Management skills Essay Example | Topics and Well Written Essays - 1000 words

Management skills - Essay Example In his book, which is a scholarly source he emphasis that companies should emulate competitive intelligence, strategic planning and management action in order to have an effective early warning system. The book is relevant and practical especially to the enterprises managers who aim at excelling in the 21st century. Byars who is also an expert in the field of strategic management, has embarked on providing appropriate scholarly acceptable information that covers various techniques of formulating and implementing management principles. These include proper organizational structure and adoption of adequate measures in planning and controlling of companies resources. The journal is written by academicians to analyze the growth of the UK grocery retailers and their strategic objectives. This makes it to be a scholarly source. Clarke Ian and Bennison are senior lecturers in the department of Retailing and Marketing at the University of Manchester Metropolitan while Clifford is a senior lecturer based in Cardiff University of Wales in the department of City and Regional Planning. The authors give candid information to the students on the effects of changes in formats by the competitors in the UK food retail sector. Flavià ¡n, C., Haberberg, A and Polo Y. 2002. Food retailing strategies in the European Union. A comparative analysis in the UK and Spain, Journal of Retailing & Consumer Services, Vol. 9 Issue 3, pp.125-138. The journal is popular in giving a clear analysis of the competition that exist in the UK groceries food retailers. The authors who are market researchers, highlights the market share of the UK major supermarkets that include Tesco, Asda, Sainsbury and Morrisons. The journal is an important source for this paper that seeks to undertake competition as well as PESTEL analysis This working paper is sensational in nature since it tries to seek the reaction of suppliers if customers are hesitant to try

Bean Trees Essay Example for Free

Bean Trees Essay Most authors convey an important message or idea throughout their noevls to give a greater understanding to their readers. In Barbara Kingsolvers novel, The Bean Trees, a strong idea that was developed was the possiublity of new beginnings. The Bean Trees is the story of the protagonist Taylor Greer, who starts off on a journey from her home town of Kentucky to Arizona. Along the way she she is given an abandoned child which is the start to her learning about motherhood, becoming a women, the power of friendships and also learns to be capable. The idea of new beginnings is the ability for characters to start over and leave their past behind them. It was mainly developed through Taylor, Turtle, and also a Guatamalan couple Estevan and Esperanza. The first person who helped develop this idea is Taylor. At the beginning of the story Taylor was called Marietta before she decided that she wanted to have a clean break because she had never been crazy about the names which she had been called previously. I didnt have any special name in mind, but just wanted a change this fitted into the theme of new beginnings because she was capable of leaving behind her old life and things that surrounded her name and had the opportunity to have the chance to create a new destiny for herself. As well as giving herself another chance to start her life and live it the way that she wanted through the changing of her name she also left her home town, house, friends, and mother all in search of somewhere new to live her life. She used chance to decide where she was going to stop with the use of her car. Wherever it ran out of fuel or something happened to it, she would stop there. With the ambition of leaving her old Kentucky life behind her, she started a journey which led her to Oklahoma. this just happened to be the place where she was given an abandoned child. This was another new beginning for Taylor. Can you talk? What am I supposed to do with you tonight? What do you eat? This series of questions that Taylor asked the abandoned child showed that she had absolutely no idea what she was doing and still had to learn the first steps of becoming a mother. It was a new beginning for her to take on responsibility for someone else. She had to grow, learn and understand in order to take care of the child that she had suddenly gained to take on her journey. She may not have understood what to do or how to do it, or even truly wanted this new beginning, but all in all she was given the chance. Kingsolver suggests through the use of Taylor that often life presents us with unexpected occurances, but if grasped correctly can lead to a possible great change, and therefore future. Through the use of Taylor as a character Kingsolver helps to show us that around the corner, in every situation, if something as small as a car journey, can lead to amazing opportunities to start afresh in our lives. Turtle is another character that helps develop Kingsolvers idea of new beginnings. Turtle is an abandoned 3 year old Indian child, who was abused when she was younger. After her mother died she was left to an unexpected Taylor who was just someone passing through the town, but turned into the receiver of a child who she had no clue what to do with. On later inspection of the child which she named Turtle she noticed that her body was covered in bruises and worse as Taylor said. When Taylor realised that turtle was a girl she said that fact already burdened her short life with a kind of misery that she could not imagine. Through this you can picture just how horrible the life this young child must have had. However this was the end of her bad story and the beginning to a new one. Just like Taylor she is given a new name, but also a new mother, new friends, and a new chance. With the opportunity Turtle is now able to grow. Turtle had managed to get through her whole life without a book, I suppose, and then she had two of them bought for her in one day. This quote shows the beginning if Turtles chance of recovery. She was a 3 year old stuck in an 18 month old body. She was a child with a horrible past, but a chance to start over. The development of Turtle made you understand that the majority of people are at some point given the ability to have a new beginning, no matter how terrible their life was before hand. Estevan and Esperanza are a Guatamalan couple who are also given the opportunity to have a new beginning and therefore helped develop the idea of new beginnings. Estevan and Esperanza are people who are illegally living in Tucson. Esperanza and Estevan live in Matties sanctuary that she has set up for people like them. After becoming good friends with Taylor they decide that they need to move on from Tucson and constantly running from the law. With Taylor and Turtle they set off to go to a safe house in Oklahoma. They were considered illegals and needed to be taken out of the country. however there should not be people judged as legal or illegal. There is only a difference between people who are good or bad. Because of this they are taken to a safe house where they are unlikely to be taken away. Instead of focusing on the negative once at the church Estevan says dont think of us stuck here forever. Think of us back in Guatemala with our families. His optimism in their new ability to have a clean break and go back to their home country showed the idea of new beginnings in a different light. It'[s not always physically being somewhere that gives people their new beginnings. Sometimes it is just a chance that makes believing in what was, or what could be, possible again. This is how Estevan and Esperanza helped deleop new beginnings as an idea in the novel. In conclusion, everyone has a chance at a new beginning, whther big or small. Three different sets of characters showed this throughout the novel The Bean Trees. Taylor helped the idea become present in the story as well as develop in as not only the physical actions that allow the new beginning to happen, but also a state of mind. Turtle developed the idea so that it showed the readers that just because someones life starts out badly, it doesnt mean their opportunity to have a new beginning wont come along. Estevan and Esperanza developed the idea so that you realised sometimes all that you need is faith to have the chance at a new beginning. In the end new beginnings was an idea that many characters showed their their own stories and therefore developed into their own way of showing the idea and allowing readers to understand it.

Greek Legacies :: essays research papers

Greek legacies are their governmental systems, culture and arts, and science and technology. Classical Greece was a time where the growth of a community held strong through times of plague, wars, and numerous breakthroughs. A major legacy left by classical Greece was a government based on direct democracy. With a direct democracy, citizens ruled by majority vote. The citizenship was expanded to all free males, except foreigners. Those not considered citizens were women, slaves, and all foreigners. In 621 b.c.e., Draco, an Athenian lawmaker wrote the first legal code. In the legal code Draco dealt with contract and property ownership, it also included debt slavery. In classical Greece, citizens were also allowed to bring charges of wrong doing with a trial by jury. Direct democracy was a new innovation that not only changed the world, it also helped classical Greece become a great and powerful nation. Another legacy left by Greece was their culture and art. With their culture they created the Greek language. The Greeks also invented their mythology, which included gods and goddesses. Through myths, Greeks tried to understand the mysteries of nature and the power of human passion. God lived forever and Greeks attributed human qualities to them. The Olympic Games were originated in Greece around 776 b.c.e. They were dedicated to the god Zeus, the Greeks even suspended the wars between city-states so the athletes of the Olympics could compete. Philosophers, lovers of wisdom, were determined to seek the truth. There philosophy was based on two assumptions: (1) The universe (land, sky, and sea) is put together in an orderly way, and subject to absolute and unchanging laws, and (2) people can understand these laws through logic and reason. The three main philosophers of classical Greece are Socrates, Plato and Aristotle. The arts of classical Greece had a different flair than any other civilization. The Greeks invented both drama and built the first theaters in the west. Statues in Greece depicted their gods and goddesses in idealized human form, their faces neither showed laughter or anger, only serenity. Athena, goddess of wisdom, is found in the Parthenon, dressed in full battle armor, holding a six-foot high figure of victory. The Parthenon is a masterpiece of not only craftsmanship, but also design. Artisans built the 23,000 square ft. building with the traditional style that had been used several hundred years before. Classical Greece’s art and culture inspired Greeks to pursue their life as a privilege.

A look into history Essay

What would constitute a period in history called a â€Å"Golden Age†? Would the prosperity seen and felt by people make the description adequate? Would a greater sense of freedom in the regions of the world fit the description? How can we describe a â€Å"Golden Age†? In the years of the so-called â€Å"Golden Era†, from 1950-1973, the world saw an unprecedented rise in term of growth, with global averages reaching 4. 9 percent in the period of national Keynesianism (Monthly Review). This period, however, was not an isolated one (Institute of Industrial Relations). The period with the highest national growth rate, from 1935-1950, after an expansion in the previous economic period, 1918-1935, the distance between the two ends of the income distribution became smaller (IRI). Families of workers tried to adjust the loss of distance from the black community by downsizing in terms of number of additions to the family and the use of utilities (IRI). But in order for us to fully grasp the meaning why this period in time is called the Golden Age, we have to frame it beside two other growth periods, one before the age and the one just after it. It must be also noted if there were changes in the period that contributed to the growth of the succeeding growth periods. Before the Golden Age Families in the United States used to see how they have progressed through the years by taking a peek at their family albums, remembering the early years of their parents’ hard life (Bob Davis & David Wessel). During the years of the Age, almost every tier of American life had been extended the benefit of a upbeat and climbing standard of living (Davis & Wessel). But again, we must peek farther than the time before this period of unprecedented growth. In the past two centuries the world has seen an era of unhampered growth (Bart van Ark). In the years between 1820 and 1997, the gross domestic product around the world rose at around 2. 2 percent on the average (van Ark). This growth rate was around seven times the growth the world experienced from the preceding period, from 1500to 1820 (van Ark). But as time wore on, the disparity between the recipients of that high growth rate become more and more separated (van Ark). The world’s growth rate accelerated in 1870, and again at the beginning of the Golden Age, in 1950 (van Ark). Since the growth of the world’s economy grew in that time frame, it is not ti be understood that everyone benefited from that growth in equal shares (van Ark). Great Britain, one of the leading powers during the era, learned very well from the lessons of the founder of the capitalist system, Adam Smith (Robert L. Bartley). Smith blieved that raising the economic bar could only be done by practising free and open market principles, that traders and merchants interacting with the consumers will lead to a better share of the economic benefits (Bartley). Agnus Maddison, widely regarded as one of the premier authorities on long-term growth, gives us some insights into the growth engines at the time (Daniel Ben-Ami). In his studies, Maddison points to the year 1820 as one the more impotant inflection periods in the study of the world’s growth (Bartley). Global GDP per capita hadd increased from $420 dollars (1990 value) to about $545 by about the year 1820 (Bartley). The period of 1913-1950 would probably be the most interesting sections of the years before the Golden Age. This period embraces the events of two world wars, the Great Depression, the economic upswing in the 1920’s (Bhanoji Rao), and one of the greatest political and bloody historical events in the modern era, the Bolshevik Revolution (Irma Adelman). Both World War one and two reversed the trends for the unrestrained movement of goods, money and migration of people (Rao). But in developing nations, the effects of these events were not felt as much, thus mirroring the differing aspects of the Wars and the Depression (Rao). In the aftermath of the war, large influential movements had espoused the needs for reform, and the captains in the capitalist end of the world were afraid of a return to the time of the Depression (Crotty). What should be seen however in this time before and after the Industrial Revolution was not the disparity in growth rates (Adelman). What was evident during this time was the degree that events bought leading to worldwide economic insecurity and to the global economic framework as a a whole (Adelman). The initiatives aimed at halting the transfer of the economic downturn led to the adoption of very strict global trading and payment methods (Adelman). As the initiatives took hold, tariffs and other quantity restrictions were soon implemented (Adelman). Tight constraints were implemented for the regulation on the movement of workers and capital (Adelman). The value of many currencies tended to be overvalued (Adelman). Rampant and widespread inflation led to the collapse of international payments (Adelman). This development led to the adoption of extreme government concern as to the stability of prices and foreign exchange as it relates to the level of unemployment (Adelman). Shifting to the Golden Era The march toward the golden age of the world’s growth had been marked by a shift from a market-driven and guided economy to one that was basically a government managed type (James Crotty). The era of the Golden age can be characterized by one of swift and widely distributed growth, having for its foundations an increase of control over quality of the markets dictated by the market and vented through the state (Crotty). Rather than a time of markets being centralized, it was a time rather of the markets being embedded in the society, the state rather than an enforcer taking on the role of a guide (Crotty). Agnus Maddison calculated that the world’s GDP rose to an average of 2. 9 percent, hitting 3. 9 percent in Europe and about 8 percent in the European continent (Bartley). The Second World War had spawned a time of demand that was pent -up during the time of the war, as capital and infrastructure was totally wiped out in Japan and on the Continent (Adelman). The command type of economy that was installed during the war, quickly gave way to the reinstitution of the usual framework of capitalism (Adelman). A great aid in the redevelopment of devastated Europe to get the continent up on its feet was the Marshall Plan (Adelman). With this Plan in place, the capital needs and infrastructure needed to jumpstart the economies of Europe were set in motion (Adelman). It was during this time, as stated earlier, that the world was experiencing a high degree of growth (Ben-Ami). In Japan, the Golden Age and the following decades after, the land of the rising sun was identified with the traits of efficiency and the highest levels of manufacturing standards (Terutomo Ozawa). This was exemplified by the low cost in the production of their automobiles nd electronic products (Ozawa). In Europe, the road to recovery was much simpler (Barry Eichengreen). Europe at the time underwent an almost complete transformation in the way they conducted their lives. In the middle of the century, Europe’s households had heat from burning coal, kept their food fresh with ice, and had no semblance even of basic plumbing. At present, they have gas-fired furnaces for heating, refrigerators to keep their food stuffs, and an endless number of electronic items that will make one dizzy. Incomes of an average European nearly went to three times their value by the turn of the century (Eichengreen). Also, working conditions and hours steadily improved, as time at work was reduced by at least a third, giving a boost to the leisure time of Europeans (Eichengreen). An upswing in the rates of the life expectancy in Europe’s residents was enhanced by new technological discoveries in health accompanied by a parallel advances in nutrition (Eichengreen). But all was not a pretty picture, as one would think. Levels of the ranks of the unemployed rose. Taxes levied on the people increased. The effects of the destruction of the environment, state repression and consumer spending limits were the order of the day under Eastern Europeans’ repressive regimes dominated that part of Europe for the next for decades following World War 2 (Eichengreen). But what made the road to recovery relatively easy for Europe? Europe, for its part, didn’t have to plan anything new for its rebuilding; it just simply rebuilt. Europe just had to rebuild the damaged or destroyed infrastructure, reinvesting in its capital stock, and redeploying the men that were in the war effort to jobs in peacetime efforts (Eichengreen). This â€Å"catch-up† mentality had demonstrated itself in the utilization of technologies that were not yet in the pipeline, so to speak (Eichengreen). These were the technologies that were developed in the period between the wars, and were used by Europe to sustain its economic juggernaut (Eichengreen). But in the 1930’s and 40’s, Europe was thrown into an atmosphere of a depressed investment environment (Eichengreen). It was in this period that the United States gained a bit of a headway against their European counterparts. The Americans had outpaced Europe in terms of overall production and levels of productivity. By using the Americans’ technology, under license, adopting their business philosophies of American mass-production and personnel management, Europe could close the gap on the Americans. Hence was born the concept of â€Å"convergence†, fusing the levels of per capita income and levels of productivity to that of the United States (Eichengreen). But in the generation of wealth, particularly in the aspect of its distribution, not all of Europe could say that they were given an equal share of the pie, so to speak. For example, the northern parts of Europe were gaining faster than their southern counterparts. The same trend went for Western Europe, outpacing Eastern Europe. Eastern Europe’s woes came a failure of the central planning strategy that was common in the authoritarian governments that dominated that part of the continent. Though these are also important features of the Golden Age in Europe, nevertheless the period marked an era of expanded growth and change on the continent (Eichengreen). The economic machine of the Japanese economy, after the brilliant star of its economic achievements faded, had gone from one that was admired to one that was dealt with indifference, even one thrown pity (Ozawa). This was bought about by the virtues of the Japanese to put into secure positions some of the political interests rather than focusing on the real problems that had dogged the nation’s economy (Ozawa). In its early steps to climb out of the destruction wrought upon it in the 2nd World War, Japan had adopted its industry to a road of industrial improvement, moving from low value industrial output, gradually moving up to higher levels of value-added goods (Ozawa). But as the years passed, Japan began to remove the protection it afforded to its industries, essentially preparing them for competition (Ozawa). These industries that were left unsheltered were the ones that are the reason for the current state of the Japanese economy’s morass (Ozawa). Most of the world had been under the Bretton Woods Agreement (Adelman). This agreement was instrumental to the reintroduction to the regime of fixed rate payments, all payments to be based on the value of the dollar (Adelman). This regime was supported by a number of international organizations with the goal of giving some form of flexibility and in the management of foreign exchange inconsistencies (Adelman). After the Golden Era, the period of another growth slowdown was about to rear its head. After the Bubble burst After the Bretton Woods agreement had collapsed and countries and adopted more flexible foreign exchange rates, coupled with the skyrocketing of the price of oil, all these led to the indication that the Golden era was officially over (Rao). This was the era of the â€Å"stagflation† that hit the world in the mid-1970’s (Ben-Ami). The Bretton agreement had become quite inadequate in meeting the liquidity requirements of most nations (Adelman). When the agreement eventually broke down, the system was replaced by a unstable, fluctuating means of foreign exchange (Adelman). The currencies of many countries went through a period of devaluation against the American currency (Adelman). But this was only the precursor of the coming storm. Oil prices had tripled their price in 1974, cereals doubled their prices by 1973, and gold prices doubled in the years of 1971-1973 (Adelman). Other problems were beginning to crop up for the world as the age ended. According to the International Labor Organization in its 1995 report on world unemployment, does not dispute the fact the upswing in the world’s economic standing, but it also emphasizes that the world, after the Golden Era, witnessed its GDP cut in half, and the levels of unemployment had reached levels never before seen or to be even though of during the era (Canadian Auto Workers Union). For this reason, economists divide the era into two parts (CAW). The first 25 years at the turn of the century has been called the â€Å"Golden Era†, the second part is called â€Å"The Age of Permanent Insecurity† (CAW). The effects of the downturn were quite visible. Growth rates had been sliced in half, good jobs were the exception rather than the norm, wages did not go up, surpluses were wiped out and social programs introduced at the end of the golden age, were dismantled at a slow but steady pace (CAW). Within a generation, the rate of growth fell to half its previous level, unemployment rates doubled, and decent jobs became the exception. Real wages stopped growing, budget surpluses turned into chronic deficits, and social programs which were proudly introduced near the end of the first period were dismantled in the second – slowly at first, but then at an accelerating pace (CAW). The labor market in Canada and other industrialized nations also took a hit, as the unemployment rates hit 9 percent in the latter part of the turn of the century, as compared to the 4. 5 percent average registered in the first half (CAW). In the United States, the Federal budget registered a budget surplus from 1946 to 1970 (CAW). In the years following the Golden Era, the Federal government has never once posted a budget surplus (CAW). The Federal government, for every dollar that it allots for programs, it pays about 63 cents of its earnings to pay for the interest of its debt (CAW). The period after the War was one of significant unheralded growth, born out of the combination of several factors (CAW). Among them was the combination of the development of emerging technologies tapped during the War, the retooling of the war time workplace to be reused for peacetime work, reconstruction of the war torn areas of Europe and in Japan, the demand held in check for so long after the Great Depression and the restraints bought on by the war, and the new found competitive situation that it has found with Communist states (CAW). The War had asked from the citizens a great amount of sacrifice, these sacrifices led to the demand for the upgrading for the people’s living conditions, equity and concerns for their security concerns (CAW). These concessions were won over by the labor movement from very jittery corporations (CAW). But how does this relate to the downturn of the Golden Era? After The Golden Era, what happened? The concessions that the workers had gained from the corporations had produced a contradiction for them (CAW). In the case of Japan and Europe, after they had reconstructed from the destruction of the war and had strengthened their economies, was building a contradictory effect for the corporations (CAW). Once the economies were put back on line, the competition of the industrialized countries again began once again on the uptake (CAW). This upswing of the economies of capitalist industries put some amount of pressure on the companies’ profits (CAW). The companies in turn tried all efforts to put up a hedge around their profits (CAW), which companies then transferred these pressures from competition on the workers themselves (CAW). Since the workers felt secure and bold enough to challenge any initiative to be pressured in the workplace, the companies transformed these workers from mainly being employees to consumers, increasing their prices to keep their profit margins (CAW). The workers, feeling the pinch of the higher prices, asked the companies for the increases in their wages to match the increases that the companies imposed (CAW). This initiated the cycle of price escalation (CAW). The price increases had a negative impact on the global competitiveness of the corporations (CAW). As a result of such developments, inflationary pressures set in (CAW). The companies had to find ways to stay viable while contending with the workers, who were becoming hindrances to the company in terms of supervision over the workplace. As such, the companies had to choose, between the companies’ insatiable drive for profit and the needs of the society and the workers, the workers and society lost (CAW). Here is the start of the end of the Golden Era, where the share of the wealth began to be hoarded, rather than shared. Works Cited Adelamn, Irma. â€Å"The genesis of the current global system†. van Ark, Bart. â€Å"Accumulation, productivity and technology: measurement and analysis of long term economic growth†. Bartley, Robert L. † The future of economic freedom†. 2000 October 16. Ben-Ami, Daniel. â€Å"Ferraris for all†. 2007 January 27. Canadian Auto Workers. â€Å"From False solutions to growing protest: recapturing the agenda†. Crotty, James. â€Å"Trading state-led for market led stagnation: from the golden age to global neoliberalism†. Davis, Bob & Wessel, David. â€Å"The Golden Age: the rise of the American middle class†. Eichengreen, Barry. â€Å"The European Economy since 1945†. The New York Times 2007 March 25. Monthly Review. â€Å"Notes from the Editors†. Monthly Review 2007 Septem

Future Worlds Essay

I think future worlds will change earth entirely; there will probably be teleports and other, various new machinery that could revolutionize the way humans live and survive. Working may be a thing of the past if Robots start taking shape. Various kind of medical advancements might change how long we can live for; eternity might be possible in years down the track, that would make earth very crowded and we humans possibly would have to move planet and inhabit another land and environment, this could also make us evolve and we might need skills like wings or gills to help us survive the new living conditions. Other forms of life might be on other planets and cross breeding between ‘alien’ and ‘human’ might have an effect on the physical and mental changes of humans. If life down the track ends up like how it is stereotyped, then hover cars and flying cars might be the way we transport. Food might also be different, due to the fact that we are killing off animals as a source of meat. Plant life might also die off due to those same reasons. Another possible outcome in the future is the ice caps could melt, causing humans to become water bound, this could either wipe us out, or we could maybe adapt to these changes and change the way we can survive the new prominent element. War could also be another way the world is changed, as much is it is a horrible thing, it could help out thinning the numbers of humans populating earth. War could also make people in general poorer, which might stop the rapid growth in technology. After a war, lots of jobs would become available to repair, make or farm new things to help things improve and to regenerate growth in the world. The downside to wars is, smaller countries could be over run, many people die, families lose loved ones and people are forced to live with such vivid memories while fighting. The way the world is, really does depend on how us humans can maintain earth’s natural resources and how much the technological advancements can improves or hinder the way the world develops. Technological advancement to nuclear warfare could put an end to the world all together, Australia alone has 23% of the world nuclear power, if sold to the wrong people, the world could be gone or heavy mutation could occur, changing life form. A future world, at the moment is really just your imagination, there is very little knowledge of what the world will do, is there really a god? Will there be an Ice age? No one can really know for sure just yet, it is all an assumption and what you think in your own head.

Little Boy Essays - Oral Literature, Vocal Music, Musical Form

Little Boy Essays - Oral Literature, Vocal Music, Musical Form Little Boy Little Boy When you were a little boy You always had the best toy You never wanted to fight and scream You just wanted to play and dream You dreamed of being big and cool Now you scream and look a fool You held hands to cross the road Now you complain of being old Now you wander and search for meaning You dont deserve to be a human being Your time is coming your fading fast You wish and cry for your past Heres your shot one last try Youre so happy you could cry You laugh and smile you jump for joy Just like you did when you were a little boy You have had all of your fun So now its time your almost done Life has said its time to die Nows your chance to say good-bye

Butch Cassidy and the Sundance Kid essays

Butch Cassidy and the Sundance Kid essays Butch Cassidy and the Sundance Kid were two notorious robbers during the late 1800s and early 1900s. They have been rumored to be the most famous and successful bank robbers in history because of their long run with The Wild Bunch in the 1880s and 1890s. The one thing that probably makes them as famous and as legendary as they are, is the fact that no one knows whether or not they died when the history books say they did. It has been rumored that they were killed in Bolivia in 1909. Butch Cassidy was born as Robert Leroy Parker in 1866. His parents had decided that they would settle in Mormon country in Utah. He was described as very restless and had a very acquisitive nature to himself while he was growing up. Once he was a teenager, he met a cowboy rustler name Mike Cassidy. Cassidy, who later was the inspiration for his name, had taught him how to shoot, ride, and rope over the course of a few years to prepare him for his future. When Robert was old enough, he traveled to Telluride, Colorado with Cassidy. While he was there, Butch met the bank-robbing duo of Tom McCarty and Matt Warner. Butch seemed to fit in very well with the two of them and then later had taken part in numerous bank robberies in Denver and Telluride, and also a aborted train robbery in 1887. When he first started his life of crime, he went under the name of George Cassidy, he gathered a small reputation under this name before he adopted the name Butch from his profession at the time. Butch had been working as a butcher at a meat shop in Rock Springs, Wyoming. He liked the way the alias Butch Cassidy sounded so he replaced George with it. This new name then stayed with him for the rest of his life. A few years later, Butch became part of an outlaw strong hold of BROWNs Hole, a rugged mountain camp at the Green River bordering Utah, Colorado, and Wyoming. He met many new people t...

How to Keep a Caterpillar Alive All Winter

How to Keep a Caterpillar Alive All Winter Its actually fairly  easy to raise a caterpillar you have collected in the fall. The key is to provide conditions that mimic the caterpillars natural cycle and habitat. Some caterpillars survive the winter by simply burrowing under the leaf litter or squeezing into bark crevices. Others pupate as cooler weather approaches and remain in this state until spring. In other words, they wont stay in caterpillar form. If your caterpillar is still feeding, you will need to  provide food  as you would for caterpillars you find at other times of the year. Eventually, the caterpillar will stop feeding and may become more sluggish. This is a sign that it is preparing itself for winter. Overwintering Stages of Common Butterflies and Moths Its helpful to know whether the caterpillar you found is going to stay in the larval stage all winter, or whether its going to pupate. This list provides overwintering stages of selected butterfly and moth families. Please note that this is a general list, so there may be exceptions. Larvae (stays a caterpillar through the winter) skippers (Hesperiidae)loopers, inchworms, and spanworms (Geometridae) - sometussock caterpillars (Lymantridae) - some, but they can be difficult to keep alive over wintertiger moth caterpillars (Arctiidae) - some, including the beloved woollybear Pupae (spends the winter as a cocoon or chrysalid) slug caterpillars  (Limacodidae)flannel moths  (Megalopygidae)swallowtail butterflies (Papilionidae)whites and sulphurs (Pieridae)loopers, inchworms, and spanworms (Geometridae) - mosttiger moth caterpillars (Arctiidae) - some Keeping Caterpillars Over the Winter For species that overwinter as caterpillars, simply clean any remaining frass and food plants from the container, and then cover the resting caterpillar with a layer of leaves. Move the container to a porch or unheated garage or shed for the winter months. If the caterpillar is kept in an environment that is too dry, it may desiccate and die. Try to find a location where the humidity will be as close to its natural habitat as possible.  When spring arrives, watch for signs of activity from the caterpillar. Keeping Cocoons or Chrysalides Over the Winter Butterfly caterpillars often overwinter as chrysalides. Provide some twigs or stems so the caterpillar can suspend itself to pupate. You can secure the twigs with clay at the bottom, or cut pieces that will fit tightly against the container without falling. Once the caterpillar has pupated, move the container to an unheated area for the winter. Moth caterpillars typically pupate in the soil, sometimes incorporating leaves into their pupal cases. Place a layer of peat moss in the container, and add some leaves. Once the caterpillar spins a cocoon, you can remove any remaining leaves and move the container to an outdoor or unheated location. If you are storing your pupae or caterpillars outdoors, be sure to keep them out of the sun. Even on a cold winter day, the container can warm up quite a bit if placed directly in the suns rays. This might lead to premature emergence or may cause the pupae to dry out. As it gets closer to spring, its helpful to mist the pupae with a little water to simulate the increased humidity and moisture of the changing seasons. When spring returns, you should keep your caterpillar or pupa cool until other members of the same species are emerging. If you arent sure, wait until the trees in your area start to leaf out before moving the container to a warmer location.

Resources management in Devon and Somerset fire and Rescue Service Case Study

Resources management in Devon and Somerset fire and Rescue Service - Case Study Example The fire and rescue industry has also not been left out in implementing resources management techniques in their operations. Devon and Somerset is one of the largest fire and rescue service in the UK which was established in the year 2007 through a merger of Somerset and Devon fire brigades. This company operates different fire and rescue subsidiaries in the region thus making resources management vital to ensure growth and survival of the company and also to ensure that the services given to their customers are of higher standards (Cameron, 2009). Resources which help Devon and Somerset fire and rescue service to perform its duties Devon and Somerset Company have different appliances which enable it to perform its core competencies of rescuing and fighting fire during fire emergencies. The company has different and diverse special appliances as well as front line gargets for putting out fire. One of its major appliances which are vital for putting out fire is the water tender ladder. The company’s water tender ladder has the capability of pumping about 3,000 litres of water per minute for two locations and it has a storage capacity of more than 1,800 litres. This pump also has various types of ladders which are up to 13.5 metres. The cab also contains four sets of air breathing apparatus which are compressed. Each of the pumps also contain outside lockers located at the outside part. Inside the pumps, there are a number of powdered rescue equipment usually hydraulic and also a thermal imaging camera, pressure fans, equipment for safety heights and water rescue equipment. Water tender ladder has call sig ns one and three (Trotman Publishing, 2001). Another appliance is the water tender which is almost similar to the above mentioned water tender ladders. The difference is that these two appliances carry different set of equipment with its ladders going up to 10.5 metres. This equipment is not as effective as the water tender ladder and it is usually used for reinforcement purposes. Incident command vehicles are other equipment or apparatus used by Devon and Somerset Company during fire and rescue missions. They carry out the roles of controlling the site and contacting the control rooms of different stations. Large incidents prompt activation of control units to ensure the mobilisation of more appliances. The incident control vehicles controls communications regarding the progress of the incidence and they carry call sign C. Other appliances include the prime movers (also known as the environmental and incident support units). These vehicles provide logistical support in cases of big incidents and also carry any additional equipment which may be necessary. Equipment carried by these vehicles usually are very specialised and they are used to control the spillage of chemicals thus protecting the environment. Water foam carriers are also used by this company which are used for transporting additional water especially in rural areas. Rescue vehicles, fire

Blurred Lines by Robin Thicke Essay Example | Topics and Well Written Essays - 1000 words

Blurred Lines by Robin Thicke - Essay Example According to Boardman of The Huffington Post, the video seems to be giving power to men rather than women, especially in the context of rape based on the line ‘I know you want it’ to suggest that women mean yes when they say yes when faced with cat calling or manly sexual advances. This controversy led universities in Britain to ban the song from being played in any of their functions because of this portrayal of women. In their defence, Robin, Pharrell and T.I argued that the song had some feminist themes as it sought to liberate women against male oppression. They argued on the basis that they were fathers and husbands meaning that it was not possible for them to portray women in such an undignified manner or sexist. According to Lynskey of the Guardian UK, the lyrics to the song include the use of derogatory names against, which in some quarters is considered racist, hence influencing an outcry by those involved in the feminist movement. The explicit version of the so ng also has some sexual elements embedded in it is as analysts decry why the song had to give details on what they can do to a woman in a sexual way. This to them exemplifies rape as a woman is not supposed to have a say   in the way that a man can have her sexually, meaning that their consent in sexual matters is inconsequential as the man is the one who gets to decide. Others argue that the video promotes pornography ideology, especially with the models in the song appearing topless or bikinis that have the same color.

Parental Perceptions of educational services provided for children Thesis

Parental Perceptions of educational services provided for children with autism - Thesis Example Furthermore the cost of provision of health care is highly expensive. Coupled with the fact that the children with autism tend to display a range of mild to severe social and behavioural disabilities, the inability to access full health care and appropriate educational services could be daunting for the parents. This study aims to evaluate the various difficulties and challenges faced by the parents and their perceptions about the educational services for children with autism in the UAE. This study aims to critically evaluate the parental perceptions of services provided for children with Autism in the UAE. The findings indicate that there is indeed a gap between the need and demand for such services and the availability of the same. Although the government has and continue to implement appropriate measures including introduction of laws that enable children with special educational needs to be accommodated in mainstream schools and provision of funding to parents to enable proper tr eatment for such children, there still is a huge gap between the need for special support services for such children and the availability of the same. Autism spectrum disorder (ASD) refers to a range of complex neurodevelopmental disorders that tend to disrupt social lives of people with Autism severely affects and limits their communication ability, making it difficult for such people to properly communicate and interact with those around them. Such impaired social interaction further causes learning difficulties. Hence children with ASD are likely to fail in executing routine everyday tasks as simple as responding to their own names when called, interpret things or events around them and understand or grasp social cues such as facial expressions, tone of voice etc. (National Institute of Neurological Disorders & Stroke, 2015). The combination of the three critical impairments, which include impaired

Concidering Aristo Essay Example | Topics and Well Written Essays - 1000 words - 1

Concidering Aristo - Essay Example Aristotle also opined that a hero must have a tragic flaw as this is what shows that he is not only a true human but also a true tragic hero. Oedipus’ tragic flaw was seen when he experienced a change of fortune from good to bad (Meyer & Downs 1535-1537). Oedipus was a king that was destroyed after the people learnt that he killed his own father and married his own mother and this was Oedipus’ tragic flaw. These are the qualities that Oedipus possesses and makes him qualified to be called a good but flawed king. It is therefore not wrong to classify Oedipus as a true tragic hero going by Aristotle’s notion that a true tragic hero must be a good man that also has his own flaws (Meyer & Downs). Oedipus played his role as a king effectively and appropriately and proved that he was appropriate for his position. Oedipus’ pride and arrogance is something that is typical of kings as they try to show that they are in control and the fact that Oedipus had this attribute is a pointer that he was appropriate for his position in life. If there is any attribute that should be appreciated in Oedipus, it is his self-confidence (Meyer & Downs 1532-1535). Oedipus’ confidence was seen when he summoned courage to solve the puzzle of the Sphinx in spite of the Sphinx’s threat to kill anybody that failed the puzzle. The fact that Oedipus summoned enough courage to stand up to the challenge of the Sphinx showed that he was a man that played his role as the king perfectly as he led by example. Oedipus was a courageous man that had confidence in himself and this is what makes people believe that he was arrogant. It is expected that a king should be unyielding and rigid as t hese are the true hallmarks of a great leader and the fact that Oedipus possesses these great qualities is an indication that he was a great king that could take decisions on his own without regretting them. This shows that Oedipus was a true tragic hero as he

Entrepreneurship International new ventures - internalization, growth Thesis - 1

Entrepreneurship International new ventures - internalization, growth path, Measutement - Thesis Example Logitech and Skype are two firms that started out as international new ventures. Logitech and Skype are selected for case studies because they both represent the opportunities accorded international entrepreneurs and at the same time represent two different types of opportunities and risks taken and how those risks pay off and can be detrimental to international entrepreneurs. In this regard, Logitech represents how risks in international entrepreneurships can be profitable and Skype represents how risks can actually be detrimental to international new ventures. The results of this study confirm both network and internationalization theories. These results are discussed and implications for theory and practice are also discussed. Studies on international firms often focus on multi-national enterprises (MNE) which usually begin as large and powerful domestic firms that eventually branch out into the international arena (Oviatt & McDougall, 1994). However, advances in technology and an increase in the number of individuals with experience in international business have opened up opportunities for non-traditional MNEs (Oviatt & McDougall, 1994). Since the 1990s, there have been a significant and progressive growth in the number of ‘new and young firms’ that join the international market from the start (McDougall, Oviatt, & Shrader, 2003, p. 59). This trend in internationalisation from the start is known as International New Ventures (INV) (McDougall, et al., 2003). Researchers have attempted to understand why new firms which are comparatively small, would assume the additional ‘risk’ of venturing directly into the international market (McDougall, et al., 2003, p. 60). Traditional international business theories fail to provide a framework for analysing and understanding why international entrepreneurs venture out into the global market place from inception. This is because traditional international

Concidering Aristo Essay Example | Topics and Well Written Essays - 1000 words - 1

Concidering Aristo - Essay Example Aristotle also opined that a hero must have a tragic flaw as this is what shows that he is not only a true human but also a true tragic hero. Oedipus’ tragic flaw was seen when he experienced a change of fortune from good to bad (Meyer & Downs 1535-1537). Oedipus was a king that was destroyed after the people learnt that he killed his own father and married his own mother and this was Oedipus’ tragic flaw. These are the qualities that Oedipus possesses and makes him qualified to be called a good but flawed king. It is therefore not wrong to classify Oedipus as a true tragic hero going by Aristotle’s notion that a true tragic hero must be a good man that also has his own flaws (Meyer & Downs). Oedipus played his role as a king effectively and appropriately and proved that he was appropriate for his position. Oedipus’ pride and arrogance is something that is typical of kings as they try to show that they are in control and the fact that Oedipus had this attribute is a pointer that he was appropriate for his position in life. If there is any attribute that should be appreciated in Oedipus, it is his self-confidence (Meyer & Downs 1532-1535). Oedipus’ confidence was seen when he summoned courage to solve the puzzle of the Sphinx in spite of the Sphinx’s threat to kill anybody that failed the puzzle. The fact that Oedipus summoned enough courage to stand up to the challenge of the Sphinx showed that he was a man that played his role as the king perfectly as he led by example. Oedipus was a courageous man that had confidence in himself and this is what makes people believe that he was arrogant. It is expected that a king should be unyielding and rigid as t hese are the true hallmarks of a great leader and the fact that Oedipus possesses these great qualities is an indication that he was a great king that could take decisions on his own without regretting them. This shows that Oedipus was a true tragic hero as he

War of 1812 Essay Example | Topics and Well Written Essays - 500 words

War of 1812 - Essay Example Similar to the War of Independence (1775-1783), the war of 1812 was a result of conflicts between the Great Britain and the USA over spheres of influence and power on the American continent. During the War of Independence, the Thirteen colonies overthrew the British rules and established a new state governed by the American people. During the revolutionary years, the Declaration of Independence was promulgated (1776). Nations desiring to achieve these beneficial ends will agree, therefore, that no part of the American union ought ever to be subjected again to foreign rule2. The American Revolution and the war of 1812 changed international relations and opened new opportunities for international trade. The American government received a chance to trade with the rest of the world and supply cotton, tea and other goods to the Old world. Spain did not fear the rising power of the independent United States as it had when the colonies were an extension of British imperial power3. Both wars had similar battles and military strategies applied by the US Army leaders. The main military confrontations took place in Quebec, Massachusetts, Great Lacks and New York. The result of the wars was that fforeign trade improved economic conditions of the United states and increased the state budget.

Coffee Bean Essay Example for Free

Coffee Bean Essay Currently, the price of coffee in the market is very high, but farmers receive less money than what they do. Furthermore, when world coffee prices rise, the price that customers pay in the shops usually goes up too. Yet, when world coffee prices fall, the price in the shops doesnt come down. According to www. newint. org, coffee is a multi-million dollar industry, but the profits dont go to the farmers who actually work so hard to grow the coffee beans, and carry all the risks of failing crops or falling prices. Most of the profits go to the shippers, roasters and retailers. For example, while a cup of coffee costs $4-5, farmers get only 10% of that cost. To sum up, this is unfair with farmers who should receive more money for their coffee products. Besides the price of coffee beans is low, speculators also make the price pressure with the farmers’ productions. For example, after harvesting the coffee beans, farmers immediately have to sell their products to collect the capital and prepare for next season. That is the reason why farmers don’t have good price. In order to get price stability, Fair Trade has emerged to help farmers with their products. According to www. fairtrade. net, Fair Trade coffee producers are small family farms organized in cooperatives or associations which the farmers own and govern democratically. So, after joining Fair Trade, the price of coffee beans will be stable when farmers have harvested it. To sum up, farmers are not only more money but also depend on price. However, there are lower quality coffee beans which are sold at a price equal to the price of good quality coffee through fair trade. If farmers joined in Fair Trade, all their products which are good or bad also sold the same price that is not fair. According to www. ssireview. org, Fair Trade-certified coffee is growing in consumer familiarity and sales, but strict certification requirements are resulting in uneven economic advantages for coffee growers and lower quality coffee for consumers. Farmers are selling a different thing than they are producing. For instance, 1 bag of good quality coffee is sold at higher price than 1 bag of lower quality coffee in the market. If farmers joined in Fair Trade, those two bags would sell the same price. To sum up, farmers should not receive more money with their lower products. Besides, to be able to earn more money, while the price of coffee beans in the market isn’t high, farmers need to have more products which sell to raise their income. That reason why the government should support about the capital and lower interest rates those farmers can produce more productions. In addition, the government should invest for research new varieties with higher yields. For instance, the government will lend to farmers to buy materials, after the harvest, farmers would pay back for the government. All in all, if there are more yields and productions, farmers would earn more money without lower price.

Separation of Amino Acids by Paper Chromatography

Separation of Amino Acids by Paper Chromatography Zarafath Jameel Table of Contents (Jump to) Introduction Applications of chromatography Types of Chromatography Paper chromatography Objectives Materials Methodology Results and Calculations The chromatogram The Rf calculated results Discussion Conclusion References Introduction Chromatography, Color written work. Chroma is a Greek roots prefix for color and graphy is a Greek roots postfix for composing. It is utilized to break down, recognize, clean measure the mixes. Chromatography is the physical division of a mixture into its individual parts The segments to be differentiated are disseminated between two stages, a stationary and versatile stage. A mixture which contains the solutes is divided into unadulterated parts by disregarding it the stationary stage (an insoluble material) to which the substances stick to fluctuating degrees. The portable stage, dissolvable is convey the solutes over the stationary stage. Partition focused around the distinctive communications of the mixes with the two stages. Substances that adhere firmly to the stationary stage move gradually, while those that stay approximately or dont stick at all move quickly. Chromatography might be a systematic strategy, in which the examiner takes in the number and nature of the parts in a little measure of a mixture, yet does not really confine them. A typical expository strategy is silica-gel dainty layer chromatography. Alternately it could be a preparative technique, in which the agent utilizes a vast amount of the mixture to get useable measures of every part. A typical preparative technique including the same stages is silica-gel segment chromatography. All chromatographic frameworks needs: A stationary stage (a robust, or a fluid upheld on a strong). a versatile stage (a fluid or a gas) sample particles (mixture for detachment) Applications of chromatography In any synthetic or bio-transforming industry, the need to partitioned and decontaminate an item from a complex mixture is a fundamental and imperative venture in the creation line. This partition of mixtures is helpful to us in different ways. As, Pharmaceutical industry utilizes chromatography to confine penicillin and different anti-toxins. Proteins can even be divided into amino acids. Chromatography is additionally utilized within wrongdoing scene examination for DNA and RNA sequencing. In numerous investigative studies to recognize obscure natural and inorganic mixes. Government research facilities used to weigh colors in nourishment and vegetables contained little measures of pesticides and herbicides. Types of Chromatography There are numerous types of chromatography, yet all structures take a shot at the same rule: Partition Chromatography which incorporates a fluid film covered in a dormant suitable backing. Adsorption Chromatography which incorporates finely separated robust working as an adsorbing surface they are partitioned finely to build their surface region. Ion Trade Chromatography (which is reversible step) which incorporates ionic gatherings (ionic means holding distinctive charges) which are joined to an inactive material; this technique is utilized within purging water for instance the opposition will be between the example (water considered portable stage additionally) the stationary stage specifically. gel Chromatography (additionally called sub-atomic sieving/Gel filtration/Gel penetration/Sub-atomic prohibition) which relies on upon a suspension of a polymer having a suitable pore size (like agar) is a vital strategy for a few examination sorts, for example, differentiating hormones, chemicals organic liquids; AGAR itself is a polymer with pores, so little particles will enter into the pores may leave just in the event that it discovered a bigger pore to enter in it Paper chromatography Paper chromatography is a logical strategy for differentiating and distinguishing both colored (e.g. colors) and boring (e.g. amino acids) mixtures. In paper chromatography, the stationary stage is an extremely uniform spongy paper. Cellulose (non polar) as paper sheets makes a perfect help medium where water is adsorbed to the cellulose filaments and structures the stationary hydrophilic stage. Cellulose is a polymer of the basic sugar, glucose. The key point about cellulose is that the polymer chains have -Goodness gatherings standing out all around them. The cellulose filaments draw in water vapor from the environment and in addition any water that was available when the paper was made. You can along these lines consider paper being cellulose strands with a meager layer of water particles bound to the surface. Non-polar particles in the mixture that you are attempting to particular will have little fascination for the water atoms joined to the cellulose, thus will invest a large portion of their time disintegrated in the moving dissolvable. Atoms like this will hence travel far up the paper conveyed by the dissolvable. They will have moderately high Rf values. Then again, polar particles will have a high fascination for the water atoms and significantly less for the non-polar dissolvable. They will consequently have a tendency to break down in the slim layer of water around the cellulose strands a great deal more than in the moving dissolvable. Objectives Identify the amino acids in unknown mixer, and calculate the Rf of each amino acids by paper chromatography. Materials Chromatography tank and lid Chromatography paper Capillary tubes Amino acid samples ( Arg, Trp, Tyr, Phe and unknown mixture of AA) Beaker BAW solvent – Butan-1-ol, acetic acid, and sterile water Ninhydrin Spray can Hair drier Latex gloves Methodology 10 Ãâ€" 20 centimeters chromatography paper was arranged by drawing a line 2 cm above from the bottom of the paper and little five imprints were made at comparable space interims alongside the line drawn. With particular slender tubes, arginine, phenylalanine, tyrosine, tryptophan and obscure amino corrosive mixture were tipped and were spotted on an imprint as they were named on the chromatograph paper, by touching the hairlike tubes on the chromatography paper and left them to dry and re-connected the examples a few times as the technique. After that chromatography paper was kept before the hair dryer to dry. When the BAW dissolvable of 100 ml was made by including Butan-1-ol, acidic corrosive, and sterile water in the 80:10:10 degrees. Fitting sum (around 1 cm) of BAW dissolvable was set into the chromatography tank. The chromatography paper was collapsed by the two side edges fit as a fiddle of barrel by stapling those edges close by without reaching each. After that the round and hollow chromatography paper was plunged equally into the BAW dissolvable and made to stand. Chromatography tank was shut by the cover and was left for 60 minutes. After that chromatography tank was revived and chromatography paper was expelled from the tank. The dissolvable line of the paper was checked right away and the chromatography paper was dried via hair drier. Following 05 minutes of drying, the entire paper was showered with ninhydrin by utilizing spread can. The spread paper was dried again utilizing hair drier. At last the separation went by specimen spots was stamped and separations were measured Results and Calculations The chromatogram Figure 01: The chromatogram The Rf calculated results Table 1. The results of Rf Sample Distance from star to Centre of spot (cm) Distance from start to solvent front Results / Rf Arginine 0.3 7.9 0.04 Tyrosine 1.9 7.9 0.24 Tryptophan 1.3 7.9 0.16 Phenylalanine 2 7.9 0.25 Unknown sample 0.3 7.9 0.04 1.1 7.9 0.13 Discussion In this analysis, pencil was utilized to draw the lines as opposed to pen in light of the fact that pen ink additionally moved by versatile stage and it may cause perusing mistake while taking the separation went by part from application point. At the point when setting the chromatography paper into chromatography tank the paper ought not to touch the divider of the tank, in the event that it does the paper will get polluted. The chromatogram is permitted to dry and is then showered with an answer of ninhydrin. Ninhydrin responds with amino acids to give colored mixes, primarily profound pink or purple shade. This chromatography system is likewise used to know the extremity of amino acids. In the event that an amino corrosive makes a high Rf worth means, that amino corrosive has less extremity; less extremity amino acids can without much of a stretch move towards the portable stage and shaped high Rf. High extremity amino acids dependably make less Rf esteem, it needs time to move towards the versatile stage. Wear gloves when taking care of Chromatography paper to abstain from touching the surface of the paper to be utilized for amino-corrosive chromatography in light of the fact that the skin contains amino acids the Chromatography paper as to abstain from saving amino acids from the fingers. On the off chance that it store aggravate the spots create. Regularly BAW dissolvable is use in Chromatography tank. It is a mixture segment of Butan-1-ol: Acetic corrosive: Water in a certain degree (60:15:25). Yet In this reasonable BAW mixture part of Butan-1-ol: Acetic corrosive: Water in a certain proportion (80:10:10) on the grounds that dissolvable of the BAW contain high measure of Butan-1-ol. It is cant break up in water. In this handy, utilized homogenous of the BAW result thusly change the degree of the contain parts. At the point when putting the chromatography paper into chromatography tank the paper was deliberately set ought not to touch the divider of the tank on the grounds that in the event that it touches the divider of the tank the paper will get defiled and the dissolvable ascend through the divider of the tank. The different amino acids are imperceptible. The acids might be envisioned by splashing the paper with a compound called ninhydrin. The chromatogram was permitted to dry then result of ninhydrin was spread on the chromatogram. Perception is Purple shade in light of the fact that ninhydrin responded with amino acids to give shaded mixes, essentially profound pink or violet color. Conclusion The Rf value of unknown mixture from this experiment was 0.04 and 0.13and it suggested the possibility to presence of two different amino acids such as arginine and tryptophan by having same Rf values (0.04 and 0.13). By the chromatography technique, identified the different amino acids in unknown mixers. References Ahuja, S. (2003) Chromatography and separation science, 1st ed, Amsterdam, Academic Press. , [Online] Available at: http://books.google.lk/books?id=KEynHdUwmFkCpg=PA101dq=chromatography+paper+techniqueshl=ensa=Xei=90rHU5_AHMTe8AXzmIGABQved=0CFAQ6AEwBw#v=onepageq=chromatography paper techniquesf=false (Accessed 03 September 2014). Banga, A. (2005) Therapeutic peptides and proteins, 1st ed, Boca Raton, Fla., CRC. , [Online] Available at: httphttp://books.google.lk/books?id=rPFw2iPB51gCdq=20+amino+acidssource=gbs_navlinks_s (Accessed 03 September 2014). Brian, M. (2000) Chromatography. [Online] Available at: http://www.files.chem.vt.edu/chem-ed/sep/chromato.html (Accessed 03 September 2014). Carraher, C. (2013) Introduction to polymer chemistry, 1st ed, Boca Raton, FL, CRC Press. , [Online] Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2862331/ (Accessed 03 September 2014). Chawla, R. (n.d.) Practical clinical biochemistry, 1st ed. , [Online] Available at: http://books.google.lk/books?id=HP2YAwAAQBAJdq=chromatography+paper+techniquessource=gbs_navlinks_s (Accessed 03 September 2014). Clark, J. (2007) Chemguide.co.uk. [Online] Available at: http://www.chemguide.co.uk/analysis/chromatography/paper.html (Accessed 03 September 2014). Clark, J. (2007) Paper Chromatography. [Online] Available at:http://www.chemguide.co.uk/analysis/chromatography/paper.html (Accessed 03 September 2014). Collman, J. (2001) Naturally dangerous, 1st ed, Sausalito, CA, University Science Books. , [Online] Available at: http://books.google.lk/books?id=LM1I9zVPcXsCpg=PA9dq=20+amino+acidshl=ensa=Xei=EVXHU_KjLJPp8AXDkoLQDgved=0CD4Q6AEwBw#v=onepageq=20 amino acidsf=false (Accessed 03 September 2014). Dasgupta, A. (2010) Advances in chromatographic techniques for therapeutic drug monitoring, 1st ed, Boca Raton, CRC Press/Taylor Francis. , [Online] Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2862331/ (Accessed 03 September 2014). Katoch, R. (2011) Analytical techniques in biochemistry and molecular biology, 1st ed, New York, Springer Science+Business Media, LLC. , [Online] Available at: http://books.google.lk/books?id=rCU2-gvkjo0Cpg=PA43dq=chromatography+paper+techniqueshl=ensa=Xei=90rHU5_AHMTe8AXzmIGABQved=0CDwQ6AEwBA#v=onepageq=chromatography paper techniquesf=false (Accessed 03 September 2014). Phytochemical analysis, 1st ed, Boca Raton, CRC Press. , [Online] Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2862331/ (Accessed 03 September 2014). Trimpe, T. (2009) Chromatography basics. Sciencespot.net [e-book reader]. Available at: http://sciencespot.net/Media/FrnsScience/chromacard.pdf (Accessed 03 September 2014). Waksmundzka-Hajnos, M. and Sherma, J. (2011) High performance liquid chromatography in , [Online] Available at: http://books.google.lk/books?id=8F4LCU-AIhMCpg=PA14dq=chromatography+paper+techniqueshl=ensa=Xei=KUvHU5DrJsv_8QWp9ICIAQved=0CCgQ6AEwATgK#v=onepageq=chromatography paper techniquesf=false (Accessed 03 September 2014). Wilson, K. and Walker, J. (2000) Principles and techniques of practical biochemistry, 1st ed, Cambridge, Cambridge University Press. , [Online] Available at: http://books.google.lk/books?id=0NvlqobpwCwCpg=PA620dq=chromatography+paper+techniqueshl=ensa=Xei=KUvHU5DrJsv_8QWp9ICIAQved=0CCMQ6AEwADgK#v=onepageq=chromatography paper techniquesf=false (Accessed 03 September 2014).

Oedipus the King Essay -- Greek Tragedy Oedipus King Essays

Oedipus the King The ancient Greeks were famous for their tragedies. These dramas functioned to â€Å"ask questions about the nature of man, his position in the universe, and the powers that govern his life† (â€Å"Greek† 1). Brereton (1968) stated that tragedies typically â€Å"involved a final and impressive disaster due to an unforeseen or unrealized failure involving people who command respect and sympathy. It often entails an ironical change of fortune and usually conveys a strong impression of waste. It is always accompanied by misery and emotional distress† (20). The play, Oedipus the King, by Sophocles definitely demonstrated the characteristics of an impressive disaster unforeseen by the protagonist that involved a character of respect, included irony, and was accompanied by misery and emotional distress. Tragedies usually chronicle a disaster that was unforeseen by the protagonist. To qualify as a disaster this event must have striking circumstances (Brereton 6). The spectators of the tragedy feel a deep sympathy for the protagonist because the decision made by this character was done without intending evil (New T-349). In Oedipus the King, Oedipus chose to leave Corinth to prevent the prophecy that he would kill his father and marry his mother. Even though this appeared to be an appropriate decision, it was wrong. In the process of leaving Corinth, Oedipus came across his real father at a three-road intersection and during a scuffle killed him. Later he married his mother, Iocastà ª, fulfilling the prophecy. Oedipus did not know that this was his true father or mother because he deliberately made the decision to leave Corinth thinking that Polybos and Meropà ª were his parents. The disaster that occurred her... ...t of the play. The play spoke of the downfall of Oedipus from respected king (someone of status) to a penniless, blind, exiled peasant who was scorned by the kingdom. At the end of the play, Oedipus and his family suffered the disgrace of their true reality. Works Cited Brereton, Geoffrey. Principles of Tragedy. Florida: University of Miami Press, 1968. â€Å"Greek Tragedy.† http://www.stremnet.nf.ca/~hblake/tragedy1.html (23 Nov. 1999). â€Å"Irony.† The American Heritage Dictionary. 1969. Mandel, Oscar. A Definition of Tragedy. New York: University Press of American, 1982. Sophocles. Oedipus the King. Literature: An Introduction to Fiction, Poetry and Drama. Ed. X. J. Kennedy and Dana Gioia. 7th ed. New York: Longman, 1999. 1255-1294. â€Å"Tragedy.† New Stanford Encyclopedia. 1998. â€Å"Tragedy.† The World Book Encyclopedia. 1998.

Atheistic Existentialism †Life Domains Essay

Directions: Complete the â€Å"Atheistic Existentialism† column in the table below by filling in the cells from information provided in the textbook. Atheistic Existentialism / REALITY The only reality for an AE is the one they create for themselves†¦everything is matter – everything is connected as some form of matter or energy and in a cause and effect relationship Atheistic Existentialism / KNOWLEDGE The only knowledge comes from our own senses. Atheistic Existentialism / HUMAN NATURE To an AE – humans are allowed free-will, personalities and consciences – but don’t have any reason to do anything with it Atheistic Existentialism / HUMAN PROBLEMS Their problem is that they can’t deal with the fact that they have human personalities and tendencies – but don’t know why, or what to do with it Atheistic Existentialism / SOLUTIONS TO HUMAN PROBLEMS Humans alone have the only solution to their problem and the more they evolve the better they’ll be at fixing them, so live as if your inner desires do have some meaning and try to make an impact on the world. Atheistic Existentialism / HUMAN VALUE Truly there is no ultimate value of a human life, but Humans can have value because they create their own reality by making their own choices – good or bad. Atheistic Existentialism / HUMAN PURPOSE Our only purpose – according to an AE is that of making yourself into who or what you wish to be, otherwise there is no purpose. Atheistic Existentialism / ETHICS Ethics – Schmethics†¦As long as you make a conscience choice to do something – good or bad – you are determining what your ethics are. not living by the laws of man, or any other guide. Atheistic Existentialism / SUFFERING Nothing good comes of it – there is no purpose for it – so don’t do it. Atheistic Existentialism / MEANING OF LIFE. There is no real meaning – each individual is able to determine what life means to them by their choices to be or not to be, do or not do, etc. Atheistic Existentialism / HUMAN DESIRE Kill it! Don’t be led by your inner needs, wants, voices, it is absurd to follow these â€Å"accidental causes† of evolution – because you don’t need anything more than the basics to survive. Personal Reflection Directions: Briefly summarize your personal reflection on the information that you have entered into Tables 1 and 2 in this assignment. It is interesting to see the â€Å"evolution† of these 3 worldviews. From the Naturalist who views everything as natural in it’s existence – you exist based on your senses and experiences alone to the Secular Humanist with their realization that humans are wonderful – great creatures with personalities and determinations, but it doesn’t matter†¦to the Atheistic Existentialist (AE) – who finally realizes that the innermost feelings and desires we have as humans do exist, but would be better off â€Å"killed† or cut out than to be nurtured and followed. To me – It is just man’s way of not wanting to give credit where credit is do! So many people feel they have to â€Å"give up† so much to follow God. The only way Satan can â€Å"win† is to have more souls in his army than God. He finds our weaknesses and zeroes in on them to keep us from realizing the truth. Man’s ego and sense of self is historically his ruination. It’s easy to see how in these days, these 3 views – all making humans the only thing that matter and by crossing out God, satan is able to lead many astray.

History Of The ECCE Sector In Ireland Essay

Introduction. In this assignment I will outline and discuss the Historical Development of  the ECEC sector in Ireland. ECEC is the Early Childhood Education and Care division in Ireland. I will give a clear explanation of the rights of a child in the context of the ECEC setting. I will also give a detailed accountant of the ECEC sector and its range of occupation. I will give a detailed description of the qualifications and experience needed for work associated with one occupation in the ECEC. Finally, I will give an extensive examination of the employment and career opportunities in the childcare area. History of ECEC provision in Ireland. Pre-school education did not really exist in Ireland until the 1980s and 1990s. This was largely due to the fact that until quite recently the majority of Irish women did not work outside the home. Even if they did, childcare was usually provided by family members or child-minder’s located in the community and known to the family. The marriage bar meant that women working in the public service had to leave their jobs as soon as they got married and become stay-at-home mothers and wives. This ban was lifted in 1957 for primary school teachers, but it was 1973 before the ban was lifted for other women in the public service. The ECEC needs of babies, young children and their families were met instead by a broad range of community, voluntary and private enterprise. ECEC service provision was unregulated until 1997. When the child care regulations 2006 came into effect, no stipulation as made regarding the qualifications necessary to deliver such services beyond the person having their own children, a reference to show appropriate experience in caring for children and/or an appropriate qualification. One important initiative came from the public sector in 1969, with the opening of a state-run pre-school in Rutland street Dublin. The Department of Education worked with the Van Leer Foundation- an organisation that promotes the early education of children living in economically disadvantaged areas. Together, they set up the pre-school in Rutland Street as a template for other such pre-schools around the country. These pre-schools were known as Early Start pre-schools. A total of 40 pre-schools opened nationally- all of which are still open today. In 1992, Ireland ratified the United Nations Convention on the rights of the child. This helped to bring to public consciousness the rights of children. And in 2000,  the Department of Health and Children published the National Children’s strategy. This strategy set out a ten-year plan for the improvement of children’s lives in Ireland. One of the goals of the National Children’s Strategy is that children will receive quality supports and services to promote all aspects of their development. The strategy aims to fulfil this by providing quality childcare services and family-friendly employment measures. There have been many other significant initiatives and decisions in Ireland in recent years in an attempt to respond to the demand for equality in ECEC. In 1989 the National Forum on Early Childhood Education was established. This brought together organisations and individuals with an interest in early childhood education. In 1999 the National Voluntary Childcare Collaborative was established. Today the organisation comprises seven national non-government agencies decimated to the promotion of ECEC in Ireland. Also in 1999 the White Paper on Early Childhood Education, Ready to Learn as established. The purpose of this was to set out government policy on all issues relating to early childhood education. Quality of provision was the key theme of the White Paper. In 2002 the Centre for Early Childhood Development and Education was established. CECDE aimed to achieve the goals set out in the ready to learn (1999). The organisation was disbanded in 2008, when it was seen by the government to have achieved everything it was set up to do. The Child Care (Pre-School) regulations were established in 2006. The regulations clearly list all the requirements that must be met by organisations or individuals providing ECEC services to children aged 0-6. Sà ­olta was established in 2006. The Sà ­olta framework was developed by CECDE in a process that took over three years and involved more than 50 different organisations representing childcare workers, teachers, parents, policymakers and researchers. Sà ­olta aims to define, asses and support the improvement of quality across all aspects of practice in ECEC settings that cater for children ages 0-6. Aistear was established in 2009. In 1999, the NCCA published the Primary School Curriculum, which did direct and regulate the curriculum followed in infant classes. In 2009, the NCCA published Aistear. The ultimate aim of Aistear is the development of the whole child. Free Pre-School Year Programme. In 2010, the Department of Children and Youth Affairs introduced the Free  Pre-School Year in Early Childhood Care and Education Programme. Before this, it was only children in disadvantaged areas who could avail of free or subsidised pre-school education. The Free Pre-School Year Programme recognises that all children benefit from equality pre-school education. The programme recognises that because pre-school education in Ireland usually comes from private providers, it is expensive and therefore not available to all children, e.g. children of parent’s not working outside the home. Under the programme, pre-school provider are paid per child enrolled. The providers must meet certain criteria before entering the scheme, e.g. staff qualifications. This has had the effect of incentivising providers to meet criteria, which in turn has increased the quality of provision. UN Convention on the Rights of the Child (1989). The United Nations Convention on the Rights of the Child (UNCRC) is an internationally binding agreement on the rights of children, adopted by the UN General Assembly in 1989. A child is defined in the UNCRC as a person under the age of 18. Ireland signed the convention on 30th September 1990 and ratified it on 28th September 1992. By ratifying the convention, the irish state committed itself to the promotion, protection and fulfilment of children’s rights as outlined by the convention. The convention incorporates children’s rights under three categories: Civil and political. Social, economic and cultural. Protection. In the ECCE settings children have the right to experience environments which meet their own specific needs. High quality early childhood programmes do not separate care from education or education from care. They provide warm, caring and stimulating environments for children. Children are deeply involved in their own learning, supported by a knowledgeable, observant staff in an environment structured to drive exploration and discovery. Equality refers to the importance of recognising different individual needs and of ensuring equity in terms of access, participation and benefits for all children and their families. Diversity refers to the diverse nature of Irish society for example in terms of social class, gender, returned Irish emigrants, family status, minority groups and the majority group. According  to the National Childcare Strategy 2006-2010 diversity and equality Guidelines for Childcare Providers the term minority group includes but is not limited to; People with a disability The traveller community Economic migrants Black Irish Irish-language speakers Refugees Asylum seekers Children with gay or lesbian parents Families of minority religious faith Under the Equal Status Acts 2000-2004, discrimination is prohibited on nine grounds; Gender Material status Family status Sexual orientation Religious belief Age Disability Race Membership of the Traveller community As a result of the multifaceted population in Ireland, practitioners work with children from minority groups and it is their task to ensure that they are integrated well into education and all children are treated equally. Equality and Diversity is just as important in childhood as the concept is in adulthood and included in many childcare documents to ensure best practice. The National Childcare Strategy gives guidelines on promoting equality and diversity in ECEC setting, as follows. Provides CDs of children’s songs in a number of different languages. The language will focus on English and Irish but educators can also include different languages from different cultures. Children can listen to them in the classroom on a regular basis. It is surprising how quickly children will pick up on new languages. Allow children regular access to art materials with which they  can paint, draw and colour different images that incorporate a range of skin tones. Children can talk about their images when they are finished. Provide toys or images familiar to an individual child so that a sense of belonging is fostered. Items that represent diversity will benefit all children in the ECEC setting. Display pictures of children and their families around the classroom. Pictures should be displayed at the children’s level, so that they can see the images whenever they wish. When the children look at such images, there is an opportunity for them to chat about similarities and differences. Provide a wide range of children’s books that show images of diverse people and their lives. Recent books are unlikely to have stereotypical roles seen in books from previous times. Many books will provide pictures of children from minority groups; children will be curious about pictures with other childr en in them. Pre-school regulations. Early childhood care and education services are regulated by legally binding requirements. These are the Pre-school Regulations, which first appeared in 1996 and have been updated with effect from January 2007. The main purpose of these regulations is to ensure that standards are in place to safeguard the health and welfare of children in pre-school services and to promote their development through the provision of developmentally and culturally appropriate materials, experiences, activities and interactions. The Child Care (Pre-School Services) (No 2) Regulations 2006 and the Child Care (Pre-School Services) (No 2) (Amendment) Regulations 2006 are made under Part VII of the Child Care Act 1991 and prescribe the measures which must be in place to meet the requirements of the Act. The Regulations include an Explanatory Guide to Requirements and Procedures for Notification and Inspection which offers guidance on good practice in relation to areas covered by the Regulations which include the following: Health, welfare and development of the child A person carrying on a pre-school service shall ensure that each child’s learning, development and well-being is facilitated within the daily life of the service through the provision of the appropriate opportunities, experiences, activities, interaction, materials and equipment, having regard  to the age and stage of development of the child and the child’s cultural context. First aid and medical assistance There should be a suitably equipped first-aid box for children and arrangements to call medical assistance in an emergency. Management and staffing The law makes provision that a person carrying out a pre-school service must ensure that a sufficient number of suitable and competent adults are working directly with the children at all times. (â€Å"Suitable and competent†adults are adults aged over 18 with adequate appropriate experience in caring for children under 6 years and/or who have appropriate qualifications to care for these children). There should be appropriate vetting of all staff, students and volunteers who have access to a child by obtaining references and Garda vetting. *When a full day care service also takes children not on a full day basis, sessional service adult numbers apply. Note: The above ratios may not apply if the service is participating in the Early Childhood Care and Education Scheme. The Child and Family Agency can limit the maximum number of pre-school children who may be catered for at the same time. This provision is aimed at preventing over-crowding in pre-school services. If the Child and Family Agency proposes to limit numbers, the provider will be notified and has the opportunity to appeal or make representations about this decision. Behaviour management Anyone providing a pre-school childcare service should ensure that no corporal punishment is inflicted on any child attending the service. There should be written policies and procedures to deal with and to manage a child’s challenging behaviour and to assist the child to manage his or her behaviour. Register of pre-school children A pre-school childcare provider should keep a register with details of each child attending the service including name, date of birth, contact numbers for parents and child’s doctors. Information for parents Parents should be given information about the service including details of the person in charge and other staff, the adult/child ratios, the maximum numbers and age range of the children, the type of care, facilities, opening hours and fees. Premises and facilities Pre-school services (including child-minders, drop-in centres, crà ¨ches, etc.) are obliged to ensure their standards meet certain standards and provide certain facilities. These rules include ensuring that: The premises are of sound and stable structure and are suitable for providing pre-school services Adequate space per child is provided in the premises Fixtures, premises and fittings are kept in a proper state of repair and in a clean and hygienic condition and protected from infestation Furniture, work and play surfaces are clean, suitable, non-toxic and retained in a proper state of repair. There are adequate and suitable facilities for a pre-school child to rest and to play indoors and outdoors during the day Pre-school childcare providers are required to ensure that the building has suitable and adequate heating, ventilation and lighting; sanitary accommodation, waste storage and disposal Safety measures Adequate arrangements must be in place for extinguishing fires. Staff must be trained in use of equipment. Staff and pre-school children should know evacuation and other procedures. All heat-emitting surfaces in the premises have fixed guards or are thermostatically controlled. Gardens and play areas are fenced and doors and gates secured to prevent children straying. Ponds, pits and other hazards are fenced to ensure children’s safety. Food and drink A pre-school service should ensure that suitable, sufficient, nutritious and varied food is available for a pre-school child attending the service and there should be adequate and suitable facilities for the storage, preparation, cooking and serving of food, and adequate and suitable eating utensils. Handwashing, wash-up and sterilising facilities should be provided. The Department of Health’s Food and Nutrition Guidelines for Pre-School Services (pdf) advise that children in day care for more than 5 hours per session (full day care) should be offered at least 2 snacks and 2 meals, including one hot meal. Insurance The provider should ensure that the pre-school children are adequately insured against injury while attending the service. ECEC Services Currently Available in Ireland. The types of ECEC services currently available in Ireland can be organised under these headings; Sessional services – which provide ECEC services for a set period of time during the day. E.g. 9am-1pm. Full time services- which provide ECEC services throughout the day. Part-time services – which provide ECEC services for a total of 3.5 hours and less than 5 hours a day. Sessional services include; Playgroups Montessori schools Naà ­onraà ­ Early start Pre-school for traveller children Pre-schools for children with special needs Parent and toddler groups Full-time services include; Creches Day care centres Nurseries Occupations within the childcare sector. Nursery nurses Playgroup leaders Educational/special needs assistants Childcare manager/supervisor Montessori teacher Child-minder Au pair Nanny Childcare manager. These practitioners ensure that the care and education of the children is being maintained at all times. They take care of any issues that arise and they are in direct contact with parents. They are responsible for the day-to-day running of the childcare facility. This role requires childcare qualifications as well as experience in the area. The role also requires excellent interpersonal and organisation skills and the ability to manage a team of employees. A career plan. Short term goals. My current short term goals are to complete this QQI level 5 childcare  course. I aim to get 8 distinctions so I can go onto third level after in September. I finish this course on the 8th of May. For the summer I hope to get a part-time job somewhere working with children. In September I hope to attend Cork Institute of Technology to study early year’s education. This course is a three year course with a level 7 degree. Between now and September I hope to gain loads of experience with working with children as I feel I learn better by gaining practical experience. Within the next few months, I also hope to have completed a first aid course as it is essential to be trained in first aid when working with children also it looks good on your curriculum vitae. Medium term goals. In September I hope to attend Cork Institute of Technology to begin studying Early year’s education which is a duration of three years and you qualify with a level 7 degree. As this course will take up a lot of my time, I won’t have enough time for a full time job. I will need to fund my way through college though, so every chance I get I will be working, be it baby sitting or working in a restaurant. I would certainly rather it be a job working with children as the more experience I get the better knowledge and understanding of the work in a childcare setting I will have. During these three years in college I hope to do a lot of charity work also, for child line, Barnardos and maybe even the Jack and Jill foundation, again all of this would be a great experience but also it would feel wonderful to be a part of trying to make disadvantaged children’s lives a bit better. Long term goals. Hopefully in 2018 I’ll b graduating from Cork Institute of Technology with my level 7 degree in early year’s education. When I have graduated and have my degree I hope to take a year out and go Au pairing in America, I’m very interested in it and I have done a lot of research on it but I think right now I am a bit too young and I will wait until I have got my degree and I’m that little bit older. My heart is set on Au pairing, I think it would be a fantastic experience and also it would look very good on my Curriculum Vitae. When I come back after my year Au pairing, I would love to do some work with special needs children, be it volunteer work or a Special needs  assistant in a school. So hopefully in five years, I will have that job as a S.N.A. If I don’t find a job to work with special needs I would gladly go and find work in a Montessori. From there on in roughly ten years I would love to have my own Montessori open and running and also be doi ng some volunteer work when I have the time. Challenges to achieving goals. Of course I would love to reach and achieve my goals but with these goals also comes a lot of challenges. For me to be able to move onto third level education in September, a lot of time and study has to go into my assignments and my exams. Trying to achieve distinctions in all modules will be the most challenging. With hard work and dedication I feel I will be able to achieve these goals. Time is a huge challenging factor in achieving some of these goals. As I’ve so much to do and very little time to get it all done. Before I complete this course I hope to have also completed a first aid course, but this will also be difficult as I will have many assignments to do along with study for exams. I will have to have all my assignments handed up on time but also put a lot of effort into them to try and achieve my distinctions. As I want to do a lot of volunteer work, time is also a challenge, as I have a lot of study to do and hopefully a job to be committed to, I really would love to do some volunteer work but again I’ll have to wait and see how I am doing with college and work. Money is also an issue with achieving these goals, as you know college is very expensive and I will be a full time student so it will be quite difficult to fund myself sufficiently. I will have to work twice as hard with every opportunity I get to earn money. I will have to look for a good job with good pay which is quite challenging and also be able to balance college and work will be difficult. For my long term goals, there definitely will be challenges I will meet along the way. A huge challenge will be money. If I want to do some extra course that I may not plan on doing now, it could add up to a lot of money, especially when my dream is to open and run my own Montessori. Even though this is a long term goal and is many years away, I will probably have to start saving for a rainy day which will hopefully end up going towards opening my own Montessori. Education and training needs. For me to become a fully Montessori teacher I need a level 7 qualification. This qualification will allow me to open up my own Montessori. With a level 6 degree it will only allow me to work in the Montessori and be a room leader. Education is essential for wanting to work in a Montessori or any childcare facility for that matter and also to be able to open and run your own care setting. A qualification is your number one priority you need for working in a childcare facility. Also Garda vetting is essential. Without your Garda vetting being cleared there will be no chance you will be allowed work in a childcare setting. There must be a staff member on the premises at all times who is qualified in first aid. So it is vital that when wanting to work in a childcare setting that you are somehow qualified in first aid and that you do a refreshers course every two years. In a lot of childcare settings there is a kitchen for cooking and preparing hot food for the children that are there for long days, so for working in a childcare setting it’s essential to have a H.A.C.C.P (hazard analysis critical control point) course done. This course makes you more aware of food hygiene in the setting and helps you prevent cross contamination and food disease in the childcare setting. Bibliography. Flood, E., 2013, child development, FETAC levels 5&6, Dublin: Gill & Macmillan. http://www.citizensinformation.ie/en/education/pre_school_education_and_childcare/health_safety_and_welfare_of_preschool_childcare_services.html 1st February 2015.