The Koch Snowflake Sample Essay Example For Students

The Koch Snowflake Sample Essay The snowflake theoretical account was created in 1904 by Helen von Koch. This snowflake appeared to be one of the earliest fractal curves. The fractal is built by get downing with an equilateral trigon. One must take the interior 3rd of each side and replace it with another equilateral trigon. The procedure is repeated indefinitely. The length of each side is one which will assist you find the margin of each trigon. With holding the margin of each trigon. the tallness can be determined so the country can be defined. We will write a custom essay on The Koch Snowflake Sample specifically for you for only $16.38 $13.9/page Order now The tallness must be determined because to utilize the expression A=12bh to happen the country of the traingle. the tallness must be known. After reiterating the procedure for the trigons. the graph below displays the figure of sides ( Nn ) for each snowflake. the length of a individual side ( In ) . the length of the margin ( Pn ) and the country ( An ) . In 0 1 2 3 1 1/3 1/9 1/27 Nn 3 12 48 192 Pn 3 4 16/3 64/9 An 3/4 3/4 ( 1+13 ) 3/4 ( 1+13+427 ) 3/4 ( 1+13+427+16243 ) The behaviour of the graph above proves that each clip a new snowflake is formed. the margin additions by 49. So. by merely multiplying 49to the country prior to. you will bring forth the country for the following sequence.

Two Weeks Notice Email Examples of How to Write the Perfect One

Two Weeks Notice Email Examples of How to Write the Perfect One So you’re moving on and have to send in your two week’s notice email.   The panic has inevitably set in. First of all, know that it’s much preferable to tell your boss in person, then provide your employer with a formal letter of resignation. If you have to quit your job in a hurry and you’re too close to two weeks to write a formal letter, you may be stuck sending a two weeks’ notice email. Giving two weeks, after all, is an important and respectful way to gracefully exit a job. It’s standard practice- the least you can do! Keep in mind that some companies may ask you to leave immediately upon receipt of your letter, but the offer of the extra time to help ease the transition is almost always the right move. If you find yourself in the scenario of having to write a resignation email, here are a few tips, as well as a resignation letter template.1. Name the date.Explicitly state the date when you will leave the company. This gives your boss a clear sense of your timeline and establishes a paper trial.2. Keep it concise.There is no need to go into detail. Convey that you are resigning and when your last day will be. Stifle urges to overshare about your reasons or your feelings and all the rest.3. Offer to help.It’s never a bad idea to offer to be extra helpful in your final two weeks- i.e. helping to train your replacement or shoring up unfinished projects.4. Ask HR questions.You should CC HR on your email. Now’s your chance to ask any questions about benefits or your final paycheck. You should include where to send your last paycheck, and perhaps a forwarding email address for future contact.5. Check it twice.There’s absolutely no shame in thoroughly proofing your email multiple times. Double check everything- spelling, dates, names, grammar. Make it unimpeachable. A classy exit.Still confused? Here is a template you can use as a guide:Subject: Two Weeks NoticeDear [Supervisor’s Name],This letter is to formally give notice that I will be resigning from my position as [Your job] at [Company], effective in two weeks. My last day of work will be [Date two weeks from when you send].I have accepted a position with another company that will further my growth and career development, but I remain grateful to everyone at [Company]. I have learned so much and gained such great experience being part of your team and I appreciate the time and attention you have given me during my time here.During the next two weeks, I am more than willing to help make the transition as smooth as possible. Please let me know how best I can help, whether that be helping to recruit my replacement, or assisting in their training.Again, it has been a pleasure working with you. I wish you, and everyone at [Company] continued success in the future.Sincerely,[Your name]Your Namename@personalemail.comCell Number

How John Albert Burr Innovated Modern Lawn Mowing

How John Albert Burr Innovated Modern Lawn Mowing If you have a manual push mower today, it likely uses design elements from 19th Century black American inventor John Albert Burrs patented rotary blade lawn mower. On May 9, 1899, John Albert Burr patented an improved rotary blade lawn mower. Burr designed a lawn mower with traction wheels and a rotary blade that was designed to not easily get plugged up from lawn clippings. John Albert Burr also improved the design of lawn mowers by making it possible to mow closer to building and wall edges. You can view U.S. patent 624,749 issued to John Albert Burr. Life of Inventor John Albert Burr John Burr was born in Maryland in 1848, at a time when he would have been a teenager during the Civil War. His parents were slaves who were later freed, and he may also have been a slave until age 17. He didnt escape from manual labor, as he worked as a field hand during his teenage years. But his talent was recognized and wealthy black activists ensured he was able to attend engineering classes at a private university. He put his mechanical skills to work making a living repairing and servicing farm equipment and other machines. He moved to Chicago and also worked as a steelworker.  When he filed his patent for the rotary mower in 1898, he was living in Agawam, Massachusetts. Inventions of John Albert Burr The object of my invention is to provide a casing which wholly  encloses  the  operating gearing  so as to prevent it from becoming choked by the grass or clogged by obstructions of any kind, reads the patent application. His rotary lawn mower design helped reduce the irritating clogs of clippings that are the bane of manual mowers. It was also more maneuverable and could be used for closer clipping around objects such as posts and buildings. Looking at his patent diagram, you will see a design that is very familiar for manual rotary mowers today. Powered mowers for home use were still decades away. As lawns become smaller in many newer neighborhoods, many people are returning to manual rotary mowers like Burrs design. Burr continued to patent improvements to his design. He also designed devices for mulching clippings, sifting, and dispersing them. Todays mulching power mowers may be part of his legacy, returning nutrients to the turf rather than bagging them for compost or disposal. In this way, his inventions helped save labor and were also good for the grass. He held over 30 U.S. patents for lawn care and agricultural inventions. John Albert Burrs Later Life Burr enjoyed the fruits of his success. Unlike many inventors who never see their designs commercialized, or soon lose any benefits, he got royalties for his creations. He enjoyed traveling and lecturing. He lived a long life and died in 1926 of influenza at age 78.   Next time you mow the lawn, acknowledge the inventor who made the task a little easier.

Economic Geography Essay Example | Topics and Well Written Essays - 1000 words - 1

Economic Geography - Essay Example There are various reasons that may trigger voluntary migration. These factors include a high cost of living in an individual’s motherland, harsh and unproductive climatic and environmental conditions, as well as purely for adventure and exploration. Discussion Migration patterns in Blue Earth County (Mankato) in 2010 The most interesting aspect of migration in the Blue Earth County is that; the counties that send immigrants into this county are relatively equal to those that receive the immigrants from the county (Forbes, n.p.). The uniqueness in the migration patterns in Blue Earth County is that all those counties sending more immigrants into Blue Earth County than they receive from the county, are situated within the Minnesota State (Forbes, n.p.). Additionally, all the states outside Minnesota where Blue Earth County’s population migrate are found to take more of its migrants, than they send to this county. Another observable pattern regarding the migration in Blue Earth County is that its population tends to migrate to the States that are close to Minnesota, while avoiding those far away. Therefore, it is evident that most of the population within in Blue Earth County finds it easier to seek for a better life outside Minnesota State, compared to those who move from other States to seek for a better life in the county. The inbound income per capita for this county in 2010 was relatively lower than the outbound income per capita, a clear explanation why many people are migrating to other counties, compared to those coming into the Blue Earth County (Forbes, n.p.). Another possible explanation for this migration pattern is that; the standards of living could be better, while the costs of living could be lower in other states, compared to Minnesota, prompting more people to move to other states, than people from other states comes into the county. Migration patterns in Olmstead County (Rochester) in 2010 The migration patterns in Olmstead County indicate that there is a higher percentage of the counties that receives immigrants from this county, compared to those that Olmstead County receives (Forbes, n.p.). The other notable observation regarding the migration patterns in this county is that; it has the tendencies of sending its population to the States that are further away from Minnesota State. Additionally, a unique migration patter observable in Olmstead County is that it only receives more of immigrants from the counties and states that are nearby, than it sends. The inbound income per capita for this county in 2010 was relatively lower than the outbound income per capita, which serves to explain why many people are moving out of the county to other counties, compared to the ones the county is receiving (Forbes, n.p.). All indications point to the fact that the economic situation of many counties outside Minnesota State is better compared to that of Olmstead County, thus motivating many people to migrate from this cou nty to other counties and states, further away. The most plausible explanation for the migration pattern in the Olmstead County is that; the cost of living in this county is much higher than that of other counties outside

Discussion about a theme in the book history of love Essay

Discussion about a theme in the book history of love - Essay Example ity of one’s life is defined and experienced through connection and validation and it is the need for these things that drive this novel’s characters in a story of existence. As the story of Leo Gursky begins we see a man who is ever in search of ways to validate his existence. He plays roles within society that are created to fulfill his need to be seen by others. Sometimes that role is that of a cranky old man who must insinuate his anger thus making himself unforgettable to clerks, waiters, and strangers on the street, and other times he plays the role of a fool, spilling and bumbling in order to achieve a One can define Leo by the concepts examined and created by the Austrian psychiatrist Dr. Sigmund Freud concerning the id, the ego, and the superego. Freud â€Å"portrayed humankind as only incompletely evolved, as torn by a fundamental rift between bestial motives and civilized conduct and demeanor, between an animal nature and cultural aspirations.† (Mitchell) Freud divided the self into three aspects, the id, the ego, and the superego. While the id represents the childish, willful wants of the unconscious mind, the ego is the conscious mind that keeps those desires from experiencing greater consequences than the identity would wish. The superego represents the unconscious adult mind that inhibits one from indulging fantasies, desires and impulses that can harm the needs of the ego. â€Å"The ego disguises the appearance of the id’s impulses, thereby both preventing social censure and keeping the impulses under careful regulation.† (Mitchell, p. 25) With his ac tions, however, Gursky seems to be led by the id which is described as â€Å"based on our pleasure principle. In a healthy person, according to Freud, the ego is the strongest so that it can satisfy the needs of the id, not upset the superego, and still take into consideration the reality of every situation.† (Hefner) In Gursky, the superego is diminishing as he is dealing with the

The Poetry of Elizabeth Bishop Essay Example for Free

The Poetry of Elizabeth Bishop Essay In my answer I will be talking about my ideas on the themes, styles, and images in the poetry of Elizabeth Bishop. Elizabeth Bishop was born on the 8th of February 1911 in Worcester, Massachusetts. Her father died when she was eight months old and her mother, in shock, was sent to a mental hospital for five years. They were separated in 1916 until her mother finally died in 1934. She was raised by her grandparents in Nova Scotia. There are four main themes in the poetry of Bishop. These include nature, childhood, domesticity/motherhood, and the resilience of the human spirit. The two poems I will be discussing about in my answer related to the following themes are ‘Sestina’ and ‘The Filling Station’. The two themes I will be discussing about are domesticity and childhood. The first poem I will be discussing on is ‘Sestina’. The theme in ‘Sestina’, which I will be discussing, is childhood and domesticity. In ‘Sestina’ Bishop is looking back at her childhood in a child’s perspective. The use of the third person voice in Sestina blends the poets adult perspective with the childs. A sestina is a seven stanza poem with 6 lines in every stanza except for the last one, where there are only three. If we look at the last word in every line of the first stanza we realize that house, almanac, stove, grandmother, child, and almanac are used over and over again as the last word of every line, except the last stanza where there are two words in every line. The reason why Elizabeth Bishop titled her poem after the form it was written in was because she wanted the reader to understand the way a child sees. A child rearranges things until it makes sense, the way the words are rearranged over and over again. In stanza five of the child is drawing a picture. The picture is an outlet of the child’s emotion. I think this is a great way of doing so, after all a picture tells a thousand words. The picture the child draws therefore reflects truly what the child dreams of, †Å"a rigid house† and â€Å"a man with buttons like tears†. Apparently, this is a complete contrast to the current situation. It is a happy past that she’ll never have again. It is the bitter mirror image of the present and the past of dream and reality. Although, in the last two stanzas the mood of the poem takes a turn for a brighter theme because of the child’s picture â€Å"†¦little moons fall down like trees from between the pages of the almanac into the flower bed†¦Ã¢â‚¬  Personally, I take the image of flowers in the rain as a very interesting one. It resembles the silver lining in every cloud and the light at the end of the road. It’s about restoring hope in the face of affliction. This is clearly shown at the beginning of the last stanza. The verse â€Å"time to plant tears, says the almanac† marks the turning point of the poem. It is also at this moment that the child becomes happy, therefore not being completely unhappy. It’s time for the grandmother to bury her tears in the earth and grow hope. The message of the poem is then unveiled: there will be a rainbow after the rain, just as there will always be hope for tomorrow. â€Å"The grandmother sings to the marvellous stove and the child draws another inscrutable house†. The grandmother stops crying and starts to sing, the child stops dwelling on the past and starts to draw the future. The almanac in the poem represents the domestic. Its secular and full of information. We have this domestic scene with a stove a grandmother and a childbut then we have tears. The tears tip the poem towards the absurdity. The child can sense the grandmothers tears even though she is trying to hide it. The child expresses this through the picture she drew if a man with buttons like tears,, and by watching the teakettles small hard tears dance like mad. And in the last stanza where it ends with an inscrutable house, the last thing that should be inscrutable is her house. But in this case there are many symbols and the child is having a difficult time making sense out of things, so even though we have this domestic scene, it isnt really. I think that the tears are from the lack of the grandmothers children, the childs mother. Maybe thats the unspoken reason. The second poem I will be discussing is ‘The Filling Station’. In this poem I will be discussing the theme of domesticity/motherhood. I think it is the domestic details that fascinate the poet in this poem. I think so because the poet seems to write in a lot of detail about the domestic items in the â€Å"little, filling station†. Instead of saying it’s an oily filling station, she describes it further in saying it’s â€Å"oil-soaked, oil-permeated to a disturbing, over-all black translucency†. This is one example of her in-depth detail of the filling station in the poem. The two things in which she goes into extreme detail in are the â€Å"doily† and the â€Å"plant†. She becomes very interested in these two domestic objects because they greatly contrast the atmosphere which the poet saw the filling station to be, â€Å"somebody embroidered the doily. Somebody waters the plant, or oils it maybe.† This shows how interested the poet was in these two objects. I understand the â€Å"somebody† in stanza six to be a caring mother. This may be linked to Bishop’s personal life in that she lost her own mother and is longing for a caring mother figure in her life, or, at least, in her life as a child. The realisation that the mother isn’t to be seen happens gradually as we see that it’s a family filling station and that there is wicker furniture, a woman’s touch surely, but then the sudden realisation floods Bishop in the sixth stanza when she repeats the word â€Å"somebody† again and again. The repetition of â€Å"somebody† appears to be a method of ignoring who this person might be even though the association is obvious. Bishop seems to be hiding from the realisation, reinforcing the thoughts that this is about her own lack of a mother. One of the things I love the most about the poetry of Elizabeth Bishop is the imagery. Elizabeth Bishop is well-known for her ability to take the mundane or most unimportant things in life and use her imagination to change it into something completely out of the ordinary. ‘The Fish’ is a great example of this. Elizabeth Bishop is renowned to write poetry about the beauty of poetry. This poem is not an exception. Bishop merely catches a fish, yet by her imagination and creativity, which is a part of her poetry, she is able to imagine the fish beyond what it is, not only talking about its skin but also talking about its innards and portraying it as a war veteran. In fact, the ending speaks of how Bishop even begins to see the colours of the rainbow. Sad to say, the poem focuses more on poetry itself; it is unlikely the poem is speaking of morality or life and death between herself and the fish. This is what makes it such a great poem. The main thing I like about this poem is the vivid imagery Bishop gives, especially when describing the fish. In this poem, the central image is of the poet holding the fish beside her rented boat. There are three main groups of factual images. The first group contains thirteen physical images of the fish: â⠂¬Ëœtremendous fish†¦ mouth†¦ brown skin †¦ speckled with barnacles†¦ infested with tiny white sea-lice†¦ his gills were breathing in the terrible oxygen†¦ the coarse white flesh the big bones and the little bones†¦ his shiny entrails†¦ the pink swim-bladder†¦ his eyes†¦ mechanism of his jaw†¦ his lower lip’ The second group contains seven factual images of the boat: ‘ beside the boat†¦ the little rented boat†¦ the pool of bilge where oil had spread a rainbow around the rusted engine†¦ to the bailer rusted orange†¦ the sun-cracked thwarts†¦ the oarlocks on their strings†¦ the gunnels†¦Ã¢â‚¬â„¢ The third group contains seven factual images of fishing: ‘ my hook fast in a corner of his mouth†¦ five old pieces of fish-line†¦ or four and a wire leader with the swivel still attached†¦ with all their five big hooks grown firmly in his mouth†¦ A green line, frayed at the end where he broke it†¦ two heavier lines†¦ and a fine black thread still crimped from the strain and snap †¦Ã¢â‚¬â„¢ Overall, there is a great variety in the imagery used in this poem, which is why I like the imagery in this poem. The writing style of Bishop was very different in comparison to her notable contemporaries such as Robert Lowell and John Berryman. In contrast to their confessional style involving large amounts of self-exposure, Bishops style of writing, though it sometimes involved sparse details from her personal life, was known for its highly detailed and objective, distant point of view and for its necessity on the personal subject matter that the work of her contemporaries involved. In contrast, when Bishop wrote about details and people from her own life, as she did in her story about her childhood and her weeping grandmother in Sestina, she always used discretion. Sestina, in other words, is not personal confession, as the lack of personal names indicates, but representative in the way that a tale is. Along with the persona, the point of view, and the poetic form, the language creates a complex experience for the reader. One sympathizes with the grandmother and the child, sensing sorrow, yearning, and the tensing of the childs effort to be an individual within the sheltering, suffocating domestic scene. Yet one also hears wariness in Bishops telling of their story.

Marketing :: essays research papers

TERM PAPER There are a number of aspects encompassed by the field of Marketing. Each of these aspects are key elements in the performance of Marketing a product. The concept of Marketing is made up of four "P's;" they are Product, Price, Promotions, and Placement. These elements of products and services or ideas are used to create exchanges that satisfy an individual and or organizational goal. Promotion is the main â€Å"communication to the market that informs, persuades, and reminds potential buyers of a product in order to influence an opinion or elicit a response.† Advertising is a key element to the promotion strategy. The advertising appeal is why consumer wants to buy a product or service. Developing and evaluating advertising appeals is a complex assignment. This is usually the responsibility of the creative people in the advertising agency. The most widely used appeals are Profit, Health, Love and Romance, Fear, Admiration, Convenience, Fun and Pleasure, Vanity and Egotism, and Environmental Consciousness. When looking at a product or service the consumers look at certain aspects that appeal to them which, helps aid them in their decision on that product/service. The Profit appeal â€Å"lets consumers know whether the product will save them money. Make them money, or keep them from losing money.† The Fear appeal â€Å"can center on social embarrassment, growing old, or losing one's health; because of power, requires advertising to exercise care in execution.† Another advertising appeal that is commonly looked at is Environmental Consciousness, which focuses on protecting the environment and being considerate of others in the community. When choosing the best appeal for your product/service it generally requires market research in order to place your product/service in its correct target market. "The appeal first must make a positive impression on and be desirable to the target market. It must also be exclusive or unique; consumers must be able to distinguish the advertiser’s message from the competitor’s message." When making your impression on the target market it is enormously important to make sure the appeal is believable and is not embellished. If the appeal is over thought it not only wastes promotional dollars but also creates ill will for the advertiser. The advertising appeal for the product/service must be desirable, exclusive, and believable advertising, which is also known as the Unique Selling Proposition. The Unique Selling Proposition commonly turns into the promotional slogan. As a business you want your slogan to be a household theme or symbol that everyone will recognize.

Moving and Handling Essay

Outcome 1 1)When you are required to assist people to move or help to reposition people it is important to understand the related anatomy and physiology, anatomy being the physical structure of the body and physiology the normal functions of the body. When a muscle contracts it pulls the bones at a joint in the direction that it is designed to move, when supporting moving and positioning activities it is important to think about the direction a joint moves in and how far the joint is designed to move in that direction. For example an elbow or knee joint can only extend to a certain point and trying to push these joints past that point would cause painful damage to that joint. 2)When positioning people who are unable to move themselves, it is important to remember to always check their pressure areas, especially the elbows, heels and the bony part of the back at the base of the spine called the sacrum. Poor positioning techniques can cause pressure areas to develop. Care needs to be taken when moving people with certain medical conditions, for example care must be taken when moving or positioning arthritic people in order to reduce the possibility of causing pain and discomfort. You also need to remember that arthritic joints have limited movement so you should not attempt to move these beyond their limits. When assisting people with Parkinson’s disease to find a comfortable position, be careful not to force the rigid limb further than it is able to. Also people with Parkinson’s disease have slower reaction times so it is important to give people suffering from this condition time to move and not to rush them. Always look for non-verbal signs of pain or discomfort. When moving and handling people who have suffered from a stroke, you will need to be aware of the extent of the stroke and what parts of the body have been affected. Outcome 2Â  1)Legislation is in place to protect people and reduce the risk of injury to care workers and the people they support. The Health and Safety at Work Act 1974 makes it a legal requirement for employers to make sure that the health, safety and welfare of their employees is maintained and employees have a duty to take care of the health, safety and welfare of themselves and others. The Manual Handling Operations Regulations 1992 (amended 2002) relate to moving and handling in the workplace. These Regulations were updated in 2002. The Regulations are for employers, self-employed people and employees. They state that employers must avoid all dangerous manual handling activities when it is reasonable and practical to do this. If it is not possible, the risks regarding the task must be assessed including the load, the working environment and the ability of the handler then appropriate action should be taken to reduce the risk to the lowest level. Employees must follow the appropriate procedure outlined by their employer to promote safety during moving and repositioning. If you are responsible for assisting somebody to move, it is both the responsibility of the employer and the employee to ensure your safety and that of the person being moved. 2) There are several health and safety factors that need to be considered before moving or positioning someone. Firstly you should plan the activity by asking questions like, what activity will you be assisting with? Are you helping the person to stand, roll, walk or turn? If you are assisting someone to walk, how far do you need to go? Who else could help you? How long will the activity take? Secondly consider the environment and identify any potential hazards. Are there any obstacles or obstructions, which may increase the risk of you or the person tripping over? Is the floor level, dry and free from obstacles like rugs? Is there enough space for the activity? Thirdly think about the person who is being assisted to move or who is being positioned because they will be at the centre of the activity. What can they do for themselves? How much support will they need? How can you encourage their independence during the activity? Has the person experienced the activity before? Are there any medical devices attached to the person such as catheter bags, intravenous drips or wound drains? What is the person’s weight and height? In addition you should also consider how suitable you and your colleagues are for assisting in the activity. Have you had moving and handling training? What is your state of health and well-being? Is your clothing suitable to perform moving and handling procedures? Does your footwear fit properly and is it supportive? Lastly when planning moving and handling of a person there may be a piece of equipment that is required such as a hoist, walking frame or slide sheet. Before using any equipment, you should check that it is available, clean, in good condition and in good working order. Also find out if the person being assisted has used the equiptment before and if there were any problems. You should only use equipment that you have been trained to use. Outcome 3Â  1) A) It is important before assisting somebody to move, that you access up-to-date information about their moving and handling requirements, their ability to cooperate, their health condition and their moving and handling requirements. This information should be found in the person’s support plan and their moving and handling risk assessment. Both these documents should be read at the same time as each other because the support plan will provide specific information on the individual person like what the person can do for themselves, the amount of support needed by the person from care staff, any limitations of the person e.g. medical conditions that should be taken into account, how the person moves, how often they need to be repositioned and any problems or benefits from moving and handling equipment that the person has used. B) Although there is similar information in the moving and handling risk assessment it will also contain details that focus on reducing the risk of harm to the person and the care worker from moving and handling activities. Risk assessments identify potential hazards that could cause harm and include the moving and positioning activity itself, the environment, the person, any equipment that will be used, yourself and other care workers. 2) It is important that you check the person, equipment and the environment before undertaking any moving and positioning activities You should always consider if the person is still able to cooperate with the activity, also check for catheter bags, intravenous drips or wound drains and that the equipment is clean and safe. It is also good practice to check that the person’s footwear is suitable for the activity and check the floor for any obstacles. It is very important to watch out for floors that have just been washed and wet floor signs. 2) For each identified risk you need to be clear about who might be harmed; it will help you identify the best way of managing the risk. That doesn’t mean listing everyone by name, but rather identifying groups of people, In each case, identify how they might be harmed, i.e. what type of injury or ill health might occur. you then have to decide what to do about them. The law requires you to do everything ‘reasonably practicable’ to protect people from harm. You can work this out for yourself, but the easiest way is to compare what you are doing with good practice. 3) Sometimes workplace polices and procedures in relation to moving and handling may conflict with someones wishes. [ For example, some workplaces have adopted no-lifting policies which mean that hoists are used for all people but what if a person does not want to be hoisted If dealt with incorrectly, this could leave people feeling undervalued, humiliated, distressed and degraded. You could also find yourself in trouble, because the persons basic human rights may have been violated. To prevent conflicts from developing between people and workplace policies relating to moving and positioning, it is best to involve people in their own risk assessments and mobility support plans in the first place, if appropriate. Risk assessments should focus on the needs of the person, not just the needs of the service provider. Where possible, people should be placed at the centre of the planning process and given choice over their moving and positioning requirements, as they will have the best knowledge of their own mobility. The wishes of the person need to be balanced with the need to ensure that care staffs are not put at risk through moving and positioning activities. Balancing the wishes of somebody with the rights of care workers will help promote a person’s independence, autonomy and dignity. However, sometimes, a person’s condition can change and their mobility can improve as well as deteriorate. This may lead to them changing their mind on how they wish to be moved or positioned. If their wishes conflict with their plan of support, it is important that you document this in the persons support plan and inform your manager. If the person wants to do more for themselves, you should encourage this, but be aware of their limitations are they trying to do too much too soon If the person refuses to be moved or turned, you should encourage them to move as much as possible by themselves.

How Does Your Current School Meet the Holistic Needs of a Child?

Critically evaluate how the principles and approaches of your school meet the holistic needs of every child This assignment will look to critically evaluate how a school in which I am currently on placement meets the holistic needs of the children in their care. In order to protect the schools identity they will be known as School A. I will look to evaluate how the schools ethos is put into practice in everyday teaching and learning, and how this benefits/disadvantages the pupils.Due to the limited allotted word count for this assignment I am unable to describe in depth how the school meets the holistic needs of every child in attendance, therefore I will look at one group of children in particular who will be known as Group X. I am also unable to look in depth at all of the holistic needs and instead will focus on the intellectual and social needs.I will analyse the practice of Every Child Matters (2002)-(ECM)- this government initiative for England and Wales looked to help schools to meet what the government believed to be the basic needs of every child, these being: – Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Even though ECM is not current legislation, its themes still underpin the ethos of the majority of schools in England and Wales.I shall also look at current legislation and recent reports regarding education including: The Cambridge Primary Review (2009) and The Rose Review (2009) to examine how the government look to support and develop learning. I will look to debate the ideas of three major theorists – Jean Piaget (1932), Lev Vygotsky (1978) and Abraham Maslow (1943), to describe the practice that I have observed in School A. When looking at the holistic needs of a child we are really looking at the whole child, what they need in order to develop to their full potential. Feature Article  Country School  Allen CurnowThese needs are defined as the need for physical, emotional, intellectual, social and creative fulfilment. In order to meet the physical needs of a child we must endeavour to provide them with the basic provisions of air, food, water, sleep and exercise. Emotionally children need praise, love, trust, security, and a feeling of self-fulfilment. As teachers, it was often perceived in the past by people outside of the profession that we are solely responsible for the intellectual needs of a child, these being the need for challenging thoughts, reading, learning something new, and mind stimulation.In order to develop fully children need social interaction through companionship and friendship. Creativity is the need to express ones self in an imaginative way. This can include the arts, dancing, acting, and writing. Holistic education is the idea that every child finds identity, meaning, and purpose in life through connections to the communi ty, to the natural world, and to spiritual values such as compassion and peace. This can be achieved, not through an academic â€Å"curriculum†, but through contact with the outside environment.Montessori, for example, spoke of â€Å"cosmic† education: â€Å"Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting. † Montessori (1912) It can be said that there is not one effective way to accomplish this goal, as there are many ways of learning and many types of learner and the holistic educator values them all; what is appropriate for some children, in some situations, may not be best for others. School A has been judged to be outstanding in two consecutive Ofsted reports.Behaviour is exemplary and pupils feel safe, confident and capable of, as they put it, ‘reaching our potential'. Ofsted, (2004) This is an example of many praising quotes from the schools 2008 Ofsted report. From this report it can be seen that Ofsted viewed the school to be meeting the holistic needs of the children. It is without question that the school provides excellent provisions to meet the children’s physical needs. There is a breakfast club, where children can have a healthy breakfast giving them a good start to the day.Hot meals are provided at lunchtimes for those who do not wish to bring packed lunches from home, and fresh fruit is provided free of charge at both morning and afternoon playtimes. The school are clearly still working under the guise of ECM- Be Healthy, hence why these provisions are in place. Socially, children are encouraged to form strong friendships and there is certainly a â€Å"family† spirit around the school. Parents are encouraged to take part in and support their child’s learning experience both in and out of school.Rewards assemblies are held every Friday morning, in which children from each class are reward for both their academic (writer & mathematici an of the week) and their social achievements (helpful & well mannered and effort stars of the week). Parents are invited to attend these assemblies to share in the celebration of their child’s achievement. There are an abundance of opportunities for the children to engage in creative activities, there are extra curricular clubs run almost every day after school including Yoga, Dance, Zumba and Art clubs.Creativity is also included within the classroom, most activities are concluded with an element of art or design to make the children’s work appear more attractive, which seems to help certain children (especially those who are visual learners) to embed their learning. Group X is small group of six children with some behavioural issues and some delayed intellectual development, they try hard but often become frustrated that they are unable to accomplish certain tasks, which then causes them to misbehave.These children are often sent to work with a Higher Level Teaching Assistant- (HLTA) who helps them to work at a slower pace in order for them to not feel inadequate in a whole class setting. In mathematics, for example, the HLTA will work with the children using a variety of apparatus such as cubes, coins and counters, to help them to use a tangible object in order to provide them with a context for their learning. She poses open ended questions in order for the children to show their method and understanding of the information.This is a clear example of Piaget’s theory being put into practice. The teaching is being matched to the needs of the individual and this kind of teaching is helping to trigger assimilation and accommodation for the child (Pound 2005, pg. 38). This theory is supported by a number of theorists, in particular Margaret Donaldson who believes that children’s errors or misunderstanding occurred as they are not responding to what was asked of them but were also seeking to understand the meaning of the task or reque st (Pound, 2005 pg. 0), hence by the HLTA using money to aid with the learning of mathematics she was demonstrating to the children why they needed to know this information. Theorist and writers, who believe in inclusion, would however argue that by separating these children from their peer group the school are not demonstrating inclusive practice. Len Barton for example argued that: Inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practice Barton (1998 cited in Clough and Corbett, 2000,pg. 85).By accepting both arguments benefits and disadvantages of this type of practice can easily be seen. The children are obtaining the knowledge and understanding they require at their own level and speed, however they are being removed from their peer group which may cause discomfort and embarrassment as it could be viewed that they are being highlighted as the individuals with special needs. It can also be argued that t hey are not being given the same opportunities as other children within the class as although the work has been planned by the class teacher the majority of their teaching is being conducted by a HLTA not a qualified teacher.However, by working in a small group and not being completely isolated or immersed in a whole class setting, the children have more opportunity to speak, listen and question what they are being taught. Vygotsky’s theory would be in support of this as he believed that language played a significant role in abstract thought and helped a child develop awareness for a particular way of thinking and interpreting their own ideas. This is in contrast to Piaget’s view, who believed that the use of relevant language follows the development of a concept. Bee and Boyd, 2007) Sir Jim Rose is in agreement with Vygotsky and outlined his findings in his final report. Good primary teaching involves far more than waiting for children to develop by following their ev ery whim. It deliberately deepens and widens children’s understanding by firing their imagination and interest and paving the way to higher achievement through ‘scaffolding’ learning in a community of learners. (Rose Review, 2009 pg. 56) School A are clearly meeting the expectations of the current government by helping children of all abilities to develop their language skills in a variety of ways in order to progress their learning.The children in Group X seem to be very sociable. Having observed them in the playground I have found that they interact well with each other; however tend to distance themselves from other children in their peer group. This could be due to the limited amount of time they spend in the classroom and therefore the stronger bonds they have forged with each other. Due to some of the behavioural problems these children possess, conflict with other children can sometimes lead to violence. The school manage these problems well and ensure tha t parents and the schools behaviour support worker are involved in resolving these issues.School A are clearly trying to help their pupils to â€Å"Make a Positive Contribution† (ECM, 2002) by encouraging them to develop positive relationships and not discriminate or bully. Many Children in attendance at School A are from impoverished backgrounds, the number of children eligible for free school meals are above the national average. It is clear that the school are striving to make this a non-issue in terms of the children’s attainment; however it is widely acknowledged that children from poor backgrounds can be disadvantaged due to a lack of resources, space, overcrowding and poor diet (Curtis and O’Hagan 2003 pg. 7) Abraham Maslow spoke of deficiency needs, these being the need for esteem, friendship and love, security, and physical needs (Maslow, 1954). I have observed during my time spent in the school that it is clear that the children feel a sense of belongi ng and safety, have forged solid friendships and are physically well and able to learn, in short the school are meeting the core needs of its pupils, as outlined by Maslow. The Cambridge Review found that there is a â€Å"pervasive anxiety† about the pressure on pupils at school, and this concern often overshadow and conceal the fact that poverty is the single biggest threat to children's lives.In this same report it is discussed that children like those at School A lack the massively compensating advantages of financial wealth, emotional harmony and a home life which is linguistically, intellectually, culturally and spiritually rich (Curtis, 2009, p. 6) The school is located in an impoverished area and the school are doing all they can in order to provide their children with a stable environment, which they may not experience at home. School A’s philosophy on achievement, attainment and children’s well-being is outlined in its prospectus (See Appendix A) and is clearly implemented in the teaching and learning.They have a child centred curriculum, which is broad balanced and differentiated to meet the needs of all children including those with special educational needs. The children clearly progress throughout their time at School A with attainment targets regularly being met and exceeded. In short the school meet all of their own targets, whilst encompassing the key themes of ECM. I believe that the short time I have spent in School A, has already helped me to begin to forge my own teaching philosophy. The school has the best interest of all children at its core.Even though ECM is no longer current legislation its themes are still at the heart of what makes a good teacher and a good school and School A encompasses these whole heartedly. For my future professional development, I believe that I will endeavour to encompass all of the points raised by ECM as I believe these things are the key to becoming not just an adequate but an outstandin g teacher. Vygotsky and Piaget both present theories which are not just useful but essential for the modern education professional to be everything they need to be. In conclusion, School A is an outstanding school.They are practicing the key points raised in recent legislation and reports and are demonstrating the theories of Vygotsky, Piaget and a variety of other theorists. The children’s intellectual and emotional well being is at the heart of its ethos and this is reflected in the everyday teaching at the school. References Curtis, P. (2009) ‘The Cambridge primary review's key findings’, TheGuardian, 16 October, p. 6 Department for Education and Skills (2002) Every Child Matters: Presented to Parliament by the Chief Secretary to the Treasury byCommand of Her Majesty, September 2003, Cm 5860, London: Stationery Office. Alexander, R. (ed) (2010) Children, Their World, Their Education: Final Reportand Recommendations of the Cambridge Primary Review. London:Routl edge Rose, Sir J. (2006) Independent Review of the Teaching of Early Reading:final report. [Online] Nottingham, DfES Publications. Available from:http://www. education. gov. uk/publications/standard/publicationdetail/page1/DFES-0201-2006 [Accessed 7th October 2012]. Montessori, M. (1948) The Absorbant Mind. In: Chattin-McNichols, J. (ed. The Absorbant Mind. New York: Henry Holt and Company Pound, L. (2005) How Children Learn. London: Step Forward PublishingLimited Clough,P. and Corbett, J. (2000) Theories of Inclusive education: a Student Guide. London: Paul Chapman Publishing Boyd, D. and Bee, H. (2007) The Developing Child. 11th edition. Boston:Pearson Education, Inc Curtis, A. and O’Hagan, M. (2003) Care and Education in Early Childhood. London: RoutledgeFalmer Maslow, A. (1970) Motivation and Personality. 3rd edition. New York: Harper &Row Ofsted (2008) School A Appendix 1

WW II and Hitlers army

WW II and Hitlers army The book by Omer Bartov gives a detailed encounter of an army in Germany called Wehrmacht during the reign of Hitler. It depicts aspects some of the reasons why the army engaged in the war between Germany and Russia. The prevailing politics may have motivated the army. It is also believed that professional skills and competences that guided their operations was a major source of motivation.Advertising We will write a custom book review sample on WW II and Hitler’s army specifically for you for only $16.05 $11/page Learn More Besides, the following review explores whether the army was a threat to Hitlers regime or not. It may also be possible that the top officials were merely executing the national socialist ideologies in order to enhance the unity and structure of the army. Some of the aspects of a countrys strategic culture that can be highlighted from this book have been discussed below. War experience During the Second World War, the Wehrmachtâ₠¬â„¢s success was largely based on the ideologies dictated by the Nazi regime despite of advanced technology that was used to fight the experienced Russian army. The German army was extremely inferior in terms of experience and use of technology compared to its opponents. However, through their organization, they were able to counter the attacks made by their mighty opponents. Lack of technologically advanced war mechanisms on the side of German troops led to the acceptance of Hitlers views. According to Hitler’s views, the battle was a struggle for survival. This ideology demanded total spiritual commitment which was largely a pseudo- religious and mythical ideology that greatly influenced the army against the military, political and traditional values. Bertov (1999) indicates that the commitment by the Wehrmacht army was largely dependent on ideologies, mythology and fanaticism. Social organization After the massive defeat and deaths of the German army in the war that took place in the eastern side, it was evident that the traditional groups (primary groups) of the army were no longer working as a unit to in the army. Therefore, it was necessary to reorganize the social groupings in the army. The Nazi regime had to integrate a new perspective of imaginary groupings so that the troops could look at the war as their duty. Therefore, they could do anything to destroy any real or imaginary enemies (Bartov, 1999).Advertising Looking for book review on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Perversion of discipline Bartov (1999) believed that one of the motivations that made the groups stick together was the harsh discipline which the troops exercised. Unity of the groups depended on the military rule and largely relied on how the army perceived its moral and legal basis. Even when the enemies seemed to be more superior than the German army, the groups never disintegrated completely. This aspect seemed to have been contributed by discipline and the common view which soldiers had about the war. Other than the required discipline as outlined in the martial law, Bartov indicates that much of the discipline and obedience in the army command was not merely due to an ideologically motivated unity. It was also due to fear of brutal punishment. Any force of opposition from the opponents army and civilians was met with maximum brutality. Discipline was in line with changes in the martial law. This was considered as the extension of the ideologies of the Nazi regime. Distortion of reality The aspect of distortion of the reality resulted from the ideological perceptions of the regime that were instilled in the minds of the soldiers during both training and at while at war. One of the Nazi ideologies was the use of propaganda in order to make the soldiers believe that the war was meant to protect humanity from demonic attacks. Finally, the Nazi regime and its ideologies changed how the German army operated especially during World War II. These ideologies were instrumental in maintaining the military forces together that were needed to fight their enemies despite immense challenges (Bartov, 1999) Reference Bartov, O. (1999). Hitler’s Army: Soldiers, Nazi and War in the Third Reich. New York: Oxford University Press.

Word Choice Explicit vs. Implicit - Proofeds Writing Tips

Word Choice Explicit vs. Implicit - Proofeds Writing Tips Word Choice: Explicit vs. Implicit Its always vital to make the correct word choice in an academic paper. In todays blog post, then, were going to explain the difference  between two regularly-confused words: explicit and implicit. Both of these terms describe the way in an idea is expressed, yet they are also opposites of one another. As such, it is very important to use them correctly! Read on below to find out how to avoid errors with these terms. Explicit (Fully and Clearly Expressed) Explicit means clear and unambiguous. For example, if someone has clearly and fully explained their position, you could say that: Jones views in this paper are explicit. This means that Jones views are clearly stated. Dont get confused with the other use of explicit, which indicates material of an adult nature! Implicit (Implied or Expressed Indirectly) Implicit means indirectly expressed. For example, if you read another paper by Jones and decided that some of her views were only implied rather than clearly stated, you could say: Jones current ideas were implicit in her earlier work, but not yet fully developed. Sometimes, implicit can also mean unquestioned or unreserved: My implicit trust in the news media means I am often misled by Rupert Murdoch. In both of these cases, the idea is that something remains unstated. Implicit or Explicit? The correct term to use in any given situation will depend on the context. If you are describing something that is clear and unambiguous, the word to use will be explicit. On the other hand, if youre describing something that is merely implied, rather than clearly and fully expressed, the correct term will be implicit. Remember: Get Your Paper Professionally Proofread If you are interested in having your paper proofread professionally, why not submit a 500-word sample to be proofread for free today?

Organization Management Essay Example | Topics and Well Written Essays - 250 words

Organization Management - Essay Example While he stayed on the job and still grateful to have a job that others wanted, it is still not for everybody as we can see on the rate of turnovers with these kind of jobs. Other’s would prefer a less satisfying professional job for as long as they can fulfill their need for love and belongingness which their family provides. 2) The nature of the job which provides a professional satisfaction to the individual increases the level of job satisfaction. More especially if the work pays well and able to meet the individuals’ other needs such as the need for self-esteem provided by a job, belongingness that is provided by the organization and the self-actualization of work. Every company strives for their employees to be satisfied with their job to avoid turnovers that could be costly for the company. 3) When employees are satisfied with their jobs, they will naturally tend to do a good job which will translate to a positive job performance. They will also identify with the organization which could affect the behavior of their corporate citizenship. As such, they will put on long hours of work with their own initiative knowing that it is required of the job. Employees also who identifies with their organization will tend to do other functions that is beyond their job description for as long as it is good for the over all well-being of the company. In short, they will do the extra mile with the company when they feel belonginess with the organization. Above all, a happy and satisfied customer will stick with the company thus avoiding turnovers. 4) People are motivated differently when they do a particular job. While others are motivated with positive reinforcements as a motivation, there are other employees whose best instinct comes out when they know things are going bad. This is the case of David Clark, the Vice