Analysis Essay for A Clean, Well-Lighted Place by Ernest Hemingway

Analysis for A Clean, Well-Lighted Place by Ernest Hemingway - Essay Example The young waiter represents a person at youth. He is the embodiment of the young person who has the promise of his entire life before him. He demonstrates the impatience of youth with the slowness and infirmities of age. His attitude is seen in his emphatic declaration, â€Å"I have confidence. I am all confidence† (Hemingway, ). He cannot conceive of any shortcoming or sorrow in life except the lack of money. He has no sympathy with the deaf old man’s despair, and ruthlessly tells him, â€Å"You should have killed yourself last week† (Hemingway, ). In the flush of youth and vigor, he is repulsed by the ravages of age: â€Å"An old man is a nasty thing† he says (Hemingway, ). His character is the depiction of youth in all its materialism and callowness. The senior waiter represents the maturity of middle age. As he progresses in age, he is acutely conscious that he is on the way to becoming an old man, like the deaf customer. He exhibits a deep empathy for the old man and says, â€Å"I am of those who like to stay late at the cafà ©, with all those who do not want to go to bed. With all those who need a light for the night† (Hemingway, ). He shares the loneliness of the old man and sympathizes with his despair. He refutes the young waiter’s criticism by asserting that the old man is clean. At the same time, he understands the impatience of the young waiter to get home to his wife. The old customer is poised on the threshold of death. Loneliness, despair, and conflict of the soul torment him. He craves the small comfort of a well-lighted and clean cafà © for a temporary period of security. He represents old age and the coming encounter with death. He is the personification of the transience of human life: â€Å"It was all nothing and a man was nothing too† (Hemingway, ), the senior waiter says. The old man is a symbol of

Vendlers Explication of Poetry Essay Example for Free

Vendlers Explication of Poetry Essay Additional Step-by-Step Method of Thoroughly Explicating a Poem In addition to the sections, which are mentioned in the basic explication de texte, please review these divisions to further assist you in the complex work of analysis. Meaning: can you paraphrase in prose the general outline of the poem? Do not simply answer yes or no; attempt a brief paraphrase. Antecedent scenario: What has been happening before the poem begins? What has provoked the speaker? Poets make certain stanza-forms their own. Dante wrote the whole of the Divine Comedy in three-line pentameter stanzas with interlaced rhyme, and ever since, anyone writing in this form or one of its modern adaptations—from Percy Bysshe Shelley in the nineteenth century through Wallace Stevens and Seamus Heaney in the twentieth century—evokes Dante (Vendler 74). 1. How does the information contained in this statement aid us in our interpretation of poetry? What does it tell us into utterance? How has a previous equilibrium been unsettled? What is the speaker upset6 about? 2. Division into parts: How many? Where do the breaks come? 3. The climax: How do the other parts fall into place around it? 4. The other parts: What makes you divide the poem into these parts? Are there changes in person? In agency? In tense? In parts of speech? Look for any and all dynamic changes within the poem, rather than consider that the poem is a static structure. 5. Find the skeleton: What is the emotional curve on which the whole poem is strung? (It even helps to draw a shape—a crescendo, perhaps, or an hourglass-shape, or a sharp ascent followed by a steep decline—so you will know how the poem looks to you as a whole.) 6. Games with the skeleton: How is this emotional curve made new? 7. Language: What are the contexts of diction; chains of significant relation; parts of speech emphasized; tenses; and so on? 8. Tone: Can you name the pieces of the emotional curve—the changes in tone you can hear in the speakers voice as the poem goes along? 9. Agency and its speech acts: Who is the main agent in the poem, and does the main agent change as the poem progresses? See what the main speech act of the agent is, and whether that changes. Notice oddities about agency and speech acts. 10. Roads not taken: Can you imagine the poem written in a different person, or a different tense, or with the parts rearranged, or with an additional stanza, or with one stanza left out, conjecturing by such means why the poet  might have wanted these pieces in this order? 11. Genres: What are they by content, by speech act, by outer form? 12. The imagination: What has it invented that is new, striking, and memorable—in content, in genre, in analogies, in rhythm, in a speaker? Sound Units:The sound units of a poem are its syllables. The word enemy has three successive sounds, en-eh-mee. Readers are conscious of a sound effect when they hear two end-words rhyme; but poets are conscious of all the sounds in their lines, just as they are of the rhythms of a line. Word Roots: These are the pieces of words that come from words in earlier languages, often Greek, Latin, or Anglo-Saxon. Poets usually are aware of the roots of the words they use. When I consider everything that grows Holds in perfection but a little moment, That this huge stage presenteth naught but shows Whereon the stars in secret influence comment; When I perceive that men as plants increase, Cheered and checked even by the selfsame sky, . . . . then the conceit of this inconstant stay Sets you most rich in youth before my sight . . . In Sonnet 15, Shakespeare makes poetic use of words such as con-sider (from the root stars) a word he later uses in the same poem. He also expects them to notice that the word consider is composed of two parts, con- and -sider, and that the next I verb (perceive) is followed by a noun (conceit) which combines the con- of consider with the -ceive of perceive. Perhaps he also expected at least some of his readers to see how the con—of consider and conceit is repeated in inconstant (and that the word you is contained in youth). Words: The meaning of a word in a poem is determined less by its dictionary (a single word like stage can have many definitions in a comprehensive dictionary) than by the words around it. Every word in a poem enters into relation with the other words in that poem. These relations can be of several kinds: Thematic relation—as we would connect stars and sky in the quotation above. Phonemic relationâ₠¬â€as we would connect stage, stars, secret, selfsame, sky, and stay in the quotation above by their initial ss and sts. Grammatical relation: as cheered  and checked are both verbal adjectives modifying men Syntactic relation—as When I consider and When I perceive introduce dependent clauses in I both modifying the main clause Then the conceit . . . sets you. Each word exists in several constellations of relation, all of which the reader needs to notice in order to see the overlapping structures of language in the poem. Sentences: Note predicate and subject. Tenses. Track who is saying what to whom. Implication: Poets often expect you to think concretely as he speaks abstractly, since his words are to be yours. Because a poem can only suggest, not expatiate, it requires you to supply the concrete instances for each of its suggestions. Remember that implication can be present in rhythm as well as in words. The Ordering of Language: Language gives you the manner of the poem, as well as its matter. History and Regionality: In thinking about history poems, there is always a tension between the copiousness of history and the brevity of lyric. Often the generalized space of lyric gives way to a particular climate, geography, and/or scenery of a particular poem. Identity of the speaker: for the writer, the answer to this is never simple. Examine the various facets of identity in the poem and how these change and offer varying views of the world. Attitudes, Judgments, Values: You are under no obligation to like or freely accept all the remarks or attitudes you come across in art. Closely examine the stylized language to make sure that you understand the values suggested by the poem. Can you separate the persona from the author? Rhythm: The first and most elementary pleasure of poetry is its rhythm. Distinguish between the various formal types of rhythm that you find in the poem. Knowing the musical weight of every possible syllable in the language is the gift of great poets. Rhythm: Look for sounds that match. Keats thought of a kiss as a rhyme. Structure: The structures of a poem are the intellectual or logical shapes into which its thoughts are dynamically organized. Any overarching structure can have many substructures. We sometimes express this by saying that the structure of the poem enacts by way of dynamic evolution of form what the poem says by way of assertion. Images: A word is not the same thing as a picture. Words refer; images represent. Arguments: Arguments in poems are miniature imitations of real arguments. Wisdom, A New Language, Poignancy, Poems as Pleasure: no single poem offers all the pleasures of poetry. Exploring a Poem: What follows are a series of things to note when you run through a poem to see what its parts are and how they fit together. Let us use this list on a sonnet by John Keats, called On First Looking into Chapmans Homer. The anthology will tell us, in footnotes, a few things we have to know to understand the references in the poem: Keats did not know Greek, and so he first read Homers Odyssey in the Renaissance translation by George Chapman; Apollo is the Greek god of poetry; Keats believed (mistakenly) t hat it was the Spanish conquistador Cortex who, in exploring Panama (Darien), discovered the Pacific Ocean (in reality it was Balboa, but the historical error doesnt matter for the imaginative purposes of the poem). Keats tells us what it is like, even for a reader as experienced in poetry as he, to come across Homers Odyssean epic (from which he draws his opening travel imagery) for the first time: Much have I travelld in the realms of gold, And many goodly states and kingdoms seen; Round many western islands have I been Which bards in fealty to Apollo hold. [allegiance] Oft of one wide expanse had I been told That deep-browd Homer ruled as his demesne;[domain] Yet did I never breathe its pure serene;[atmosphere] Till I heard Chapman speak out loud and bold: Then felt I like some watcher of the skies When a new planet swims into his ken;[view] Or like stout Cortez when with eagle eyes He stard at the Pacific—and all his men Lookd at each other with a wild surmise— Silent, upon a peak in Darien. John Keats, On First Looking into Chapmans Homer How do we go about exploring such a poem? Let us try a series of steps. 1. Meaning: This is the usual sort of information retrieval reading that we do with any passage of prose or verse. We come up with a summary of greater or lesser length giving the import of the passage as we make sense of it. Here, we might arrive at something like The speaker says that he had  traveled through a lot of golden terrain—had read a lot of poems—and people had told him about the Homeric domain, but he had never breathed its air till he heard Chapman speak out. Then he felt like an astronomer discovering a new plant; or like the explorer who discovered the Pacific, whose men, astonished by his gaze, guessed at his discovery. This sort of meaning-paraphrase is necessary, but less useful in poetry than in prose. In many poems there is rather little in the way of plot or character or message or information in the ordinary sense, and that little can be quickly sketched (perhaps initially, especially in the case of a complex poem, by the teacher to the class). Hoping to learn things about the poem that are more interesting than simply what it says in prose, we try to construct its 1. Antecedent Scenario: What has been happening before the poem starts? What has disturbed the status quo and set the poem in motion? Here, we know what has happened: the speaker has picked up Homer (in Chapmans translation) for the first time, and has had a revelatory experience. But the antecedent scenario is not always given to us so clearly. If it is not evident right away, one moves on hopefully to 2. A Division into Structural Parts: Because small units are more easily handled than big ones, and because the process of a poem, even one as short as a sonnet, cant be addressed all at once with a single global question like Whats going on here? we divide the poem into pieces. One way of dividing this poem up is to notice that it falls, by its rhymes, into two large parts: I never knew Homer till I read Chapman (abbaabba) and Then I felt like this (cdcdcd). The first part takes up the first eight lines, connected by the two rhyme-sounds represented by –old (rhyme a) and -een (rhyme b); and the second part takes up the last six lines, connected by a new set of rhyme-sounds, represented by –ies (rhyme c) and –en (rhyme d). There are other ways, besides this 8:6 division, to divide this poem into parts, as we shall see, but let us work first within this 8:6 division-by-rhyme. In order to suggest a meaningful relation of the parts, it is useful to look at 3. The Climax: In Keatss [please note that this is the correct MLA format for possession by a person whose name ends in s] sonnet, the climax seems to come when Cortex stares at the Pacific—the high point of the poem. What is special about his experience? Why does it replace the image of the  astronomer discovering a new planet? In lyric poems, the various parts tend to cluster around a moment of special significance—which its attendant parts lead up to, lead away from, help to clarify, and so on. The climax usually manifests itself by such things as greater intensity of tone, as especially significant metaphor, a change in rhythm, or a change in person. Having located the climax, one can now move back to 4. The Other Parts: About each part, it is useful to ask how it differs from the other parts. What is distinctive in it by contrast to the other members of the poem? Does something shift gears? Does the tense change? Does the predominant grammatical form change? (For example, does the poem stop emphasizing nouns and start emphasizing participles?) Is a new person addressed? Have we left a general overlook for certain particulars? Here, we notice that the first four lines talk in general about states, kingdoms, and islands. The next four lines talk about one special wide expanse, the one ruled by Homer. The next part says, I felt like an astronomer discovering a new planet. And the last part produces anew comparison: I felt like an explorer discovering a new ocean, accompanied by his companions. Some questions immediately arise: Why doesnt the poem end after the poet says, I felt as though I discovered a new planet? Why does he feel he needs a second comparison? And why, in the second comparison, does he need not only a single discoverer comparable to the astronomer, but a discoverer accompanied by a group of companions (all his men)? Once these four parts (general realms; Homers expanse; solo astronomer/ planet; Cortez and men / Pacific Ocean) have been isolated, one can move on to the game called 5. Find the Skeleton: What is the dynamic curve of emotion on which the whole poem is arranged? I am much traveled, and have visited [presumably by ship] many islands; however, I had never visited the Homer-expanse till I heard Chapman; then I breathed the air of the Homer-expanse, and it was like finding—like finding what? The first stab at comparison (like finding a new planet) isnt quite right—you cant walk on a planet and explore it and get to know it the way you get to know islands and states. Well, what would be a better comparison? And the speaker realizes that whereas other poets seem feudal lords of a given piece of earth—a state, a kingdom, an  island—Homer is different not just in degree but in kind. He is, all by himself, an ocean. A new ocean, unlike a planet, is something on one s own plane that one can actually explore; yet it is something so big that it must contain many new islands and realms within it. When we understand this, we can identify the curve of astonishment in the poem when the Homer-expanse (a carefully chosen word that doesnt give away too much turns out to be not just another piece of land, and not some faraway uninhabitable body in the sky, but a whole unexplorable ocean, hitherto unguessed at. The tone has changed from one of ripe experience (Much have I travelled) to one of ignorance (the speaker has never breathed the air of the vast Homeric expanse, though others had, and had told him about it), to the revelation of the wild surmise—we have found not just another bounded terrain, but an unsuspected ocean! This curve of emotion, rising from an almost complacent sense of experience to an astonished recognition, is the emotional skeleton of the poem. We can then ask about 6. Games the Poet Plays with the Skeleton: If OFLCH by its content, is a then/now poem (I used not to know Homer / Now I do), what is the event bridging the then and the now? It is reading Homer in Chapmans translation. Reading is not an event in the usual sense: most then/now poems (like A slumber did my spirit seal) are about some more tangible event (a death, an absence, a catastrophe). Keats plays a game, then, with the then/now poem in making its fulcrum an experience of reading. By saying that reading too is an Event, Keats makes the then/now poem new. If this is a riddle-poem (and it is: What is Homer-land like?), how is the riddle prepared? It is prepared by a series of alternatives: I have seen realms, states, kingdoms, islands. Some expanse is ruled by Homer, but I have not seen it yet. Will it be a realm? A state? A kingdom? Another island? The first answer to the riddle is, none of the above; Homer land is a new planet! But that is the wrong answer (one cant travel to and explore a new planet, and the speaker is exploring Homer), so the poem tries again to answer the riddle, and this time does it correctly: None of the above; Homer-expanse is a new ocean! The poet has played a game with our sense of the poem as a riddle by answering not in the category we anticipated from his former travels but in an unexpected one, thus making the riddle-poem new. Keats plays  another game with the ignorance/discovery skeleton by making his poem a hero-poem. He makes the reward at the end of the emotional curve—the discovery of the new ocean—not a solitary experience but a communal one. We normally think of reading as an uneventful private act. Why did Keats make it heroic? Furthermore, why did he show the heroic discovery being made not by a single explorer but by a company of explorers? Cortex is not alone on the Isthmus of Panama, but is accompanied by all his men / Look[ing] at each other with a wild surmise. When one discovers the Homeric expanse one reads alone, but one becomes thereby a member of a company of people who have discovered Homer—those people who had oft . . . told the speaker about Homer. A feat like Homers writing the Odyssey is as heroic as the exploits of Achilles: mastery of such an intellectual discovery is itself a presence of Cortezs men, is collective, not private. Keats thought of himself as a poet among poets: a reader of Homer among readers of Homer, an explorer among explorers. And in this way he made the hero-poem both newly intellectual and newly communal and democratic. One can go on to ask about 8.Language:We have been looking at language all along, but now we can do it more consciously. How many sentences does the poem have? 2. Where does the break between sentences come? After line 4. This gives us, a new division into parts: not the 8:L6 of the then/now structure, but the 4:10 of the knowledge/discovery structure, which locates for us the moment i n which traveled complacency turns to longing for Homeric acquaintance. Poems often have several overlapping internal structures. It is one of the signs of a complex poem that its rhymes may be dividing the poem one way, its theme another way, its action from inception through climax another way, its grammar another way, its sentences yet another way. Each of these divisions has something to tell us about the emotional dynamic of the poem. What parts of speech predominate in the poem? In Keatss sonnet, the chain of nouns of space—realms, states, kingdoms, islands, expanse, demesne, planet, Pacific—stands out as one unifying link. What other words, regardless of whether they are different parts of speech, make a chain of significant relation? Your might notice how words of seeing and watching—seen, watcher, ken, eagle eyes, stared, looked at—connect the parts of the poem as do the nouns of space. What contexts are expressed in the diction?We notice traveling sailing, exploring, astronomical observation, feudal loyalty, and  so on. Is the diction modern or ancient? Keats uses archaic words like realms of gold, goodly, bards, fealty, demesne, pure serene, and ken which help us sense how long Homer has been alive in our culture. A close look at language always leads to 7. Tone: The calm beginning, in the voice of ripe experience (much have I travelled) mounts to the excitement of the wild surmise, which then suddenly is confirmed by the breathless silent of the last line, and by the image of the peak corresponding to this heightened moment. Reading a poem aloud as if it were your won utterance makes you able to distinguish the various tones of voice it exhibits, and to name them. At this point, we can turn to 10. Agency and Speech Acts: Who has agency in this poem? We notice that the main verbs are all governed by the I who speaks the poem: I have traveled . . . and seen . . . [and] have been . . . [and] had been told. . . .yet never did I breathe . . .I heard . . . Then felt I. But we notice that in the subordinate clauses a great many other subagencies are present. Bards hold island, Homer rules an expanse, Chapman speaks out, the new planet swims into ken, Cortez stares at the Pacific, and his men look with wold surmise at each other. It is by the interpenetration of the rather colorless main verbs denoting the sedentary activity of reading and the other more public or active actions of the agents, that Keats draws his new acquaintance with the Odyssey into large realms of cultural activity. The speech act of this poem is a single long narration of the speaker’s more remote and recent pasts. The unusual thing about the speech act (narration) and agency (single main agent) is that they stop so soon: the last narrative verb by the agent is then felt I in line 9. After that, the attention of the poem never comes back to the speaker, but instead expands out to the most exalting sorts of cultural discovery—that of an astronomer, that of explorers. 11. Roads Not Taken: What are the roads not taken in the poem? The sonnet might have ended with the comparison of the self to an astronomer. Would this have been satisfactory? Or the expanse ruled over by homer might have been shown as a new continent rather than as a new ocean. Would this have been equally revealing? Or the poem might have been written in the third person instead of the first person: Many have travelled in the realms of gold And they have goodly states and kingdoms seen Round many western islands have they been Which bards in fealty to Apollo hold. Is this as dramatic as the first person? Or the poem might have begun with the reading of Chapmans Homer, instead of leading up to it: I once heard Chapman speak out loud and bold; He told me of a wide expanse unseen, Better than other states and realms of gold That deep-browd Homer ruled as his demesne. Then felt I like stout Cortez on his peak, When with his eagle eyes he saw the sea. . . . We can see how these examples show us just how dynamic Keatss version is. With the clear idea of the function of each piece of the poem within the whole, and of the dynamic curve of emotion governing the order in which the pieces appear, we can then pass on to 12. Genre, Form, and Rhythm: What is the content genre of the poem? A dramatic change between then and now; a poem about reading; a poem about a hero; a poem about collective experience. What is the speech act genre of the poem? A narration in the first person of a significant event marking one life-period off from another, and an asking-a-riddle: What is reading Homer like? What is the formal genre of the poem? A sonnet, using the usual five-beat rising-rhythm line found in sonnets, rhyming abbaabba cdcdcd. It can be compared to other sonnets rhyming the same way. About form, we always need to ask how it has been made vivid. We can then move on to the last issue which is always 13. The Imagination: What has the poets imaginati on invented that is striking? Memorable? Or beautiful? We can tell, from the metaphors of sailing, that before writing his poem Keats had been reading Homers Odyssey, and had been thinking about what Odysseus had discovered as he sailed from realm to realm, from island to island. Wanting to describe his own first reading of Homer, Keats imaginatively borrows from the very book he has been reading, using the image of travel, saying that reading poetry in general is like voyaging from Shakespeare-land to Milton-kingdom to Spenser-state, but that reading Homer is not like finding just another piece of land to visit: it like finding a new planet, or, even better, a whole unexpected new ocean to sail in. Keats imagined these large  analogies—sailing, astronomical observation, discovering an ocean—for the act of reading in general, and for reading Homer in particular; they enliven the sonnet. What makes the poem touching is the imagined change from the complacency of the well-traveled speaker to the astonishment of the discovery of Homer, and the poets realization that in reading Homer he had joined a company of others who have also discovered the Homeric ocean, sharing his wild surmise. It is characteristic of Keats to see poetry as a collective act: he said in a letter, I think I shall be among the English poets after my death, not I think I shall be famous after my death. But the imagination is not invested in themes and images alone. The imagination of a poet has to extend to the rhythm of the poem as well. What the imagination has invented here that is rhythmically memorable is the change from the steady first ten lines—because even the astronomer doesnt have to do anything but look through his telescope—to the strenuous broken rhythms of the heroic last four lines with their four sharply differentiated parts: Or like stout Cortez when with eagle eyes he stared at the Pacific— And all his men lookd at each other with a wild surmise— Silent, Upon a peak in Darien. The intent, piercing stare of stout Cortez: the amazed mutual conjecture of his men; the sudden, short, transfixed silence of the whole group; the summit of foreign experience on which the action takes place—each of these four facts is given its own rhythmically irregular phrase, so different from the undisturbed and measured pentameter narration in Then felt I like some watcher of the skies / When a new planet swims into his ken. A poem needs imaginative rhythms as well as imaginative transformation. You will, of course, read most poems without investigating them in this detailed way for their inner processes. But as soon as you want to know how a poem works, as well as what it says, and why it is poignant or compelling, you will find yourself beginning to study it, using methods like the ones sketched here. Soon, it becomes almost second nature for you to notice sentences, tense-changes, speech acts, tonal variants, changes of agency, rhythm, rhymes, and other ingredients of internal and external structure. Poems are very rewarding things to study as  well as to read, to learn by heart as well as to study. They keep you company in life. To give the poem its due, although we often understand its message, the reason for our response is the arrangement of the message on many intersecting planes into a striking and moving form. We need to be able to see it as an arranged message. Vendler, Helen. Poems, Poets, Poetry: An Introduction and Anthology. Boston: Bedford, 1997 http://www2.sjsu.edu/faculty/patten/vendler.html

Back Where I Come From Essay -- Kenny Chesney Music Essays

Back Where I Come From Where someone is born and raised holds a special place in their heart. In the song, â€Å"Back Where I Come From,† written by Kenny Chesney, he speaks from his heart about his hometown and attempts to share those feelings with his audience. He sings about specific experiences growing up, and this is his way of reflecting what the feeling of home means to him. The structure in which he has written this piece focuses a lot of attention on the author himself. His informality invites the audience to share his experiences with him. Chesney appeals to emotion through his anecdotes and creates an impression on the audience. Through the analysis of this song it is easy to identify the type of rhetorical appeal Kenny Chesney presents to his audience. Kenny Chesney was born and raised in the tiny town of Luttrell, Tennessee. He played high school football and attended college. â€Å"Anyone who is passionate about music is emotional,†(â€Å"Kenny Chesney†) comments Chesney. Since he was young he had a dream to do what he loves most, and that is to sing. Kenny Chesney has become famous by singing about his own life, which is particularly apparent in the song, â€Å"Back Where I Come From.† Ultimately, it seems that he wants his audience to feel what he feels and be where he has been. â€Å"My audience is smart. They are real people who lead whole lives,†(â€Å"Kenny Chesney†) explains Chesney. He believes his audience to be, in essence, like himself: those who feel the deeper meanings of life. When explaining the audience of a performer, it could be as straightforward as the people who fill music venues around the world to hear his music. In this case, it is more than that. It is the people who hear his music and don’t shrug it off as typ... ...ics. A successful musical artist appeals to these rhetorical ideas to keep the interest growing for more of the same type of music. The song, â€Å"Back Where I Come From† tells a lot about its author, Kenny Chesney. Lyrically, the song can relate to so any people on so many levels and appeals to its audience through emotion. The structure he uses affects the music he makes. There are so many ways of expressing feelings and emotions. Music seems to be one of the strongest ways of conveying deep thought and emotion, because without the added beat or tune, music is just words. Some audiences can relate just as well to written text, but Chesney’s audience loves him for his musical purpose and talents. He writes with his heart for people like him that can relate to his experiences or live with him his dreams. Kenny Chesney is a lover, a writer, a singer, and an inspirer.

Recording, analysing and using HR information Essay

Recording, analysing and using HR information GFM needs to collect and record data for legal and internal reasons. Legally we need to ensure that we are complying with the â€Å"Working Time Regulations and pay rates for the Minimum Wage Act 1998 and tax and national insurance obligations†, we also need to be complaint with the data protection and freedom of information act. We need to ensure that employees know why we are holding this information and how we secure it. Internally we use the information to send reports to managers on absence, performance, salary, leavers and joiners, recruitment and health and safety. We also use this information to help us communicate any necessary information regarding themselves or company policies to individuals. The following data is collected from an employee either prior to their commencement of employment or the day that they start with us: CV / Application form New employee form, on this form it asks for personal information i.e. name, dob, contact numbers, address, marital status, national insurance number, next of kin details, bank details (sort code, account number and bank address) P45 or P46 Health and safety questionnaires Equal opportunities data Valid UK passport or full birth certificate Signed contract The reason the above information is collected is to support the HR function in the following ways: Legal / Compliance – with WTR, MWA, DPA and FOI Communication – To keep in touch with employees, address for written communication, phone numbers for verbal communication and next of kin details in case of emergency. We need to inform employees of any contract changes and policy and procedure changes Payroll – to ensure that we have the correct details on file so we can pay staff for the hours that they have worked in line with the Minimum Wage Act 1998 and tax and national insurance obligations Data capture – to produce accurate reporting on absence, recruitment, equal opportunities and health and safety, findings are presented to line managers for effective management  of their teams This information we hold is stored on our secure HR electronic system and manually in a locked filing cabinet. Holding this information electronically means that the information relating to any employee or former employee can be accessed quicker and the management of employee documents is easier. Another benefit of this is accuracy, easy to search for items contained within some ones file and less chance of someone else’s details being stored in another personnel file. It also requires less physical storage space, so if you are a company with limited storage space then this is a very effective solution. A benefit to having manually locked filing cabinets would be that it is less expensive to set up , if the computer systems were to fail you would still have access to all employee records and information, there would also be less risk of corrupted files and or loss of data should the electronic system fail. At all times any personnel or data capture information relating to an employee or organisation must be compliant with the Data Protection and Freedom of Information Act. The Data Protection Act â€Å"gives individuals the right to know what information is held about them, and provides a framework to ensure that personal information is held correctly.† To HR this means that information must be held securely, protected and that only relevant information relating to that employee is held on their file. The Freedom of Information Act is the request for public records relating to something specific. In HR if we were asked to release information, specifically related to our head count or equality information we would be obliged to make this information available to the public.

Individual Moral Integrity In The Crucible Essay

Individual moral integrity and the lack thereof are illustrated by Arthur Miller in his play, The Crucible. The fear of witchcraft engulfs the Puritanical society thus creating a mob rule. The fate of the town depends upon the morals of its people. John Proctor and Reverend Hale are key players in condemning the Witch Trials; ruling the mob are Abigail, Judge Danforth, and their followers. Even though the trials were intended to end when Salem was cleansed of the alleged witchcraft, it remained the responsibility of the individual to ensure that the majority did not become completely overthrown by mass hysteria. The lack of moral integrity displayed by characters in the play causes a string of destructive events. Because of Reverend Paris’s sole concern of social acceptance and political power, the acts of Abigail and her followers go unpunished. This sends the town of Salem into a whirlwind of lies. A domino effect takes its toll as accusations multiply. Abigail, in the driver’s seat of the conspiracy, is granted a loyal following. This group lacks a respect for themselves and a respect for others. The townspeople and especially the girls caught dancing feed the mass conformity. As a result of blind conformity and weak morals, many friends and neighbors are cynically disowned and mercilessly executed. Judge Danforth, who is sentencing death upon many innocent victims, further illustrates a lack of individual moral integrity. He does not have the power to admit the mistakes he has made and admit the irrationality of the trials. â€Å"You will sign your name or it is no confession,† Danforth forcefully explains to John Proctor (142). Danforth will not budge even after Proctor has verbally admitted to â€Å"seeing the devil†. By this climactic point of the play, Reverend Hale has ended the alliance between himself and Danforth. He has now grasped the true motives behind the witch conspiracy. Hale, when he first enters the witch trials, believes all of it to be legitimate. He expresses a strong will in the hunt and a strong view of his morals. He is partially responsible for getting the entire cleansing proceedings under way. As the events of the town continue to pass, and the numbers of the accused continue to rise , Hale begins to reassess his opinion towards the trials. He objects to Judge Danforth, â€Å"We cannot blink  it any more. There is a prodigious fear of this court in the country† (98). Hale slowly begins his transformation from advocator to adversary. â€Å"Let you not mistake your duty as I mistook my own,† Hale says as he pleas with Goody Proctor in an effort to spare John Proctor’s life (132). It becomes clear to Hale the absurdity of the trials, and he is one of the first people to openly condemn the injustice. As a figure of authority, his opinion has a large impact on the public. In addition to Hale’s influence, John Proct or lets his moral integrity lead him in his reactions to the trials. Proctor is right in the heart of the tragedy. Because he is haunted by previous actions, a severe turn in the trials is needed to get him involved. After his wife is arrested for witchcraft, Proctor understands that he can no longer hide away on his farm. â€Å"Now Hell and Heaven grapple on our backs, and all our pretense is ripped away,† Proctor says to Mary Warren, while trying to convince her that they must go to the courts (80). He realizes the seriousness of the situation, and forfeits his own well being towards that of his wife. Still, it is ironic that Proctor has always viewed himself as one with low moral integrity. â€Å"My honesty is broke, Elizabeth; I am no good man,† says Proctor in his final conversation with his wife (136). However, the actions he takes in the finale are that of reverent nobility and moral integrity. His morals lead him to catch a glimpse of the big picture; he will not let the Salem witch trials conquer him as they did so many others. His decision to die an honest man frees him of the torment felt in his soul of being unfaithful to his wife and he can at last be at peace with himself. He lets it be known to the public, through his actions, that he has not had relations with the Devil, and that the witch hunt is completely in vain. In the play, The Crucible, individual moral integrity aids in the fortunate collapse of the insane Salem witch trials. John Proctor and Reverend Hale take a stand against the authority figures and let their morals shine through to the public eye. By proclaiming and bringing notice of the wrongs of society to the public, Proctor and Hale allow the mob rule to be stopped. Without the rebellious attitude of a certain few, more innocent victims would have been denied such fundamental rights as life, liberty, and the pursuit of happiness.

Foreign Labor

Foreign Labor Foreign Labor, Is it good for the United States? On April 14, 2000, Nike founder Philip Knight cut off millions of dollars of personal donations to the University of Oregon. This sudden retraction was the result of the University's support of the Worker's Rights Consortium, a somewhat radical organization that doesn't try to cooperate with companies that use foreign labor. Instead, they are resistant to back proposals by companies to improve labor interests because their financial backing comes from American labor unions. These unions are understandably interested in promoting more jobs in America to strengthen families and improve the workplace.This issue reveals a much deeper problem for American companies. Should they use foreign labor? This comes down to the question of what kind of labor they need. If they are using labor that requires high levels of educations and training, it makes sense to use workers in one of the most educated countries in the world.Immigration Debate at Th e Weissberg Forum For Disc...The wages are high, but the productivity is also very high, which is a good investment from a business standpoint.What about industrial and manual labor, which American labor unions are so adamantly committed to defend? From an economic standpoint, it does not make sense to hire Americans for these jobs. These jobs will inherently be low-paying positions because of the minimum skill level required. As an educated nation, a large number of people are overqualified for many of these jobs. With high minimum wages and benefits offered to employees, the cost of many of the industrial goods us as consumers purchase would skyrocket if all the industrial and manual labor requiring jobs were held by Americans. When the cost of labor increases, so does the price of the resultant product. These added costs will contribute to inflation, which will bankrupt a...

Music3 essays

Music3 essays Today, many people in the United States listen to country music. People have almost always listen to this type of music, from early rebels, to the families of today. The topic of true country music usually remains the same in all songs. The country atmosphere is more family oriented and provides children and all people with good role models. From the classics of Willie Nelson, Merle Haggard, and Waylon Jennings to the new music of today, country music is the best music for all listeners. In most country songs, the topic and underlying meaning in true country songs have remained the same for many years. The belief of going to church, working hard and supporting a family have been important to country singers around the world. Also, the ideas of being a rebel, a country boy, and just simply doing everything for yourself, are the ideas of country lovers from the beginning. Maybe it is just big talk, or gives people a false sense of security, but country music reflects my beliefs and the way that I was raised. Country music is very family oriented. People of all ages from around the world can enjoy the sound and message of country music. Songs of love, country homes, and farms, are some examples of songs in the country world. Country is very good in the way of not singing about killing, religion, or murders, like many rock songs, to get a point across. As a result, it does not matter what songs people like. From the classics of Willie Nelson and others, to the songs of Garth Brooks, Clint Black, and the artists of today, there is a place for everyone to love in country music. ...

Fidel Castro Biographical Profile

Fidel Castro Biographical Profile Fidel Alejandro Castro Ruz (1926–2016) was a Cuban lawyer, revolutionary, and politician. He was the central figure in the Cuban Revolution (1956-1959), which removed dictator Fulgencio Batista from power and replaced him with a communist regime friendly to the Soviet Union. For decades, he defied the United States, which tried to assassinate or replace him countless times. A controversial figure, many Cubans consider him a monster who destroyed Cuba, while others consider him a visionary who saved their nation from the horrors of capitalism. Early Years Fidel Castro was one of the  several illegitimate children born to middle-class sugar farmer Angel Castro y Argà ­z and his household maid, Lina Ruz Gonzlez. Castro’s father eventually divorced his wife and married Lina, but young Fidel still grew up with the stigma of being illegitimate. He was given his fathers last name at age 17 and had the benefits of being raised in a wealthy household. He was a talented student, educated at Jesuit boarding schools, and decided to pursue a career in law, entering the University of Havana Law School in 1945. While in school, he became increasingly involved in politics, joining the Orthodox Party, which was in favor of drastic government reform to reduce corruption. Personal Life Castro married Mirta  Dà ­az Balart in 1948. She came from a wealthy and politically-connected family. They had one child and divorced in 1955. Later in life, he married Dalia Soto del Valle in 1980 and had five more children. He had several other children outside of his marriages, including Alina Fernndez, who escaped Cuba to Spain using false papers and then lived in Miami where she criticized the Cuban government. Revolution Brewing in Cuba When Batista, who had been president in the early 1940s, abruptly seized power in 1952, Castro became even more politicized. Castro, as a lawyer, tried to mount a legal challenge to Batista’s reign, demonstrating that the Cuban Constitution had been violated by his power grab. When Cuban courts refused to hear the petition, Castro decided that legal assaults on Batista would never work: if he wanted change, he would have to use other means. Attack on the Moncada Barracks The charismatic Castro began drawing converts to his cause, including his brother Raà ºl. Together, they acquired weapons and began organizing an assault on the military barracks at Moncada. They attacked on July 26, 1953, the day after a festival, hoping to catch the soldiers still drunk or hung over. Once the barracks were captured, there would be enough weapons to mount a full-scale insurgency. Unfortunately for Castro, the attack failed: most of the 160 or so rebels were killed, either in the initial assault or in government prisons later. Fidel and his brother Raul were captured. History Will Absolve Me Castro led his own defense, using his public trial as a platform to bring his argument to the people of Cuba. He wrote an impassioned defense for his actions and smuggled it out of prison. While on trial, he uttered his famous slogan: â€Å"History will absolve me.† He was sentenced to death, but when the death penalty was abolished, his sentence was changed to 15 years imprisonment. In 1955, Batista came under increasing political pressure to reform his dictatorship, and he freed a number of political prisoners, including Castro. Mexico The newly-freed Castro went to Mexico, where he made contact with other Cuban exiles eager to overthrow Batista. He founded the 26th of July Movement and began making plans for a return to Cuba. While in Mexico, he met Ernesto â€Å"Chà ©Ã¢â‚¬  Guevara and Camilo Cienfuegos, who were destined to play important roles in the Cuban Revolution. The rebels acquired weapons and trained and coordinated their return with fellow insurgents in Cuban cities. On November 25, 1956, 82 members of the movement boarded the yacht Granma and set sail for Cuba, arriving on December 2. Back in Cuba The Granma force was detected and ambushed, and many of the rebels were killed. Castro and the other leaders survived, however, and made it to the mountains in southern Cuba. They remained there for a while, attacking government forces and installations and organizing resistance cells in cities across Cuba. The movement slowly but surely gained in strength, especially as the dictatorship cracked down further on the populace. Castros Revolution Succeeds In May of 1958, Batista launched a massive campaign aimed at ending the rebellion once and for all. It backfired, however, as Castro and his forces scored a number of unlikely victories over Batista’s forces, which led to mass desertions in the army. By the end of 1958, the rebels were able to go on the offensive, and columns led by Castro, Cienfuegos and Guevara captured major towns. On January 1, 1959, Batista spooked and fled the country. On January 8, 1959, Castro and his men marched into Havana in triumph. Cubas Communist Regime Castro soon implemented a Soviet-style communist regime in Cuba, much to the dismay of the United States. This led to decades of conflict between Cuba and the USA, including such incidents as the Cuban Missile Crisis, the Bay of Pigs invasion and the Mariel boatlift. Castro survived countless assassination attempts, some of them crude, some quite clever. Cuba was placed under an economic embargo, which had serious effects on the Cuban economy. In February of 2008 Castro resigned from duties as President, although he remained active in the communist party. He died on November 25, 2016, at the age of 90. Legacy Fidel Castro and the Cuban Revolution have had a profound effect on worldwide politics since 1959. His revolution inspired many attempts at imitation and revolutions broke out in nations such as Nicaragua, El Salvador, Bolivia and more. In southern South America, a whole crop of insurgencies sprang up in the 1960s and 1970s, including the Tupamaros in Uruguay, the MIR in Chile and the Montoneros in Argentina, just to name a few. Operation Condor, a collaboration of military governments in South America, was organized to destroy these groups, all of which hoped to incite the next Cuban-style Revolution in their home nations. Cuba aided many of these insurgent groups with weapons and training. While some were inspired by Castro and his revolution, others were aghast. Many politicians in the United States saw the Cuban Revolution as a dangerous â€Å"toehold† for communism in the Americas, and billions of dollars were spent propping up right-wing governments in places like Chile and Guatemala. Dictators such as Chile’s Augusto Pinochet were gross violators of human rights in their countries, but they were effective in keeping Cuban-style revolutions from taking over. Many Cubans, particularly those in the middle and upper classes, fled Cuba shortly after the revolution. These Cuban emigrants generally despise Castro and his revolution. Many fled because they feared the crackdown that followed Castro’s conversion of the Cuban state and economy to communism. As part of the transition to communism, many private companies and lands were confiscated by the government. Over the years, Castro maintained his grip on Cuban politics. He never gave up on communism even after the fall of the Soviet Union, which supported Cuba with money and food for decades. Cuba is a genuine communist state where the people share labor and rewards, but it has come at the cost of privation, corruption, and repression. Many Cubans fled the nation, many taking to the sea in leaky rafts hoping to make it to Florida. Castro once uttered the famous phrase: â€Å"History will absolve me.† The jury is still out on Fidel Castro, and history may absolve him and may curse him. Either way, what is certain is that history will not forget him anytime soon. Sources: Castaà ±eda, Jorge C. Compaà ±ero: the Life and Death of Che Guevara.  New York: Vintage Books, 1997. Coltman, Leycester. The Real Fidel Castro. New Haven and London: the Yale University Press, 2003.

Federal required security within federal buildings Research Paper

Federal required security within federal buildings - Research Paper Example This paper delves into this topic of federal security within federal buildings. Federal buildings refer to any facilities owned or leased by the General Services Administration. Federal facilities’ security includes physical security assets for example security guards (both contracted and federally employed), close-circuit television cameras, and barrier material (Smith, 2). Reese and Tong explain that federal building security comprises of activities such as the everyday interaction of Federal Protective Service (FPS) and its federal clients, the federal agency interaction with contact security guard companies and the coordination between the FPS and United States Marshals Service (USMS). Federal agencies communicate with each other and local, state and private sector bodies in the coordination of federal building security. Reese and Tong further explain that through its Public Buildings Service (PBS), the General Services Administration (GSA) is the chief agency of real property and asset management of the federal government. By FY2006, the agency’s real property portfolio consisted of approximately 8,847 structures and buildings, with a replacement value of approximately 68.8 billion dollars. Other than the General Services Administration, twenty-seven other federal agencies have autonomous leasing and landholding authorities, which assist them in constructing or acquiring particular kinds of buildings. The General Services Administration is in charge of the construction as well as design of its buildings, in addition to being in charge of repairs and alterations to facilities that are already in existence. Assuring federal employees’ physical safety as well as that of the private nationals who frequent buildings that the federal government has leased or owns is a prime goal of the Gene ral Services Administration (Smith, 2). However, before the

End of Life Paper Essay Example | Topics and Well Written Essays - 1000 words

End of Life Paper - Essay Example (Morgan, 2009). The parents, siblings and the health care providers are only left to grieve the loss of such a young life. The primary philosophy behind palliative care is to assist the patients and their families in achieving the best quality of life and to die peacefully and comfortably with dignity. For children, it is the active total care of the child’s body, mind, and spirit, as well as a means of providing support to the family. Part one of this paper will address the kind of nursing care needed for children who are dying and things to be taken into consideration for dying children. There are common diagnoses that affect the length of life of children including prematurity, chromosomal defects, cancer, AIDS, congenital anomalies among others. However among the diseases considered to be life-limiting, the one ignored most and considered not to be palliative care is the wound care. Though contradictory, child patients nearing their death can benefit from the curative aspects of wound healing. A wound can have a devastating effect on the child patient’s quality of dying thus one kind of care that I would engage as a nurse. Dying is a natural part of life and is usually filled with mixed emotions and times of reflection for both the dying person and the caregiver. However when a child dies, it seems like a massive failure that such a young life had to be lost. Seated next to her bed, my niece could barely talk. It was difficult to accept the fate of our beloved child; letting go of the hopes for a long-term future with her. As a nurse and her caregiver, I had to accept what was happening including my role as a caregiver with new demands and duties; making her comfortable. It became obvious that taking care of a child or teenager with such a life-limiting condition is a daunting and challenging task emotionally and practically as it requires specific support and skills, unlike for an adult suffering from such conditions.

Non-Human Value Essay Example | Topics and Well Written Essays - 250 words

Non-Human Value - Essay Example This is because of the spillover of the larvae that do not generate in the plantations (Lucey & Hill 2012). By contrast, species that cannot breed in the plantation increase near the forest. These have a negative impact on the plantations, to rectify the result; preservation of the forest around the plantation in the scattering of some species through the countryside. The world is experiencing rapid population growth of about 6 billion, which is significantly a large number. Moreover, with these large populations of humans on earth overwhelming the energy and resources generated, it is raising alarm of environmental challenges (Lucey & Hill 2012). These are leading to excessive exploitation of resources in order to sustain the population. In this regard, survival for the fittest is becoming a trend in the world to curb the world hunger. Due to these, the world is experiencing a number of changes fuelled by the population action. In order to control the population, there have been strategies to regulate the world’s population. In this context, there has been the introduction of contraceptive pills and educating the women on the need to have few children. On the other hand, these will help in the conservation of the environment (McKibben, 2012) McKibben, B. (2012). A special moment in history: The challenge of overpopulation and overconsumption. In L.P. Pojman & P. Pojman (Eds.), Environmental ethics: Readings in theory and application, (6th ed., pp. 260-271). Boston, MA: Wadsworth,

ESSAY/ ARGUMENT Essay Example | Topics and Well Written Essays - 500 words

/ ARGUMENT - Essay Example Money matters are the most widely discussed subjects around the world, not to mention a most sensitive one that can cause even siblings to battle among themselves. Politicians talking about money, especially not their own money but the citizenry’s might be most hated and controversial and this makes imposing taxes on people difficult. This paper discusses the implementation of taxes in the eyes of Christie, the real problem behind taxation and the beneficiaries of taxation. Labor unions and laborers may not consider it humane when a cut is imposed on their salaries but looking at the possibility of a government planned by the people, without taxes would mean no health benefits, no pensions and no help from the government. Democracy as the United States is, looks at the best interest of the people and does not exist to let the people unattended. Christie’s battle for a 1.5 percent tax imposed on teachers, cops and firefighters shows he understands this and his adherence to his mother’s advice as told by the governor himself, â€Å"Christopher, you’re going to have choices in your life between being loved and being respected. And you should choose respected.

Theories supporting the role of hrm in emerging technologies Dissertation

Theories supporting the role of hrm in emerging technologies - Dissertation Example Institutional theory is somewhat akin to the role theory, which argues that individuals respond to normative pressures as they seek approval for their performance in socially defined roles (Chuler, Jackson and Luo, 2004, pp.15). Institutional theory likens organizations to the individual as they function as social entities that also look for legitimacy and social acceptance. Organizations, in this perspective, are expected to conform because this is the only way that they are recognized and approved – variables that support their survival in environments that have multiple constituencies that control their needed resources (Chuler, Jackson and Luo, pp.15). In applying the institutional theory, there are the cases of multinational corporations and the emergent internationalization of management. This theory is particularly significant in understanding the HRM practices of these organizations because of the view that socially constructed beliefs, rules and norms affect and exert influence over organizations and that, today, organizations (and their suborganizations) are under pressure to align their operations and adapt with their institutional environment (Stahl and Bjorkman, 2006, pp.463). Multinational companies are spread across locations with diverse environments. Institutional theory focuses on the variables that forces HRM practices to adapt to this condition. The institutional variables that exert influence over an organization and its employees come from the institutional factors both from the parent organization and the local environment in which its subsidiary operates. According to Stahl and Bjorkman (pp.465): In the local context, the labour laws and regulations restrict the range of possible HRM practices, local managers have taken-for-granted views about management practices that influences the policies and practices that they suggest for the subsidiary, strong local professional norms may exist, and processes of institutionalization might a lso take place among MNCs (multinational companies) in the local country. Hence, cultural-cognitive and normative institutional processes enfolding in the local context may play important roles in explaining HRM practices. Understandably, numerous studies that cite institutional theory and its relations with HRM practices were undertaken since the 1990s. The body of literature available today demonstrates how the theory supports the role and function of HR for modern organization. For instance, Walter Powell and Paul DiMaggio successfully demonstrated that organizations evolve because they are driven by coercive mechanisms, mimetic and normative forces. Their work argued that these pressures force organization to move to one direction, making them more alike in the process. On the other hand, Greenwood and Hinings used institutional theory to demonstrate the details that were lacking in Powell and DiMaggio’s work. Specifically, they addressed other variables such as the uniqu eness present in organizations as a result of diversity in interests as well as the role of human agency. What they were able to suggest was a condition wherein organizations are embedded in an institutional context. What this means is that institutional pressures such as organizational context, intra-organizational relationships and decision-making of individuals within the organization, makes change difficult. By proposing that organizations remove themselves from their respective institutional con

Sustainable energy in norway Essay Example | Topics and Well Written Essays - 750 words

Sustainable energy in norway - Essay Example Renewable energy forms the basis of sustainable energy which is only trying to meet the energy requirements of the present generation without affecting how future generations will get their energy. In order to embrace sustainable energy, countries should move away from fossil fuels and start developing renewable energy sources. Norway is one country that has been pushing for setting up of renewable energy centers worldwide. Among the renewable energy sources, hydropower contributes the largest percentage of energy. Hydroelectric power provides approximately one- fifth of the total energy consumed in the world (Gonzalez, Aygun & Weidmann, 1). Hydropower will play a crucial role in the sustainable energy development. Norway produces approximately 99% of its electricity from hydropower. This is aided by the abundance of water reservoirs in the country. Norway is endowed with many rivers and the geographical shape of the state favors the production of hydroelectric power. Norway is considered the sixth largest hydroelectric power producer in the world (Gonzalez, 12). Norway is concerned with developing efficient and friendlier ways of harnessing hydroelectric power. . The generational plants are owned by government, local authorities and the private sector. In dry spells the production of hydropower goes down and during rain seasons, Norway is able to export energy produced to other countries. Norway expor ts power to different countries among them Russia, Finland and Sweden. According to Gonzalez et al (2011), renewable energy contributed approximately 13% of the total energy consumed in 2008. Hydropower had a significant contribution. Wind and solar offered a minimal contribution to the total energy supplied. This shows that renewable energy contributed a tiny percentage to the total energy consumed in the world (Gonzalez et al, 4). In the subsequent years, the development of these sources has led to the increase in the percentage of energy

Theories supporting the role of hrm in emerging technologies Dissertation

Theories supporting the role of hrm in emerging technologies - Dissertation Example Institutional theory is somewhat akin to the role theory, which argues that individuals respond to normative pressures as they seek approval for their performance in socially defined roles (Chuler, Jackson and Luo, 2004, pp.15). Institutional theory likens organizations to the individual as they function as social entities that also look for legitimacy and social acceptance. Organizations, in this perspective, are expected to conform because this is the only way that they are recognized and approved – variables that support their survival in environments that have multiple constituencies that control their needed resources (Chuler, Jackson and Luo, pp.15). In applying the institutional theory, there are the cases of multinational corporations and the emergent internationalization of management. This theory is particularly significant in understanding the HRM practices of these organizations because of the view that socially constructed beliefs, rules and norms affect and exert influence over organizations and that, today, organizations (and their suborganizations) are under pressure to align their operations and adapt with their institutional environment (Stahl and Bjorkman, 2006, pp.463). Multinational companies are spread across locations with diverse environments. Institutional theory focuses on the variables that forces HRM practices to adapt to this condition. The institutional variables that exert influence over an organization and its employees come from the institutional factors both from the parent organization and the local environment in which its subsidiary operates. According to Stahl and Bjorkman (pp.465): In the local context, the labour laws and regulations restrict the range of possible HRM practices, local managers have taken-for-granted views about management practices that influences the policies and practices that they suggest for the subsidiary, strong local professional norms may exist, and processes of institutionalization might a lso take place among MNCs (multinational companies) in the local country. Hence, cultural-cognitive and normative institutional processes enfolding in the local context may play important roles in explaining HRM practices. Understandably, numerous studies that cite institutional theory and its relations with HRM practices were undertaken since the 1990s. The body of literature available today demonstrates how the theory supports the role and function of HR for modern organization. For instance, Walter Powell and Paul DiMaggio successfully demonstrated that organizations evolve because they are driven by coercive mechanisms, mimetic and normative forces. Their work argued that these pressures force organization to move to one direction, making them more alike in the process. On the other hand, Greenwood and Hinings used institutional theory to demonstrate the details that were lacking in Powell and DiMaggio’s work. Specifically, they addressed other variables such as the uniqu eness present in organizations as a result of diversity in interests as well as the role of human agency. What they were able to suggest was a condition wherein organizations are embedded in an institutional context. What this means is that institutional pressures such as organizational context, intra-organizational relationships and decision-making of individuals within the organization, makes change difficult. By proposing that organizations remove themselves from their respective institutional con

Business plan Essay Example | Topics and Well Written Essays - 1500 words - 1

Business plan - Essay Example (Deitel, et al, 2004, 15) However, as mentioned earlier, the development in the eyes of the ones who are in charge of the enhancement of the operating systems is never ending. Hence, although there were already some great achievements in terms of the developed operating systems, things got better each time there are new innovations introduced (Warford, 2005, 41). Most of the sectors of the entire society actually depended on technology ever since the time it was first introduced to the human civilization. It could not be denied then that among the said sectors are business entities. In this particular discussion, an outlined plan as to how information technology could be successfully utilized to create an efficient IS operation to support an organization that has employees who are working home based established to work for at least three months time. The development of different operating systems that actually perform the tasks needed in business, from the most basic calculating procedures toward the complicated procedures of accounting and systematic planning of business transactions, the computer technology or most likely known as Information technology have actually been the main source of successful trade and exchange transactions in the business industry. Although the past have already placed a strong impact on how the people viewed business operations done through the Internet, several business enthusiasts never ceased finding ways by which they would be able to attain success within the said industry. Many among the business owners around the world still believe in the benefits that investing in online business ventures would naturally bring their organizations. As for a fact, the said situation is quickly becoming a trend both among organizations that are already established and the business and even those business entities that are just starting to join the said competitive industry. Most of the benefits that the said system of business

Understanding Child and Young Person Development Essay Example for Free

Understanding Child and Young Person Development Essay 1.Fill in the development chart located at the back of this workbook :- †¢An explanation of the sequence and rate of each aspect of development from birth to 19 years. †¢An explanation of the difference between :- †¢The sequence of and rate of development. †¢Why this difference is important. See separate developments stages chart. Read more: Explain how children and young peoples development is influenced by a range of external factors essay 2.Write an explanation of how children and young people’s development is influenced by :- †¢A range of external factors. †¢A range of personal factors. †¢An explanation of how current practice is influenced by:- †¢Theories of development. †¢Frameworks to support development A range of external and personal factors that influences development There are many different factors that affect children’s development. These include: Gender, health, family, environment, psychological, behavioural and social and economic. Gender There is a lot of discrimination about gender and what people expect that gender to be associated with and be doing. For example people would discriminate a boy in thinking they would want to play with cars and some parents wouldn’t want their son to be playing with ‘girl toys’ for example dolls. This can impact a child’s emotional development as they may get upset if they can’t play with certain toys. Boys are usually stereotyped into being encouraged to play ball games this is because they tend to have more co-ordination. The negative impacts of this are that you would end up having girls and boys playing at different ends of the nursery. Although the positive impacts of this are that it will encourage eye foot co-ordination whilst playing ball games. This can help develop a boy’s physical development – gross motor skills. Girls tend to have better fine manipulative skills from playing with beads etc. This can help develop their physical development – fine motor skills. Health Children with serious illnesses and genetic diseases tend to look and act different to other children and they pick up on this fact. This may affect them joining in with certain activities as they may be incapable to do it for example if they are physically unable to do P.E they won’t take part. They may also lack in socialisation skills and may not be able to make friends as easy as many other children. Some children may not want to play with them as they look and act differently to them self. If their illness or disease means they need time of school to visit the hospital and if they are simply not well enough to come in this will mean they will miss out on a lot of education and socialising with other children. Family Depending on what type of family a child comes from can have a big impact on how developed they are in most areas of development. For example a child from a better well off family may have more resources at home and have a better environment to learn in from home. With a big family a child would have lots of support and would always have someone to be able to read with them and help them with homework sheets and practice writing. This can have a big help in their intellectual development as they have always got support they need and help from the whole family. They can also develop their social development from coming from a big family as they are used to be around a lot of people and have been encouraged too interact with other children and adults. There are many different types of families. These are: Extended family an extended family is a family with other relations for example uncles, aunties and grandparents. This could benefit your child’s intellectual development as t hey will have lots of support and help from extended family for example aunties and uncles. They will always have someone to encourage them to try and succeed in crawling, walking etc. Drawbacks of this are that the house may be crowded and extended family like grandparents may end up looking after ill siblings. They may also have different parenting ideas and this can affect a child’s emotional and intellectual development as they’re being told to do two different things. Nomadic family – a nomadic family is a family who travel around and don’t stay in one place for a long amount of time. This could effect their intellectual and social development as they would never get used to one school and because of all the moving around different schools would have their curriculum set out differently so they may have already done the subject in a previous school. Single parent family – a single parent family is when your parent’s aren’t together anymore or you don’t know one of your parents and you live at home with one parent. This may affect your child’s social development as they wouldn’t have a mother or father role model in their life and may find it hard to adjust with some situations as they’ve been brought up by one parent and so may have missed out on interaction with a male or female figure. If one parent had left recently in their life this may have affected them emotionally and would struggle in their development for a while until they got more used to them not being there anymore. Nuclear family – a nuclear family is 2 parents living with their 2 children. This can benefit a child’s intellectual development as they will have 2 supporting parents who are still together and siblings who can develop all areas of development faster than they would usual develop. An example being – with an older sibling they can encourage your child to do things for themselves and develop socially from always being around them. Re-constituted family a re-constituted family is when parents have split up and re married so a child has a step mom and dad. This may affect their development as the spilt of the parents may have affected them emotionally and their development may be slowed down. They also may not like their new step mom and dad which could cause lots of problems and they won’t want to visit them anymore. This may affect their emotional development as they may be worried about having to go and see them and so won’t be concentrated on work which could affect them intellectually. There are also positive impacts of this though because with step family they will have a lot more support and will always have someone to read to them. This will encourage their intellectual development. The role and responsibilities of the parents is to care for their child and look after them. Provide them with shelter, warmth, food and love so they are emotionally developed. These factors are all important for your child’s physical needs as they need warmth and food to keep them going and growing. Their physical needs need to be met before any other stage of development can take place. Environment Housing is very important as where a child lives can affect majorly how well developed they are. If a child lives in a bigger house then they have more space and most probably their own room. This gives them their own space and gives them time alone to concentrate and relax in, this can help their emotional development as if they ever had a tantrum or was angry or upset they would have their own room to go and calm down in. Having a big house could also mean they therefore have a big garden and this plays a massive part in developing your child physically and socially. This is because having their own outdoor space and being able to run around whenever they like will help them develop physically. They are also able to have friends round to play in the garden; this will help them develop socially. Where as if a child lives in a small house they might have to share a room and this would affect their intellectual development not being able to do some work on their own and have somewhere they can concentrate. They might not have a garden and this would affect their physical development in not being able to run around in their own garden. It would also affect their social as they wouldn’t be able to have friends back to come and play in the garden. Although positive impacts of having a small house and no garden are that they would be out a lot more and would have a lot of fresh air and socialising with friends at a near by park. Where a child lives does affect their development because by living near town they are able to meet friends and socialise and also most importantly be able to get to the library and other useful facilities easily. This therefore benefits their intellectual and social development as they are able to get to the library and be around books and maybe even hire new ones out. They are able to go places easily with their family and socialise, maybe even meet up with their friend and their family and go out somewhere nice in the town for example a coffee shop or restaurant. A positive impact of living in a rural area is that there is less pollution and more space for pets and fresh air. Psychological Children find it really easy to make strong attachments to carers or teachers whom they spend quite a lot of time with, this can affect their emotional development as they may refuse to do things without that certain carer being there. If this is not stopped at an early stage it may be long-lasting and this could cause problems when arriving and leaving them. Children are very capable of making multiple attachments to other people at their nursery or just people they see often and their emotional well being is catered for which in most cases is. Parents play a massive role in a child’s life; factors that may affect their emotional and social development are homosexual parents and lone parents because these children may lack in role models and may have been brought up with different moral values. Security in a child’s environment is very important because it’s what makes the child feel safe and secure in their own environment with their family. Children often feel the need to attention seek for example: a child 6 years old who is a lonely child finds out his mother is pregnant and decides to start playing up acting younger than he actually is to get the attention he wants and needs of his mother that he’s so used to. Children suffer a lot from nightmares and this is all psychological and normally about a lack of understanding of something or a fear of something unusual. This could affect their intellectual development as they may be scared often and therefore not be able to concentrate on more important things. Night terrors play a big part in affecting a child’s intellectual development as if they have a fear or are very tired they are not going to be able to concentrate on their work as they have not sleep. Parent’s need to be very careful what they are letting their children watch on television as there are lots of adult programs that a child won’t understand and may have night terrors about or try to repeat it themselves. Children need to be comforted when they get settled down and after a night terror because they are very sensitive and need to feel loved and comforted by their parents. This can help their emotional development. With a large family or family with siblings there is always rivalry and jealously among each other especially if there’s a new baby and this can affect their emotional development as they are competing who can do better. Positive impacts about having siblings is they can help younger siblings read and encourage them to be able to do things for them self. Parent’s can never compare their child to other children as it can make them feel inadequate and not good about themselves. When there’s a new baby in the family its best to keep their older siblings involved with the entire baby’s routine so they don’t feel left out and can help out and feel needed and grown up about helping out. This will build their confidence up and they will want to experiment more doing new things and this will help their intellectual and social development. A child’s fears appear very real to them and sometimes older siblings feel the need to tell them stories which will scare them and which they won’t understand which doesn’t help a child’s emotional development and it could become a repeated thing which they have a fear of and may not want to go to bed. This could cause them to be very tired and may struggle getting up, it may also affect their intellectual development as when a child is tired they are not as capable as taking part in simple activities. Behavioural There are lots of factors which pay a big part on how a child behaves. Living conditions – if a child lives in a big house they have lots of space to play in but if a child lives in a small house they won’t be able to let out all their energy and so may let it out in anger. They will also be deprived from socialising with their friends who will affect their social development. Rest and sleep – every child needs their rest and sleep, it’s important for the brain and body to relax and be ready for the busy day ahead. So when deprived of rest and sleep they will be unable to work properly and so won’t be developing to the standard they should as they will be tired. This will affect their intellectual development. Diet – if a child consists of a very unhealthy diet of sweets and e numbers they will be very hyper active and this will cause very bad behaviour. This could impact their intellectual development as they may not be able to concentrate a t nursery or home and so won’t be learning or taking part in anything new. This will also impact on their social development as while at nursery if they misbehave and choose not to join other children may not want to play with them or be friends with them because of their behaviour. General health – if a child is mentally ill they may get frustrated if they can’t do something and this can cause bad behaviour. Some children with mental illnesses need a 1 to 1 support carer to help control their behaviour. This could help their intellectual development and social as they’re learning more and spending more 1 to 1 time with adults and learning about how you should act around children. Lifestyle – a child’s lifestyle and things that are going on around them play a big part on how they choose to act. An example of this is imitating bad behaviour at nursery because they are getting more attention than that certain child. This can affect their social development as other children may not want to get involved or play with them if they are misbehaving. Children often lie to get their own way and to get attention, other children then copy thinking that its right to blame it on other people and get them out of trouble. Children who lack se lf confidence tend to be the children who misbehave and don’t have respect for others this could be from the way they’ve been brought up. This affects their social development as other children who they aren’t very nice to are not going to want to play with them. Children like to feel superior to others and show this by changing their behaviour when in situations so they can get their own way and so their in control of the situation. This could affect other children’s social development as they may be blamed for things they haven’t done and may not want to be played with. They don’t care about any one else’s point of view, as long as they are right. Lying can cause lots of problems though as it can cause violence and effect their behaviour. This may affect their intellectual development as they may not want to take part in some activities. It also encourages others to do the same which isn’t very good as their intellectual development is being affected too then. Children have lots of different ways of showing aggression some of these are through violence, not listening, putting others down, disrespect, shouting or talking very loudly, biting hitting and throwing things and frowning and moaning. This impact a child’s social development as other children may not want to play with them. When a child is angry they are immediately not aloud to join in with the activity and they are therefore missing out on learning. Most children when behaving badly are doing it to get attention, attention seeking. Some children lie so they can get what they want, others just refuse to do the work and answer back. It’s all linked to the child’s insecurity so if they know someone is watching them they will deliberately play up for the attention. This affects a child’s intellectual development as most the time they would rather get attention than do any work at all. Social and economic In families who are in poverty, social exclusion or unemployed they find it hard to stay focused on their own and their children’s health and hygiene and sometimes might not be able to feed the children or wash them. This affects a child’s emotional development and well being as if they are not looked after properly and given all the love and care they need they won’t develop properly. They may also have problems at nursery and school as other children may not want to associate or play with them, this would impact on their social development. The social class that a child comes from can have a direct impact on their development, if they have come from a lower social class they may not be able to afford resources that the child needs for their intellectual development and will have no spare time to read with the child or even play. Lots of families are unemployed and this comes with many disadvantages as it could affect their health and expectations to others arou nd them. Depending on where you can afford live could affect what school your child goes to and can get into, this could affect their intellectual development as they may not be able to get into a good school that you’d possibly have to pay for to get into. In a lower social class they may not be able to afford holidays or after school clubs/hobbies for example swimming and horse riding, this could affect their social development. Parent’s who have to work long hours may neglect their children quite a lot without even noticing, all children need to be shown lots of love and care to help their emotional development and bonding. Families in a higher social class may be able to send their children to educational games, sports and clubs which will help their physical and intellectual development. They would also be able to afford family holidays in which they could spend a lot of time with their parent’s and other children which will help their social development. Theories of development. Current practice and knowledge of development is influenced by different theories, an example of a couple of different theories are below: Cognitive Jean Piaget Piaget’s research suggests there are three basic elements to a child’s development, these stages include: 1.Schemas – is the building blocks of knowledge children develop to help them problem solve 2.There are transitions a child may go through to, these processes help a child to move from one stage to another, the equilibrium, assimilation and accommodation 3.He then suggests there are four stages of learning the Sensorimotor, preoperational, concrete operational and the formal operational stage Piaget suggests the transition stages happen at different ages which are at 18months, 7 years and 11 or 12 years, he suggests that at these ages a child is more capable or learning new things and until that age they are not able to learn these new areas until they reach this age. He believes a child will learn at these stages from doing and trying things hands on. This is where there the foundation of the curriculum has come from. Lev Vygotsky Vygotsky takes a similar stance to Piaget whereby he suggests children learn from doing and trying thingss and being hands on. However he also believes it is important for the children to socialise with other children of different ages and adults as well as ensure children play and be active to help learn new things Humanist Abraham Maslow Manlow’s theory produced a hierarchy of needs, he suggests a child must be met to help the child develop and if these needs are not met the child might not meet there potential. Therefore when working with children we must consider the hierarch of needs to help the child meet there needs and in turn this will help them develop. Factors such as food, warmth, are cared for, encouragement and respect is some of the criteria Manslow says a child needs. It could be said a child centred approach follows Manslows theory. Social Learning/ Behaviourist Albert Bandhura Banduras theory suggests children learn from others, through copying and observing how others act, play and behave. Therefore saying it is vital a child has a positive role model to learn from. Burrhus Frederic Skinner Skinners theory looks at behaviour and how operant conditioning (reinforcement) which says that a child’s behaviour can be altered through reinforcement. He found that positive reinforcement such as praise when a child receives positive reinforcement they are likely to repeat the behaviour. Skinner found that if you respond to negative behaviour they are more likely to repeat the behaviour because they are getting attention but instead ignoring the behaviour of having a time out is more likely to prevent the child behaving negatively in that way again. Psychological Sigmund Freud Freuds theory suggests that you unconscious will communicate there thinking when they do something. For example when a child lies they will smile or put their hand over their mouths as if they are trying to hide the lie Frameworks to support development See EYMP 1 question 1 for information on the EYFS framework the main framework to support development. See CYP Core 3.6 question 6 for information on other frameworks to support development including the Common Assessment Framework (CAF) and the children’s services core assessment. 3.Explain how to monitor children and young people’s development using different methods. You may find it helpful to use work products to illustrate your answer e.g. child observations assessments frameworks. From observing children and young people you can determine how they are developing and whether they are behind for their age, observations will help identify this to help put measures in place to aid in there development. Through observations you can identify children’s strengths and weaknesses and therefore plan to help develop their weaknesses and build on their strengths. They will also identify the child’s likes and dislikes so activities can plan planned to expand their interests and doing something they like doing they are more likely to develop at a quicker rate than doing something they dislike as they won’t be as interested in the activity. Observations will also help us pass on information to parents to the child’s progress and update the child’s profiles and learning journeys. Child profiles and learning journeys are a good way to evidence the child’s development and monitor how they are developing. Also asking the parents about their thoughts on the child’s development at home Also see EYMP 1 question 1 for information on the EYFS framework which must be used to monitor, assess the child’s development and look at moving their development to the next stage. 4.Explain the reasons why children and young people’s development may not follow the expected pattern. There are many reasons why a child’s development may not follow the expected pattern. These include a range of external and personal factors that influences development sees question two of this assignment for more information about these factors and why they might impact on the development as this question explains the social, economic, lifestyle, health, gender, psychological, behaviour and environmental factors that could mean a child’s development may not follow the expected pattern. A child’s development may be at the expected level for their physical and social development but may be below the expected level of development in communication. So a child may not be behind in all areas. A child may catch up with some support or it may just take them a little time to catch up and do it by themselves, others may not be able to due to physical or learning disabilities or emotional damage. Factors that may mean a child’s development may not follow the expected pattern include: †¢The range of external and personal factors that influences development described in Question 2 of this assignment †¢Cultural beliefs, traditions and having English as a second language †¢A child not being stimulated and socialised †¢Over protective children †¢An older sibling in the family who does everything for the child and even speaks for them †¢Learning disabilities including dyspraxia and dyslexia 5.Explain how disability may affect development. See CYP Core 3.7 for part of this answer. There are different types of disabilities that may affect development these include physical or learning disabilities. This may mean a child’s development is delayed in all areas or just one or some of the areas of developments. This could be because of the disability, because the setting is not experienced or set up to cope with the disability and/or because the child is subjected to discrimination this in turn may mean the child will not settle into the setting, feel different and lower their self-esteem and confidence. As a consequence of this there development may be affected. The disability may make cause delays in development as they physically can’t do something or there brain does not process information as it should, therefore sometimes there is little to do to ensure they are developing as you would expect a child too, however there is always something that could be done to stimulate the child physically and mentally even if it will not help them develop furth er. For example physiotherapy for a child in a wheelchair to get them moving and/or reading to a child functioning at a far lower ability such as cerebral palsy. For example if a child has dyspraxia they brain processes things differently and often they are immature and fine it difficult to decide what to do and in working out how to do it. They may also struggle with language and think about things differently. Therefore a child may struggle in understanding questions and activities, socialising, communicating what they are thinking and affect their development. All of these things can affect the child’s developments. If dyspraxia is diagnosed earlier there is a chance you can minimise a child’s development being delayed too much as measures can be put in place to help them be accepted by others and other methods of learning could be used to reduce the delay in development. A physical disability could be the child is paralysed and confined to a wheelchair; therefore making some of the common physical activities done in setting would be difficult for the child in a wheelchair which could mean a delay in physical development. The setting should think of inclusive physical activates for everybody to join in. A child in a wheelchair may feel different, labelled, and not accepted therefore can become withdrawn and not engaging in activities therefore all areas if there development may be affected. However if the child does fit, they may thrive in other development areas such as communication, social skills and fine motor skills but may find the gross motor skills difficult or due to the disability may not be able to certain physical motions such as kicking. 6.Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. See assignment EYMP 5 questions 5 and 6 in particular as well as information in the following assignments:, CYP Core 3.3 question 23, CYP Core 3.7 question 4, 8, EYMP 4 question 5. 7.Show an analysis that explains the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. See assignment EYMP 5 question 3 for this answer as well as CYP Core 3.7. 8.Explain how multiagency teams work together to support speech, language and communication. See EYMP 5 question 4, EYMP 1 question 7 and CYP Core 3.6 questions 1 and 2 and CYP Core 3.5. The majority of services who work in a multi agency approach work together in the same way for better outcomes for the child whether this be to support speech, language and communication or to support children in need with issues of neglect. Therefore the above assignments cross referenced are relevant to speech language and communication. 9.Explain how play and activities are used to support the development of speech, language and communication Supporting the development and speech of language and communication is important to help the children learn how to communicate in different ways, pronounce words correctly and widen their vocabulary. An effective way of doing this with children is through play and activities and they encourage children to get involved as children enjoy playing and participating in activities especially if they are made fun. Play and activities usually involves more than one person whether this be a child/children and/or adults this will get the child to socialise with others to improve their social skills and in turn help improve their speech, language and communication. Play and activities i would do with children to support their development include: †¢Role play this encourages imagination and using descriptive words and communicating with others and helps with listening skills and taking it in turn to speak †¢Music time – this helps them learn songs whilst doing movements and understanding what things mean such as ‘wind the bobbin up’ gets the children to point to the windows, doors and clap their hands. †¢Free play – gets children to talk to others; ask for help, have conversations with other children and it helps them hear others talk. †¢Afterschool time play – When the school children come to the setting for afterschool care they love to play with the children of early years age and the younger children respond really well to this and young can see them developing when they are with them. This play helps the younger children with their speech and how to construct sentences †¢Book use of books and flash cards to read and match words to pictures, to teach children sentences, listening skills, recognise words, repeat words and enhance their vocabulary †¢Vocabulary Teaching children colours, shapes, words and doing this as part of an activity and getting them to repeat the words and i would use the different words throughout all activities to help them remembers. This could be an activity such as an arts and crafts activity or through puzzles. Activities will make it fun and the children are more likely to participate and learn. †¢I give the children praise and make time to listen to them and encourage them to communicate. If they pronounce something wrong i do not tell them they are saying it wrong as i don’t want to knock their confidence but instead i just say the word after them correctly so they can hear how it should be said. 10.An explanation of how different types of transitions can affect children and young people’s development. See EYMP 5 question 5 and verbally in CYP Core 3.2 If the transition is a positive experience for the child they are more likely to settle in, be confident and therefore like being there which in turn will help them thrive in there development. Often when a child starts at a new setting it will take them a while to settle in as it can be a very stressful time for them this can often me there may be a slight delay in there development at the stage they are at or they regress and go backwards. However this is often short lived and when they settle into the setting they soon catch up. On some occasions they take longer to catch up or need extra support to help their development. Also when moving setting the children in the new setting may be at a different stage of development and of different ages therefore if a child or other children are behind in a particular area of development, this could have an impact on other children. This also works the other way round as the children may be ahead in development and encourage others around them to develop in areas at a quicker rate as they will learn from them. 11.Evaluate the effect on children and young people having positive relationships during periods of transitions. See assignment CYP Core 3.7 question 8, CYP Core 3.5 question 2 Positive relationships help reduce stress, help them feel more comfortable and stable. During the transition period the child will meet there key worker and spend time with them to help build up a bond with them so when starting at the setting they feel more secure and as the key worker will know the child’s likes and dislikes and will therefore when starting at the setting they will be doing things like which will help reduce stress and help settle them in. This in turn which reduce the risk of the child’s development suffering. With the parents/carers permission I help children with the transition from my setting to pre-school and/or school, to ensure the transition is smooth for the child and they form positive relationships I arrange with the setting to visit with the child a couple of times and meet there key worker to help prepare them for the transition. I also ensure that I am aware of the new settings routines so I can help them prepare the child for them.