health is a fundamental part of their social, emotional, environmental and spiritual well-being. All of these areas contribute to and highlight the aims and the role that EYFS plays in the development and learning of all children in early years settings. As childcare professionals we must use all of the resources within the EYFS in our daily practice, including using it when planning, when observing children and linking what we see to aspects of the EYFS, to develop policies and procedures within our setting, to update our childcare practice and to reflect on our current practice. 1. Explain how different approaches to work with children in the early years have influenced current provision in the UK. In the past there have been people that have had theories that relate to child development and learning of children in childcare settings; these people are known as educational pioneers and are well respected as their theories have changed childcare for the better (Meggitt et al, 2011). â€Å"Friedrich Froebel  (1782-1852), the great German educator, is famous pre-eminently for his radical insight that the first learning experiences of the very young are of crucial importance in influencing not only their later educational achievements but also the health and development of society as a whole† (Weston, 1998).Friedrich Froebel had the idea that children learn best through play and by having real experiences and from these theories he was the founder of the first ever kindergarten in 1840 (Meggitt et al, 2011). Following the theory that children learn best through play, Frobel introduced toys that he called, ‘Froebel Gifts’ or ‘gaben’ which included balls, wooden blocks, rings, tiles and sticks which were all the key elements of Froebel’s kindergarten (Watson, 2002). Froebel’s ideas are very similar to those that construct the EYFS that all childcar e providers use today. Here is a table showing a summary of his ideas and how they are similar to and link with the EYFS: Froebel| EYFS| Schools should be closely involved with parents and that they should be welcome to join their children in their learning and development. â€Å"Creating the framework for partnership working between parents and professionals, andbetween all the settings that the child attends;†Section 1- Introduction- Purpose and Aims of the EYFS 1. 2 (p. 7)â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership with parents; supporting learning; and the role of theKey person. †Section 1- Introduction- A Principled Approach 1. 11 (p. 9)Creating the Framework for Partnership Working 1. 16 (p. 10)| Parents were the first educators for their children and that childcare providers working with parents will benefit the child greatly, because they know them better than anyone. â€Å"The EYFS sets standards to enable early years providers to reflect the rich and personalisedExperience that many parents give their children at home. Like parents, providers should deliverindividualised learning, development and care that enhances the development of the children inTheir care and gives those children the best possible start in life. †Section 1- Introduction- Setting the Standards 1. 13 (p. 9)â€Å"Close working between early years practitioners and parents is vital for the identification ofChildren’s learning needs and to ensure a quick response to any area of particular difficulty. Parentsand families are central to a child’s well-being and practitioners should support this importantRelationship by sharing information and offering support for extending learning in the home. Section 1- Introduction- Creating the Framework for Partnership Working 1. 16 (p. 1 0)| Children needed to have some time indoors and outdoors to enable them to have experiences with movement, games and the study of nature outdoors. | â€Å"The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulation and movement. †Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Children must be supported in developing the knowledge, skills and understanding thatHelp them to make sense of the world.Their learning must be supported through offeringopportunities for them to use a range of tools safely; encounter creatures, people, plants andobjects in their natural environments and in real-life situations; undertake practical ‘experiments’;And work with a range of materials. †Section 2- The Learning and Development Requirements- Knowledge and Understanding of t he World 2. 13 (p. 14)| The introduction of finger play, singing and rhymes into education. The encouragement of arts and crafts, including literature along with a mathematical understanding. Singing songs, moving and dancing. | â€Å"Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15)| Children should have the freedom to move around and have healthy sensible food to eat. | â€Å"The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulatio n and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know.They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food. †Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Where children are provided with meals, snacks and drinks, these must be healthy, balanced andNutritious. †Section 3- The Welfare Requirements- Safeguarding and Promoting Children’s Welfare (p. 27)| The use of symbolic behaviour within a child’s play. Imaginative play was also important and children should pretend and imagine things to show their highest level of learning. | â€Å"Explores different media and responds to a variety of sensory experiences. Engages inrepresentational play. †Appendix 1- Creative Development (p. 8)â€Å"Children ’s creativity must be extended by the provision of support for their curiosity, explorationand play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative androle-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15)| The use of activities such as modelling with clay, drawing and making collages were useful in imaginative play. | â€Å"Expresses feelings and preferences in response to artwork, drama and music and makes somecomparisons and links between different pieces.Responds to own work and that of otherswhen exploring and communicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play. †Appendix 1- Creative Development (p. 48)| Encouragement of playing with toys, such as wooden blocks, balls, etc. | â€Å"Finds out about and identifies the uses of everyday technology and uses information andcommunication technology and programmable toys to support her/his learning. †Appendix 1- Knowledge and Understanding of the World (p. 47)â€Å"Experiments with a range of objects and materials showing some mathematical awareness. †Appendix 1- Problem Solving, Reasoning and Numeracy- Shape, Space and Measures (p. 47)| Children should be allowed to play freely (free-flow play). â€Å"on-going observational assessment to inform planning for each child’s continuing developmentthrough play-based activities. †Section 1- Introduction- Laying a Secure Foundation for Future Learning 1. 18 (p. 10)| (Meggitt et al, 2011) (DfCSF, 2008) Maria Montessori (1870-1952) was an Italian doctor who began her work with children with learning difficulties (Montessori, 2004). She was much more focussed on learning through being taught in a structured way, rather than the theory previously discussed of Froebel’s, learning through play (Meggitt et al, 2011). During her studies she found that Froebel’s theory was based more along the philosophical view, rather than the scientific aspect of a child’s learning and development (Montessori and Gutek, 2004).She came to the conclusion that children were active learners and that they passed through sensitive periods of development whilst being particularly responsive to certain areas of learning (Kramer, 1976). Montessori’s theories link with the EYFS because her methods provide an enabling environment for supporting the learning through the commitment of children within the care of the facility. Here is a table showing a summary of Maria Montessori’s ideas and how they link to the EYFS: * Structured teaching programme based on observing children with learning difficulties. * Challenging the difficulties by giving the child a task that they are unable to do, in the hope that they can learn to do it- re lates to EYFS Card 4. – Play and exploration * The use of ‘didactic materials’ to encourage children to use their hands. * Working alone rather than with parents, teachers, carers- this encouraged children to become ‘independent learners. * Polarisation of the attention is where the child is completely silent and focussed on what they are doing- relates to EYFS Card 4. 3- Creativity and critical thinking * Children should learn as part of a graded learning sequence and not through play. Play was allowed once children had completely their learning. * Children are active learners and should learn through role play, working with others, etc. – relates to EYFS Card 4. 2- Active learning (Meggitt et al, 2011)Margaret McMillan used ideas similar to both Froebel and Montessori. She began looking at manual dexterity exercises, similar to those used by Montessori. But as she continued her work, she used more and more of Froebel’s ideas, so they were mu ch more relative to the EYFS. Here is a table of her ideas and how they relate to the EYFS: McMillan| EYFS| First-hand experience and active learning are important. | | Relationships, ideas and feelings are just as important as physical aspects such as moving and learning. | â€Å"Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. †Section 3- The Welfare Requirements- Overview of the welfare requirements (p19)â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership wit h parents; supporting learning; and the role of theKey person. †Section 1- Introduction- A Principled approach (p. 9)| Children become whole people through play and play helps them to apply their knowledge and understanding to life. â€Å"On-going observational assessment to inform planning for each child’s continuing development through play-based activities. †Section 1- Introduction- Laying a secure foundation for future learning (p. 10)â€Å"None of these areas of Learning and Development can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities. †Section 2- The Learning and Development Requirements- Overview of the learning and development requirements (p. 11)â€Å"Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative andRole-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development (p. 15)| Close partnership with parents is important and parents should be encouraged to develop alongside their children. | â€Å"Creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. †Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 2 (p. )â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership with parents; supporting learning; and the role o f theKey person. †Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 11(p. 9)| Nursery schools should be an extension of the home environment and should be welcoming to both parents and children. They should enable children to experience fresh air, trees, rock gardens, vegetables, herbs, fruit trees, sandpits, flowers, lawns and the wilderness. | â€Å"Suitable premises, environment and equipmentOutdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Section 3- The Welfare Requirements- the general welfare requirements (p. 20)â€Å"Wherever possible, there should be access to an outdoor play area, and this is the expectedNorm for providers. In provision where outdoor play space cannot be provided, outings should be planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). †Suitable premises, environment and equipment (p. 35)| Child ren cannot learn if they are undernourished, unwell with health problems or poorly looked after. | â€Å"Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. †Section 3- The Welfare Requirements- Overview of the welfare requirements (p. 19)| These different theorists have contributed massively to the ways that our government produces their legislation in order to maintain a safe, healthy and educational environment for children to be cared for (Taylor and Field, 2003). 1. 3 Explain why early years frameworks emphasise a personal and individual approach to learning and development â€Å"Valuing children’s individuality, ideas and feelings is an important aspect of developing a personal and individual approach to learning and development† (Meggitt et al, 2011).What we do for the children in our care must be ‘child centred’ and the child is key in all decisions made about their care and education (Sinclair, 2006). All children are different and the EYFS talks about ‘a unique child’ which highlights this point. It recognises that every child is a competent learner right from birth and that they can be resilient, confident, capable and self-assured (DfCSF, 2008). There are different categories of needs that a child may have, which are: * Universal needs- these are fundamental to all children as they are their basic needs including food, drink and shelter. If these are not being met a child will struggle to meet any urther needs, such as education (Super and Harkness, 1986). * Psychological needs- these include love, affection, stable relationships and friendships, intellectual stimulation and independence (Meggitt et al, 2011). These are vital to children as they maintain a child’s quality of life be making them feel self-worthy and loved (Harter, Waters and Whitesell, 2008). * Developmental needs- these are what the child needs in order to develop further educationally (Shelton, 1987). It can be difficult to meet the developmental needs of all children in our care, as they may be at different stages of development; therefore it is best to work as a group but to focus individually on each child (Eccles, 1999).The child’s age, intellectual abilities, emotional development, social skills, experiences, physical abilities and relationships must all be key aspects when working with children to assist with their specific developmental needs (Meggitt et al, 2011). â€Å"The EYFS states that Children are competent learners from birth and develop and learn in a wide variety of ways. All practitioners should, therefore, look carefully at the childre n in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience across all the areas of Learning and Development. † (DfCSF, 2008)When working with children using the EYFS, we value a child’s individuality by considering their ability, personality feelings and ideas to enable us, as childcare workers, to provide an effective learning environment. We have to take into consideration that the rate in which children learn and develop can differ; therefore we must adjust our approaches to each individual child’s abilities. We must recognise and meet each child’s needs considering their age, physical maturity, intellectual ability, emotional development, social skills, past experiences and relationships with others. In order to meet the child’s individual needs, we must observe children in play to establish their current ability. 3. Explain the partn ership model of working with carers â€Å"The parent is a deeply important person to the child, and the relationship between parent and child is always very emotional† (Meggitt et al, 2011). As childcare providers we must develop relationships with children and babies in our care that are consistent, affectionate and warm and this must then be coherent with working in partnership with parents to provide the best quality care and education for these children (Sinclair and Grimshaw, 2006). It is important to remember that the relationships childcare providers have with the children in their care are very different to those that children have with their parents (Lamb, 1999).One of the main aims of the EYFS is to create the framework for partnership working between parents and childcare providers in order for us to identify and address the needs of the child (DfCSF, 2008). As childcare professionals we must remember that all families are different and therefore will have differen t needs and wants for themselves and their children (NCMA, 2009). Most parents will always want the best for their children but sometimes are not sure what is the best and may ask for guidance (Rosenbaum et al, 1998). The only experiences we have of family life are our own, therefore we must respect the values and methods that families have and understand that different parents bring up their children in different ways (David, 2003).Parents will often be open to suggestions from childcare professionals if they seek some guidance but we must not force them to do as we say and must respect their wishes (Curtis and O’Hagen, 2005). Parents have the right to bring their children up as they please, although we may not agree with their methods (Forehand and Nousiainen, 1993). Here are some examples of different parenting methods: * Permissive Parenting- the parents allow the child to do as they please. Childcare providers must have ground rules in place for children to maintain orde r and calm, but if the child has not been taught that they must abide by rules, this could prove very difficult for the childcare provider and other children. Authoritarian Parenting- the parents are very controlling of the behaviour of their children and children must do exactly as they say. This can be difficult for childcare providers, especially if they are asked by the parents to continue rules that are in place in the family home that the childcare provider does not agree with. * Uninvolved Parenting- the parent is neglectful of their child and allows them to be unkempt, dirty, hungry and not meet their basic needs. This is a safeguarding issue and the childcare provider must report this to the appropriate agencies. * Democratic Parenting- the parent sets clear boundaries for the child and shows them physical affection. This would be the way in which many of us will conduct the care of children. (Robinson et al, 1995)A very important part of an effective relationship and partn ership between childcare professional and parents is trust. Parents may have had previous experiences where they have been let down by somebody involved in the care of their child and therefore gained their trust is important to be able to communicate, in order to provide the best possible care and education of the child (Meggitt et al, 2011). The partnership model of working with parents and carers is therefore a mix of all the above points- respect, trust, information gathering and sharing. We can promote this by talking to parents and discussing each child’s day with parents and carers. 3. 2 Review barriers to participation for carers and explain ways in which they can be overcome.The partnership between parents and child care professionals is a viable and essential way to increase the developmental opportunities for children (Christianson, 2003). We’ve talked about the importance of partnership with parents, but this can go wrong, as there are barriers to effective partnership working. Here are some examples of barriers and how they can be overcome: * Parents can often feel guilty or sad about leaving their child and may feel like they are missing out on their child growing up. This may make them feel paranoid that others may judge them for leaving their child, especially if they leave them to enable themselves to have a break and do something for themselves. It is important to make the parent understand that what they are doing is not wrong and nothing to feel guilty about.Focus on some of the positive aspects that the child will be having whilst in a childcare setting, for example, the experiences they will have and the friends they will make. Give the parents some sources of support that will be able to help them through this emotional time. (ways2work, 2010) * Culture and language can be a barrier as our society grows to be more and more multi-cultural we come across different people from other cultures, some that may not use English as t heir first language and may not speak any English at all. This can be overcome by using translating devices such as ‘Google translate’ to communicate and also be used to translate written policies and procedures, which can be printed out and given to parents. The same can be done for newsletters, emails, letters, handover books, etc.This way, the partnership between the parent and childcare professional is not affected because the inability to communicate. (Joint Improvement Team, 2009) We must ensure that parents understand the legal requirements for our country and their rights and responsibilities. This may be different in their country and if it is not explained in the first instance, this could prove a difficult situation. * Different methods of parenting can cause barriers in partnership working as they may be clash with how the childcare provider cares for children in their setting. For example, a parent may use the permissive parenting method which can cause pro blems like the child not following rules and doing exactly what they want.If a parent uses the authoritative, this could cause problems because the parent may want the childcare provider to continue their rules from home, which they may not agree with. These can be overcome by ensuring that parents understand the ground rules, policies and procedures before their child starts attending a setting. This way, difficulties can be overcome and the parent’s wishes are respected. A parent may use the uninvolved method of parenting, which could mean children don’t understand boundaries that are set and they can become withdrawn from the rest of the children in the setting. This can be overcome by explaining to parents the importance of routines and consistency. Hubbs-tait et al, 2008) * Parents may become defensive if they are approached about something that is causing problems for their child. As childcare providers we must communicate with parents if we have any concerns abo ut children to provide the best possible care and education. This can be overcome by being open, approachable and having a friendly attitude. (McClure, 2012) 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. There are a number of different ways that childcare professionals can have good partnership with parents to enable parents to choose the one that suits them best (Meggitt et al, 2011).Here is a table showing some of the ways in which childcare professionals can work in partnership with parents and the positive and negative aspects of them: Ways to work in partnership| Positive| Negative| Learning Journeys- ‘a continuous journey through which children build on all the things they have already experienced and come across new and interesting challenges. Every child’s learning journey takes a personal path based on their own individual interests, experiences and the curriculum on offer’ (Hutchin, 2007). | * Learning journeys with photos and comments are a great way to show carers all of things that their child has been doing as well as charting their progress. * We might invite the parent to come into the setting to have a look at the learning journey or we may send it home. * Parents that are not so enthusiastic about their child’s learning may not find this method very useful, as they may not want to read through the learning journey. Parents that do not have enough time may not like this method either. | Handover books- a book that goes home for parents to add to, then comes back to the setting for the childcare professionals to write in. Usually just general information about the child’s day is written in this book. | * Parents and childcare professionals are communicating regularly about the progress of the child. * Any trends in the child’s behaviour can be identified easily by just looking back through the book. If parents are in a hurry picking up or d ropping off they may not always want to have a verbal handover, therefore the handover book is much easier as the parent can read it later when they have more time. | * Parents may not find it easy to write down things about the child- may not know what to write. * Parents may not have time to write down things and a quick chat when dropping off or picking up may be quicker and easier. | Verbal handover- when parents or carers drop off or collect the child they may just want to verbally handover how the child has been or if there is anything that the childcare professional may need to know. | * Quick chat is beneficial for parents that have little time before and after work. Parents may find it easier just to have a chat rather than writing information. * Builds trust and friendship between parents and childcare professionals. | * Things are not documented therefore there is no proof that something has been said if you may need it for any problems that could possibly occur. * Inform ation may not be understood by either party. | Newsletter- a letter containing information about topics that are being covered within the setting, any special activities or trips coming up, holidays, new children starting and just general information that parents may need to know. | * Fun and informal way of communicating important information. * Parents may think it is information that is not important and may not read it. | Partnership with parents can be effective but there may be occasions where it can be particularly challenging. As a childcare professional it is important to remain positive about the situation and not give up. Information must be shared with parents by whatever means necessary, whether they reciprocate or not. 3. 4 Explain how effective multi-agency working operates within early year’s provision and benefits children and carers. When working in a caring profession we have a responsibility and a duty of care to the people we are looking after. This means that we must care for them to the best of our ability (Rostgaard and Fridberg, 1998).In order to care for children effectively we must aim to meet all of their needs. As a childcare professional we may not have the knowledge to meet each individual need of the child as it may well be out of our expertise. This is when we must call upon another professional and work together with them to help the child (Sloper, 2004). For multi-agency working to be effective, good communication skills are needed by all professionals involved (Easen, Atkins and Dyson, 2006). The information shared must be relevant and only shared on a ‘need to know’ basis to protect the confidentiality of children and their families (Richardson and Asthana, 2005).Childcare professionals must gain consent from parents regarding the information sharing between other professionals, unless there is a possibility of a child protection issue, then this can be overruled. When sharing information with other prof essionals we must be organised and professional so that we are able to give, receive and record accurate information to ensure that the child’s care is not compromised by poor information sharing (Watson, Townsley and Abbott, 2002). Multi-agency working and partnership with parents are the key factors in good quality care for children. However, partnership with parents can sometimes be difficult but as childcare professionals we must remain positive and not give up as the important thing is to ensure information is given to parents or other professionals by whatever means necessary. Eymp 1 EYMP 1 1. 1 Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.The Early Years Foundation Stage framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The guidance materials are used to ensure settings provide: quality and consi stency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS framework specifies requirements for learning and development and for safeguarding children and promoting their welfare. . 2 Here is a list of different approaches: Reggio Emilia Montessori Common core Reggio Emilia The Reggio Approach gets it name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. After the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, joined teams with the parents of this region to provide child care for young children. Over the last 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.Of special interest is the emphasis on childrens symbolic languages in the context of a project-oriented curriculum. The Reggio Emilia approach is made possible through a carefully articulated and collaborated approach to the care and education of young children. Here are the key points of the Reggio Emilia: Community support and parental involvement Administrative policies and organisational features Teachers as learners The role of the environment Long-term projects as vehicles for learning The hundred languages of children Community support and parental involvementTraditions of community support for families with young children comes from Italy’s cultural view of children as the collective responsibilities of the state. The parents role is the same as the community’s, at both sch ool wide and the classroom level. Parents have to take part in discussions about school policy, child development concerns and curriculum planning and evaluation. Because most parents are employed meetings are held in the evenings so that all who want to take part can do so. Administrative policies and organisational featuresA head administrator reports directly to the town council, who works with a group of curriculum team leaders, each of them coordinates the efforts of teachers from 5 or 6 centres. Each of these centres is staffed by two teacher per classroom, in which there is 12 children in infant classes, 18 in toddlers classes and 24 in pre-primary classes, one teacher trained in arts who works with classroom teachers in curriculum development and documentation and several auxiliary staff. There is no principle, and there is not a hierarchical relationship between teachers.This staffing plan along side with the policy of keeping the same group o children and teachers together for the 3 year period, facilitates the sense of community that characterises relationships between children and adults. Teachers as learners The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back and observing the child learning.Teachers' long-term commitment to enhancing their understanding of children is at the root of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They compensate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher a utonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests.The lack of externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform their curriculum planning and implementation. When working on projects with the child, the teacher can also expand the child's learning by collecting data such as photographs, notes, videos, and conversations that can be reviewed at a later time. The role of the environment The organization of the physical environment is crucial to Reggio Emilia's early childhood program, and is often referred to as the child's â€Å"third teacher†.Major aims in the planning of new spaces and the remodeling of old ones include the integration of each classroom with the rest of the school, and the school with the surrounding community. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through env ironments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas. The pre-schools tend to be filled with indoor plants and vines, and awash with natural light.Classrooms open to a central piazza, kitchens are open to view and access to the surrounding community is assured through wall sized windows, courtyards, and doors to the outside in each classroom. Long-term projects as vehicles for learning The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class engages in a wide variety of self-selected activities typical of preschool classrooms.The projects that teachers and children engage in are different in a number of ways from those that c haracterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events that direct the attention of the children and teachers. Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of varying abilities and interests, including those with special needs, work together on projects. Projects begin with teachers o bserving and questioning children about the topic of interest.Based on children's responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Therefore, curriculum planning and implementation revolve around open-ended and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children.Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in authentic tasks. The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent.Revision of drawings and of ideas is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange. (Source: www. reggiokids. com and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) Maria Montessori She began her work as a doctor in one of the poorest areas in Rome, in the beginning of the 1900s.She worked with children with learning difficulties. She spend hours observing children. This is one of the strengths of her work. Her conclusion, which is now supported by modern re search that children pass through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners, just like Piaget. Here is a summary of Montessori’s ideas: She put together a structured teaching programme, which she based on her observations of children with learning difficulties. The work of an educator called Seguin, was also used by Maria Montessori.He had given manual dexterity exercises to children with physical disabilities. He done this as he believed that if they could learn to use their hands, they would then be able to get a job later on in life She designed a set of didactic materials, as she called them, which encouraged children to use their hands. She stressed the importance that children should work alone. She thought that this would help them become independent learners. For Montessori the highest point of a child’s learning is what she like to call the polarisation of the atte ntion.Montessori didn’t see the point in play, didn’t encourage children’s own ideas, until they had worked through all her graded learning sequence. Montessori has had more impact and influence on private schools than on the maintained sector of education. Common Core The Common Core of Skills and Knowledge for the children's workforce – often referred to as the Common Core – sets out the basic skills and knowledge needed by people whose work (paid or voluntary) brings them into regular contact with children, young people and families. It supports integrated working by contributing to the use of a common language.The skills and knowledge included in the Common Core have been divided into six key areas: Effective communication and encouragement with children, young people and families. Children and young people development. Safeguarding and promoting the welfare of the child. Supporting transitions Multi-agency working Sharing information It aims t o promote quality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and young people. Also providing more effective and integrated services. At the same time it cknowledges the rights of children and young people, and the role of parents, carers and families. (Source: http://webarchive. nationalarchives. gov. uk and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) 1. 3 Early years frameworks emphasise a personal and individual approach to learning and development because valuing children’s individuality, ideas and feelings is an important aspect in developing. It is necessary to meet the universal needs of all children, these are physical and biological needs such as food, drink, and shelter which are essential to survival.There is also psychological needs such as love, affection, secure and stable relationships, friendships intellectual stimulation, and independence. These are essential to maintain the indi viduals quality of life. A child’s needs vary from child to child as each child is an individual and not any two are the same. It can be difficult to meet the needs of children in child care settings when they are grouped together according to age. Some children will have developmental needs which are in line with the expected â€Å"norm† for their chronological age, whereas others will have needs which are characteristic of much older or younger children.Once recognised, the child’s needs can then be met. When doing this it is important to consider each childs age, physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. 3. 2 Here is a list of barriers to participation for parents and carers: Concerns about welfare, development and learning of a child Parents becoming angry or upset Parents and carers with other priorities Parents and carers having prejudicial attitudes Differences in rules and expecta tionsThis can be overcome by talking to the parent or carer in a way that shows concern for the child, and not criticising the parent or carer. The conversation can also be held in a private and confidential space, with a clear focus on the childs best interests. This can be overcome by staying calm and talking calmly offering some where private to talk. 3. 3 As carers are individuals there is no one way to have a partnership with parents/carers, there needs to be a whole range of ways for parents to access partnerships in order for them to find the one that is most suitable for them.These may include diaries to communicate between home and the setting, meetings within in the setting, workshops run by the setting, open days and parents evenings. 3. 4. Multi agency working helps the different services and professionals to join together to prevent problems occurring in the first place. This means that practitioners can work with parents and carers to help them access and organise the different services and provisions that may be helpful to them.

Adidas Marketing Plan

Adidas is the number two sporting goods maker in the world, second to Nike. The company has long focused on being the footwear for sports and high performance. The company has three components: Adidas, Reebok, newly acquired in 2006, and TaylorMade, well known on the Pro Am Golf Tour. (Adidas Group Annual Report, 2008) This marketing plan will focus on the Adidas brand. While research indicates there’s a belief that Adidas makes better footwear than Nike (Vertical Ascent Website), it has been unsuccessful in penetrating the young hip-hop crowd. With a generation that has grown up with i-pods, blogs and video games, Adidas is looking to appeal to his younger generation through technology that they have become used to using. (Marina, 2009) Adidas 1, claimed to be the world’s first computerized smart shoe, went on sale March 18, 2005. Adidas has long focused on being the footwear for sports and high performance with its core base being sports. According to the Adidas Group 2008 Annual Report, the company targets three brands: sports performance, sports heritage and sports styles. It’s known for its technological innovation and cutting edge design, with its mission being to challenge and lead through creativity. Adidas has positioned itself as a leader in professional and competitive sports, notably soccer, basketball, and running. As the technology permeates everyday life, Adidas hopes to live up to their changing expectations and deliver the best consumer experience through using creative new initiatives including interactive fitting footwear for peak performance and fit. With that focus on technological innovation, Adidas is going high tech, with everything from high tech sneakers, high tech virtual stores, and high tech promotion. This high tech is not just for show or glitz. It has a purpose – to deliver the best fitting, and best performing footwear tailored to the consumer’s individual needs. Adidas is hoping the high tech approach will eliminate potential customer dissatisfaction through virtual fitting. This eliminates producing shoes that don’t fit properly or perform well. It also leads to the best fit for the best performance out of footwear, something desired by professional or amateur athletes, as well as anyone embarking upon a running or fitness program. Adidas is looking at the changing interests of the up and coming market who also have i-pods, video games, email, internet, youtube and other highly technological devises as a way of life rather than traditional television or print media. With this change in media delivery, there’s also a change from it being one way to two-way communication, and with rapid advances in technology, they expect new and different things, and new and different footwear and sportswear is a way to reach that market. With an emphasis on fitness in today’s world, Adidas must create an image that Adidas footwear excels for everyone who is looking to improve their health. The goal is to maintain its traditional base as well while developing a technological environment that will broaden appeal to a younger consumer. Adidas’ strategy is to come up with a technology that meets a consumer need – excellent fitting footwear that has top notch performance. By having technology where one is not just fitted for the footwear, but also can gauge them for exact pressure and running posture, the company continues to follow its positioning as being the world’s favorite footwear for sports, and setting the pace for their footwear to meet their customer’s performance needs. The company is taking that image to its traditional promotional use of television and print advertising, as well as its exclusivity banners at major sporting events, especially European soccer matches. It also has made deals with professional football players and the New York Yankees to endorse Adidas. The company is the official sponsor of the 2008 Beijing Olympics that will reach millions, billions, and potentially open up strong Chinese Markets, and renew interest in sports performance which will lead to increased sales Adidas is distributed in corporate stores, throughout the web, high end sporting stores, the internet, and more limitedly in sporting goods stores throughout the US and Europe. It is also rethinking its distribution practices after last year’s purchase of Reebok and will close Reebok sports apparel and sneaker distribution centers in Massachusetts, Tennessee and Kentucky, and move those operations to an expanded center in South Carolina. Spartanburg was chosen for the two brands' consolidated distribution center in part because it's close to the two brands' product shipping locations and to many customers (The Associated Press, 2008) Adidas high tech strategy is moving into its internal operations departments, adopting a better delivery system, increasing retail distribution, and taking customer service to a new level, beyond satisfaction to delight, thus trying to obtain return and possibly ifetime customers, something that would be very profitable for the company. The company can benchmark its success by measuring sales, web traffic to its innovative color based on-line advertisements that never mention the product, the number of downloaded pod casts and the number of visits to their Paris high-tech store. Works Cited http://usatoday30.usatoday.com/money/industries/2005-03-02-smart-usat_x.htm

A Helpful Guide on Writing a Law Research Paper

A Helpful Guide on Writing a Law Research Paper If one looks up the word â€Å"research† in the Oxford English Dictionary, he/she will find that it is ‘the systematic study of materials and sources in order to establish facts and reach new conclusions’. This definition leads most students to the erroneous implication that legal research is daunting and too challenging for them. To the mind of most, this kind of work is only for theoreticians and academicians. In fact, the field of law has plenty of interesting issues to investigate on paper. Once a student finds the topic that is worth of looking into, the idea of exploring it gets more exciting. Researching a particular issue means learning the background, tracing the history of the legislation, finding out professional opinions of legal scholars and eventually coming up with the ideas/suggestions in a given area. Research is a great legal experience, and, moreover, is a starting point of every lawyer’s career. Most studies show that legal research skills are the first requirement on the employer’s list. As legal research can seem a real conundrum at first, this law research paper writing guide may help to shed some light on it. 3 Pre-Writing Tips for a Law Research Paper Before starting to write a research paper in Law, it is better to get well-prepared for the writing process, namely, you’re highly recommended to: Read some legal pieces of research. If you are a novice in legal research, looking through the studies of lawyers or scholars will ease the task. The more papers you read, the more you will know about the structure and peculiarities of this kind of work. It will be also easier to pick the topic for the future research after getting familiar with a various legal issues. If the research topic matches the topic of the sample, the source problem will be considered to be solved. Use some effective research methods. This kind of work requires more than Google. Even though online-searching is fast, flexible and provides more updated information than printed publications (for example, current court decisions), it is not helpful when looking for background information or broad legal notions. It can also be hard to follow cross-referencing and annotation references via a computer. Besides, most legal bases used by law offices are not in public access or extremely expensive. Outline all the found information. After having all the information in hand, it is useful to outline it by highlighting the main ideas of research and pointing out the supporting details. Focus on the data to inform the reader about a specific legal topic. Remember students who don’t understand the benefits of outlining a research paper think it is a waste of time. In contrast to this wrong opinion, it will save your time later when you start law research paper writing. Don’t skip the prewriting process to start and finish successful writing a research paper in Law. Focus on the following research points that are essential for you as a good researcher: Research process. First of all, it is important to realize that legal research is a process. It takes time, a thorough analysis, the full concentration, and close attention to details. There are some stages of the legal research cycle: Research strategy. This simple plan can assist you as the author of a good research paper with the information-gathering process: Tips from Our TOP Academic Writers on How to Structure a Law Research Paper There is no formula for a successful legal research paper. However, there are some basic characteristics that constitute a decent paper. A proper structure is one of the most important features necessary for you as a good writer. Even though a research paper in law has a specific nature, its general structure is confined to the introduction, main body, and conclusion. Introduction of a Research Paper A well-written introduction is crucial for your research paper. A quick glance over the first paragraphs gives the reader an idea of what the work is about. The reader can quickly evaluate whether it is worthy of reading the entire text by looking through the introduction. The introduction must clearly express the research problem and define the scope of the inquiry. Besides, the introduction needs to contain background information regarding the issue the author is addressing in the paper. This part serves as a foundation for further consideration, not a place to develop the argument. Thus, three main points to be outlined in the introduction: the reasons why this legal issue is worth a reader’s attention, the gaps in the current knowledge, the purpose of the study. Despite the wide range of the points to be mentioned in this section, it does not need to be lengthy. Stick to 10-15% of the length of the whole paper. Main Body of a Research Paper The focal point of the research paper is the main body. Since it is the most extensive part, it should be divided into sections. To present the material in a clear and comprehensible manner for the reader, each section should begin with a heading and the purpose it is expected to pursue. Paragraphing will help to organize the thoughts so that the reader can easily follow the flow of ideas. Each paragraph should begin with a topic sentence. If the reader without the knowledge in this particular area understands the paper when reading only the topic sentence, the mission of the author is accomplished. Besides, each paragraph should be completed with a concluding sentence, drawing out the main points discussed in the paragraph. The content of the main sections of the paper is supposed to answer the question the author raised in the introduction. The Conclusion of a Research Paper The final part of the research paper should be a summary of the main points stated in the law study. However, the conclusion should not be made of the phrases copied from the main body or the introduction. Logical consistency with the arguments explained in the main part is crucial. Moreover, no new arguments can be introduced in this part. Note: Even though it seems logical to write the introduction first, it is virtually impossible to do before there is a clear argument which takes place in the main part of the paper. Therefore, the introduction should be written when the author knows where his/her argument is going. In other words, it should be written after the main part writing is finished. How to Form a Reference List for a Research Paper in Law A reference page lists all the sources that are used in the research paper. Whether the information is taken from the book, websites, or journals, it should be correctly referenced, so that the reader can easily retrieve it. It is necessary for a writer to make sure to note every source for the paper. The practical experience shows that students tend to remember about referencing after paraphrasing. As a result, the needed web pages are closed, and book pages are lost. The basic requirements of the reference page are the following: Each reference should be formatted according to the appropriate style guide (MLA, APA, Chicago, etc.) The styles peculiarities shouldn’t be mixed; The reference page should be organized in alphabetical order according to the authors’ last names; Every resource that is used in the paper should be on the reference page. If one item is missing from the list, the paper can be considered plagiarism; Correct formatting, namely spacing, and indentation, should be taken into account. The example of an APA reference: Derwing, T. M., Rossiter, M. J., Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245-259. The Rule of â€Å"Six Cs† Helps You to Write a Research Paper The rule implies that the research writing should be done in a clear, concise, and comprehensive manner. The legal terminology is sophisticated and most legal materials are written in a complex language. Therefore, the idea of legal research is to filter out unnecessary information, and chose the relevant material, systemize it and provide it in a simple and direct manner. The ability to write accurately and effectively is equally as important as research skills. Two More â€Å"C† Consistency and Coherency Help You Out The support by evidence is essential to legal research writing. Every argument should not be determined by emotions or prejudices, but be based on reasons and facts. Despite the division into parts, sections, and paragraphs, all the components need to be consistent, forming a coherent paper. Only one issue can be brought up, developed logically, and lead to a comprehensible conclusion. The Final â€Å"C† Stands for Creativity The phrase â€Å"New – in every discipline – means never joined before† stated in The Advertising Solution by Craig Simpson and Brian Kurtz. In turn, Kate Dewhirst, a lawyer, is sure that a legal innovation is able to unlock creativity. Whereas most students tend to think that legal area is not a place to be creative or innovative, it is still possible to use these skills to write a remarkable research paper. Creativity is a key component to being an outstanding lawyer. The only thing a writer has to do is to connect things in a way they have never been connected before. To Quote or Not to Quote: That Isn’t the Question in Law Law is an area where you aren’t allowed to avoid quotations from the constitution, for example. So the question, â€Å"To quote or not to quote?† is positively answered for you underpin your position as a researcher by means of strong evidence. When it comes to choosing between direct quotations or paraphrasing, it is important to define in which cases direct quotes should take place: When they set out the enacted law, For example, quoting the exact language of the Universal Declaration of Human Rights is preferable to paraphrasing, since the latter can differ dramatically from the meaning of the words in their original context. Article 12. â€Å"No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honor and reputation. Everyone has the right to the protection of the law against such interference or attacks†. According to the Universal Declaration of Human Rights, no one can invade someone’s privacy, nor harm someone’s reputation. If they are fewer than three lines, If they happen to be longer than three lines, it is important to set off that quote in a block format. Common mistake: When quoting from sources, it is crucial not to take the quotations out of context. Quoting out of context takes place when a passage is removed from what is said before, and, as a result, the intended meaning is distorted. For example, the following quotation is taken out of context: ‘According to Chief Justice John Roberts, this President’s words strike at fundamental standards of respect and tolerance, in violation of our constitutional tradition. The original quote is taken from CNN Politics: Plaintiffs argue that this President’s words strike at fundamental standards of respect and tolerance, in violation of our constitutional tradition.’ Whereas the writer uses several phrases exactly as they appear in reality and does not change the structure, the meaning differs dramatically. 2 Post-Writing Tips for Your Research Paper No research paper is considered to be completed without being proofread and edited. Once the first draft is ready, it is important to review it for errors and inconsistencies. The editing stage involves improving the big picture of the paper. Check if your law research paper addresses all the requirements, if it is well-structured and if the legal question is answered fully. Proofreading means examining the text carefully by focusing on specific details like spelling, sentence structure, punctuation, referencing, grammar, etc. The legal research is not an easy task. It is time-consuming, it requires perseverance, attention to details, and hard work. However, once the topic is chosen, you as a researcher should become completely absorbed finding more and more facts. By the end of the writing process, you will be fully qualified in the scope of the prescribed study. Good luck!

Free Essays on Business Starting

Introduction More and more people are beginning to open their minds to new business ventures. It seems like it is becoming the popular move. By opening a business there could be huge profit to be made, depending on the market. On the other hand, there are risks and losses that may occur as well. It is said that there are two reasons why people start a business. The first reason is because they have inspiration for what they believe would be a great idea and the second is from desperation. People have a need to make money and there are no jobs out there, which they found, that suites them or their needs. There are various different ways to start a business. Not all entrepreneurs begin their business by the thought of an idea. There are many other ways to go about starting a business. Buying a franchise, buying an existing company, the inventions of a product are all other ways to begin a business. People often start a business in a field that they know well. Although this is true, it is essential not to limit the perspectives of the kind of business to open. The areas outside of your interests may just be the right opportunity for you, which is why it is important to explore other areas. This paper will talk about the general ways in which to start a new business and how to go about doing it. Included will be how to get ideas to open a business, planning out the business structure, ways to get money to start the business, getting prepared, hiring the staff, and getting the word out to the public. Getting Ideas to Open a Business The business idea plays a critical role in the overall success of the business venture chosen. â€Å"It is part of the early pre-venture stage of business development that often goes unnoticed by those who are interested in getting into a business and by those involved in business development counselling/training ECanada 1). â€Å"There are many considerations that must be thought of before determine the success of ... Free Essays on Business Starting Free Essays on Business Starting Introduction More and more people are beginning to open their minds to new business ventures. It seems like it is becoming the popular move. By opening a business there could be huge profit to be made, depending on the market. On the other hand, there are risks and losses that may occur as well. It is said that there are two reasons why people start a business. The first reason is because they have inspiration for what they believe would be a great idea and the second is from desperation. People have a need to make money and there are no jobs out there, which they found, that suites them or their needs. There are various different ways to start a business. Not all entrepreneurs begin their business by the thought of an idea. There are many other ways to go about starting a business. Buying a franchise, buying an existing company, the inventions of a product are all other ways to begin a business. People often start a business in a field that they know well. Although this is true, it is essential not to limit the perspectives of the kind of business to open. The areas outside of your interests may just be the right opportunity for you, which is why it is important to explore other areas. This paper will talk about the general ways in which to start a new business and how to go about doing it. Included will be how to get ideas to open a business, planning out the business structure, ways to get money to start the business, getting prepared, hiring the staff, and getting the word out to the public. Getting Ideas to Open a Business The business idea plays a critical role in the overall success of the business venture chosen. â€Å"It is part of the early pre-venture stage of business development that often goes unnoticed by those who are interested in getting into a business and by those involved in business development counselling/training ECanada 1). â€Å"There are many considerations that must be thought of before determine the success of ...

Browning Peal Essay

This is because they represent natural beauty that has been created by God, which compliments the woman Browning is talking about because it shows his feelings on how he believes they don’t have to try to be beautiful. Roses also represent love and passion, the colour red is an intimate colour that represents seduction and sometimes danger as seen in ‘Of Mice and Men’ where Curley’s wife is referred to as having â€Å"full rouged lips† and â€Å"red fingernails†. The thorns on roses continues this theme of potential risk, because the simple idea of men picking roses for women could injure the man due to the thorns on the stem, this could represent how men have to fight past the hard things in love to get to the beauty or the woman. In ‘Women and Roses’, Browning also uses roses as a representation of the stages through a woman’s life going into womanhood and how she grows from a young shoot full of promise to something incredibly beautiful and natural and eventually to an old and wilted flower, â€Å"bees pass it unimpeached†. The poem is about finding perfect love with a woman, which is represented as finding a rose with no thorns, thorns being the trouble in a relationship or a woman. Browning wrote ‘Prospice’ after his beloved wife, Elizabeth Barrett Browning, died in 1861. The poem shows Browning’s beliefs on death and how he feels that he will once again be reunited with his love in the afterlife. The title ‘Prospice’ can be translated as ‘look forward’, and in this poem, published in 1864, Browning is most likely looking forward to death, when he expects ‘I will clasp thee again’, meaning he will be with Elizabeth once more. Such optimism seems to contrast noticeably with the religious doubt or searching of many Victorian writers. But Browning does not claim that there is anything easy about facing death, instead he shows one way of coping. He gives the ‘Arch Fear’, death, a ‘visible form’ so that he can imagine taking him on in one last fight to show that he will not be taken easily, ‘Barriers’ and ‘guerdon’ suggest a tournament took place. In ‘A Woman’s Last Word’ Browning uses Roman numerals to show the breaking down of a omplex subject such as a woman’s feelings after an argument. By doing this it makes it easier for the reader to follow and distinguish the different stages of feelings the character goes through and also shows the changes in direction of her attitude until she reaches submission towards her love. This is a good technique used as he wrote the poem from a woman’s point of view and has gone into a lot of detail on how she feels and reacts to the argument. Browning Peal Essay This is because they represent natural beauty that has been created by God, which compliments the woman Browning is talking about because it shows his feelings on how he believes they don’t have to try to be beautiful. Roses also represent love and passion, the colour red is an intimate colour that represents seduction and sometimes danger as seen in ‘Of Mice and Men’ where Curley’s wife is referred to as having â€Å"full rouged lips† and â€Å"red fingernails†. The thorns on roses continues this theme of potential risk, because the simple idea of men picking roses for women could injure the man due to the thorns on the stem, this could represent how men have to fight past the hard things in love to get to the beauty or the woman. In ‘Women and Roses’, Browning also uses roses as a representation of the stages through a woman’s life going into womanhood and how she grows from a young shoot full of promise to something incredibly beautiful and natural and eventually to an old and wilted flower, â€Å"bees pass it unimpeached†. The poem is about finding perfect love with a woman, which is represented as finding a rose with no thorns, thorns being the trouble in a relationship or a woman. Browning wrote ‘Prospice’ after his beloved wife, Elizabeth Barrett Browning, died in 1861. The poem shows Browning’s beliefs on death and how he feels that he will once again be reunited with his love in the afterlife. The title ‘Prospice’ can be translated as ‘look forward’, and in this poem, published in 1864, Browning is most likely looking forward to death, when he expects ‘I will clasp thee again’, meaning he will be with Elizabeth once more. Such optimism seems to contrast noticeably with the religious doubt or searching of many Victorian writers. But Browning does not claim that there is anything easy about facing death, instead he shows one way of coping. He gives the ‘Arch Fear’, death, a ‘visible form’ so that he can imagine taking him on in one last fight to show that he will not be taken easily, ‘Barriers’ and ‘guerdon’ suggest a tournament took place. In ‘A Woman’s Last Word’ Browning uses Roman numerals to show the breaking down of a omplex subject such as a woman’s feelings after an argument. By doing this it makes it easier for the reader to follow and distinguish the different stages of feelings the character goes through and also shows the changes in direction of her attitude until she reaches submission towards her love. This is a good technique used as he wrote the poem from a woman’s point of view and has gone into a lot of detail on how she feels and reacts to the argument.

Discussion Replies Essay Example | Topics and Well Written Essays - 250 words - 5

Discussion Replies - Essay Example From this, we can conclude that change in political process and technology is having and will continue to have a considerably impact on war affairs and principles which might result to its revolution. Since ancient times, principles of war have been defined to as a set of guidelines that aids the military in making decisions while in the battle field. Although these principles are still being applied, they have been considerably revolving due to changing technology and the way people carry out warfare currently. For instance research conducted recently by the united research center showed that changing nature of war, especially in the Middle East, is generating a corresponding change in tactics and patterns the military are using so as to archive their objective.( Claus, 2003) According to another research it was outlined that the principles that are revolving and are most likely to change in the future include the principle of simplicity, chase, and unity of command. This is due to advancement in technology that forces the military to change their tactics and patterns. (Knock, 2001) However, despite the fact that these principles might change, it is unlikely that new principles will be developed. This is due to the fact that existing principle have been proven to be most efficient and effective during warfare and only slight adjustment are needed for it to fit in any generation. Conclusively, war will never be absolute because disagreements among states will always exist and insurgents will never stop propagating it until the day they archive their selfish strategies and goals. The only things that might change is the approach in which the military or States will be using during war fare. Also advancement in technology will force the military to modify the already existing principles so as to archive their set objective effectively. In the first post

Interventions for the working Stage Essay Example | Topics and Well Written Essays - 500 words

Interventions for the working Stage - Essay Example In another proposal, work satisfaction appeared to be affected by work attributes that can be unfavorable for some workers, such as its â€Å"low decision attitude and high job demands† (Cox, 1993, p. 15). Demands on both sides, individual and organizational, generate stressful tensions when shortcomings are foreseen on both sides. Aside from personal and work expectations, a number of maladaptive cognitive and behavioral problems appeared to further hamper better functions of adults in work areas. Cognitive areas need to be constantly updated to better meet occupations demands, thus, inadequate trainings and seminars, in combination with excess workloads, can hamper cognitive development and account for stress and discontent. Behaviorally, people appear to act up when they are not recognized for excellent performance, do not receive incentives, and are plagued by unsupported colleague interactions (Davis & McKay, 2009). The work culture of negative self-talk can aggravate the stressful atmosphere, as the need for affiliated group approvals are interspersed with events of blame for the shortcomings of others, preventing the acceptance of adult newcomers in organizations (Davis, Robbins Eshelman, & McKay, 2000, pp. 107-119).

International Relations Research Paper Example | Topics and Well Written Essays - 750 words

International Relations - Research Paper Example In fact, it â€Å"refers both to a process of growing material interconnectedness as well as to the ‘idea’ or consciousness of that process† (Ravenhill 302). The purveyor or enforcer of such idea is the WTO. Although the WTO is supposedly a consensual type of organization, where the majority, which consist of the underdeveloped and developing countries, is theoretically the more powerful group, it is actually the few developed and advanced capitalist countries that are most influential in the formulation of its policies. Since its founding, the WTO has been accused of making the economic conditions of the poorer nations worse. According to Global Exchange, an international human rights advocacy organization, the WTO has made the world’s richest become richer at the expense of the poorest as it has â€Å"hastened these trends by opening up countries to foreign investment and thereby making it easier for production to go where the labor is cheapest and most easily exploited and environmental costs are low† (Top Reasons to Oppose the WTO). The WTO was established in January 1995. However, the basic principles behind it were already being implemented since 1948 through the General Agreement on Tariffs and Trade or GATT (World Trade Organization). ... However, there are developing countries with governments that have continued to adhere to the policies of the WTO despite the massive protests that have been held in their respective countries. Behind these are the corporations who have accumulated profits because of globalization (Berberoglu 68). Since the WTO regularly meets in order to discuss the implementation of trade liberalization, the agendas that it often tables are scrutinized by different people’s organizations. One contentious issue that has been the subject of intense protest campaigns from farmers is agricultural liberalization. The WTO calls for â€Å"the removal of exemptions for import controls and supply management regimes† (Shrybman 50). The net effect of this policy is that a less developed nation that could not compete well can be dumped with agricultural products coming from the more developed countries. This naturally puts the farmers of the said country at a grave disadvantage because of unfair competition resulting from it. With inadequate subsidy, the farming sector of the less developed country would certainly not be able counter the heavy importation. Another major criticism of the WTO is that it tends to ignore the impact of its policies on other important aspects of society. It is said that in every forum that is held by this multilateral body, â€Å"global commerce takes precedence over everything – democracy, public health, equity, the environment, food safety and more† (Wallach & Sforza 20). There are two other issues that have been consistently raised against the WTO; these are on matters of the environment and labor. When it comes to the environment, there have been calls by environmental groups to use trade sanctions as a means to pressure erring nations to comply with