Case 4-1 McDonald's Great Britain -The Turnaround Study

4-1 McDonald's Great Britain -The Turnaround - Case Study Example There was a further fall in McDonald’s UK’s sales in 2005 alongside those of other European McDonald’s outlets. In 2007, the company’s sales went up by 4.6 percent and it increased its market share. Inadequate localization, negative perception, and competition are some of the reasons for McDonald’s UK lagging behind. The most critical problem confronting McDonald’s UK is inadequate localization. This manifests in the way its Britain customers were repulsed by its use of the red color on its company logo. The second most critical problem facing McDonald’s UK is negative perception and the Greenpeace lawsuit, low quality food, lack of variety on its menu and the low pay that the company offers its employees are responsible for the company’s negative perception. The least critical problem facing McDonald’s UK is competition. Some emerging coffee shops are competing with McDonald’s UK and other fast food businesses are offering more variety for what is considered healthy foods by Britain’s customers (Krishna & Chaudhuri 658). Question 2: Some problems you identified in Question 1 may require a â€Å"quick fix† in the short run, while others may require a major shift in company strategy. Assuming that you cannot focus on all the problems at once, suggest the order in which the issues should be addressed and suggest an approach to solving each problem. The problem of competition that is confronting McDonald’s UK is one that needs a quick fix. McDonald’s UK has the capacity to liaise with its parent firm to offer coffee as a primary item in its menu. Its initiative to introduce freshly ground Kenco beans suffices to introduce a coffee brand that is unique. The problem of negative perception should be the second problem that McDonald’s UK should address. The company can address this problem by making peace with Greenpeace activists in order to reassure the Britons that it takes responsibility for its mistakes. The problem of

Theories Of Delinquency Essay Example for Free

Theories Of Delinquency Essay Deviant behavior is behavior that is a recognized violation of social norms. Formal and informal social controls attempt to prevent and minimize deviance. One such control is through the medicalization of deviance. Acting upon certain discriminatory facts or problems. It is not the act itself, but the reactions to the act, that make something deviant. Crime, the violation of formally enacted law, is formal deviance while an informal social violation such as picking ones nose is an example of informal deviance. It also means not doing what the majority does or alternatively doing what the majority does not do. For instance, behaviors caused by cultural difference can be seen as deviance. It does not necessarily mean criminal behavior. An example of a group considered deviant in the modern United States is the Ku Klux Klan. Milder examples include punks and goths. I have chosen two sociological theories namely differential association and conflict theory.   On the other hand I also chose psychoanalytic theory and learning theory under psychological theories. Sociological Theories Differential association Also known as Social Learning Theory, it explains deviance as a learned behavior. The most important variables in this theory are the age of the learner of deviance, the quality of contact between the learner and the deviant role model, and the relationship between the learner and the deviant model. It does a great job of explaining how children grow up to become law-breakers or juvenile offenders, but it suffers from a paradox. If all deviance is learned from a teacher, and the teacher learned from their teacher, how did the first teachers learn to be deviant? In criminology, Differential Association is a theory developed by Edwin Sutherland proposing that through interaction with others, individuals learn the values, attitudes, techniques, and motives for criminal behavior. The Differential Association Theory is the most talked about of the Interactionist theory of deviance. This theory focuses on how individuals learn how to become criminals, but does not concern itself with why they become criminals. They learn how to commit criminal acts; they learn motives, drives, rationalizations, and attitudes. It grows socially easier for the individuals to commit a crime. Their inspiration is the processes of cultural transmission and construction. Sutherland had developed the idea of the self as a social construct, like when a persons self-image is continuously being reconstructed especially when interacting with other people. This theory stated that an individual commits deviant acts because of his motives, interests, drives and even attitudes.   Now let me apply this theory to the three deviant acts. Breaking and entering a home is an example of this. The individual will do such act if there is motive, for example getting valuable things in order to get his goal. His goal is maybe revenge or just plain theft. Another deviant behavior is carjacking, if the individual’s goal is to use that particular act in unlawful acts. An individual will do such act for self satisfaction. If an individual grew up in a community wherein deviant behavior can be seen all over he might commit the same deviant acts such as shoplifting. For example, if only this ct will supply all the needs of the individual. Conflict theory Conflict theorists generally see deviance as a result of conflict between individuals and groups. The theoretical orientation contributes to labeling theory in that it explains that those with power create norms and label deviants. Deviant behavior is actions that do not go along with the socially prescribed worldview of the powerful, and is often a result of the present social structure preventing the minority group access to scarce resources. Since it explains deviance as a reaction due to conflict between groups and individuals due to scarce resources, it does a great job of explaining deviance by poor citizens, etc. However, it does not do such an excellent job in explaining white-collar crime. This theory also states that the powerful define crime. This begs the question, whom is this theory functional to? In this theory, laws are instruments of oppression. In other words, tough on the powerless and less tough on the powerful. In sociology, conflict theory states that the society or organization functions so that each individual participant and its groups struggle to maximize their benefits, which inevitably contributes to social change such as changes in politics and revolutions. The theory is mostly applied to explain conflict between social classes, proletarian versus bourgeoisie; and in ideologies such as capitalism versus socialism. The theory attempts to refute functionalism, which considers that societies and organization function so that each individual and group plays a specific role, like organs in the body. There are radical basic assumptions (society is eternally in conflict, which might explain social change), or moderate ones (custom and conflict are always mixed). The moderate version allows for functionalism to operate as an equally acceptable theory since it would accept that even negative social institutions play a part in societys self-perpetuation. In understanding conflict theory, social class competition plays a key part. The following are four primary assumptions of modern conflict theory: Competition. Competition over scarce resources (money, leisure, sexual partners, and so on) is at the heart of all social relationships. Competition rather than consensus is characteristic of human relationships. Structural inequality. Inequalities in power and reward are built into all social structures. Individuals and groups that benefit from any particular structure strive to see it maintained. Revolution. Change occurs as a result of conflict between social class competing interests rather than through adaptation. It is often abrupt and revolutionary rather than evolutionary. War. Even war is a unifier of the societies involved, as well as war may set an end to whole societies. Conflict theory is mostly applied to explain conflict between social classes, proletarian versus bourgeoisie; and in ideologies such as capitalism versus socialism.   Let me take the four primary assumptions of modern conflict theory in applying this theory to the three deviant acts. Competition The individual might indulge in shoplifting if the resources are not well distributed to the society, or if there is scarcity. Breaking and entering a home also occurs because of the existence of conflict between social classes. The lower class may do this act for him to get things that he cannot buy. Structural inequality Carjacking may exist because of this. Inequalities in power and wealth are one reason why people do such act.   Before a car is just leisure but times goes by, it becomes a need to people.   Cars nowadays have become a status symbol.   Some people indulge into this act in order to supplement other deviant act like kidnapping and others. Psychological Theories Psychological theories of crime begin with the view that individual differences in behavior may make some people more predisposed to committing criminal acts. These differences may arise from personality characteristics, biological factors, or social interactions. Psychoanalytic Theory According to Sigmund Freud (1856-1939), who is credited with the development of psychoanalytic theory, all humans have natural drives and urges repressed in the unconscious. Furthermore, all humans have criminal tendencies. Through the process of socialization, however, these tendencies are curbed by the development of inner controls that are learned through childhood experience. Freud hypothesized that the most common element that contributed to criminal behavior was faulty identification by a child with her or his parents. The improperly socialized child may develop a personality disturbance that causes her or him to direct antisocial impulses inward or outward. The child who directs them outward becomes a criminal, and the child that directs them inward becomes a neurotic. Let us now take a look at sociological theories.   The first one is psychoanalytic theory, Sigmund Freud contented that all humans have criminal tendencies.   These tendencies may become reality because of different instances. Let me now apply this theory to the three deviant acts. Breaking and entering a home may depend on the family orientation. If the child is aware that it is the job of his father, sooner or later the child may also do the same act. It is mentioned that Freud saw all human behavior as motivated by the drives or instincts, which in turn are the neurological representations of physical needs. At first, he referred to them as the life instincts. These instincts perpetuate the life of the individual, by motivating him or her to seek food and water. If the individual is jobless and doesn’t have the money to buy food, the individual may shoplift in order to overcome hunger. He also mentioned that the unconscious is the source of our motivations. An individual may get involve into carjacking because of his friends but unconsciously, he has the inner desire to drive new and expensive cars. Learning Theory Learning theory is based upon the principles of behavioral psychology. Behavioral psychology posits that a persons behavior is learned and maintained by its consequences, or reward value. These consequences may be external reinforcement that occurs as a direct result of their behavior (e.g. money, social status, and goods), vicarious reinforcement that occurs by observing the behavior of others (e.g. observing others who are being reinforced as a result of their behavior), and self-regulatory mechanisms (e.g. people responding to their behavior). According to learning theorists, deviant behavior can be eliminated or modified by taking away the reward value of the behavior. Hans J. Eysenck, a psychologist that related principles of behavioral psychology to biology, postulated that by way of classical conditioning, operant conditioning, and modeling people learn moral preferences. Classical conditioning refers to the learning process that occurs as a result of pairing a reliable stimulus with a response. Eysenck believes, for example, that over time a child who is consistently punished for inappropriate behavior will develop an unpleasant physiological and emotional response whenever they consider committing the inappropriate behavior. The anxiety and guilt that arise from this conditioning process result in the development of a conscience. He hypothesizes, however, that there is wide variability among people in their physiological processes, which either increase or decrease their susceptibility to conditioning and adequate socialization. The second one is the learning theory. Let us apply this theory to the following deviant acts. A shoplifter do such acts because in the end he is being rewarded, he may eat the food he shoplifted or even sell materials he got from the store. By means of this he is also earning money. Another deviant act is breaking and entering a home because the individual has observed the same acts from his peers. Behaviorists say that learning has to be represented by a permanent change in behavior; in contrast social learning theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change. A good example of this carjacking, the individual may learn how these acts do by merely observing and eventually he may do it and be rewarded by this act. References:   Ã‚  Ã‚  Ã‚   Deviant Behavior. Wikipedia the free Encyclopedia. (2006). Retrieved November 17,   Ã‚  Ã‚  Ã‚   2006 from Wikipedia.com:   http://en.wikipedia.org/wiki/Deviant_behavior   Ã‚  Ã‚  Ã‚   Sociology of deviance. Wikipedia the free Encyclopedia. (2006). Retrieved November   Ã‚  Ã‚  Ã‚   17, 2006 from Wikipedia.com: http://en.wikipedia.org/wiki/Sociology_of_deviance   Ã‚  Ã‚  Ã‚   Differential Association. Wikipedia the free Encyclopedia. (2006). Retrieved November   Ã‚  Ã‚   17, 2006 from Wikipedia.com:http://en.wikipedia.org/wiki/Differential_association   Ã‚  Ã‚  Ã‚   Conflict Theory. Wikipedia the free Encyclopedia. (2006). Retrieved November   Ã‚  Ã‚   17, 2006 from Wikipedia.com: http://en.wikipedia.org/wiki/Conflict_theory   Ã‚  Ã‚     Flowe, Heather. Psychological Theories of Crime. (1996). Retrieved November 17, 2006   Ã‚     Ã‚  http://psy.ucsd.edu/~hflowe/psych.htm   Ã‚  Ã‚     Boeree, C. George. Sigmund Freud (1997). Retrieved November 19, 2006.   Ã‚     Ã‚  http://www.ship.edu/~cgboeree/freud.html   Ã‚  Ã‚  Ã‚   Social Learning Theory. Retrieved November 19, 2006.   Ã‚  Ã‚  Ã‚   http://teachnet.edb.utexas.edu/~lynda_abbott/Social.html

Controlling Illegal Street Racing :: essays research papers

The automobile was invented around 1890, ever since then people have been trying to push the limits of the automobile. With the desire to push the limits of automobiles competition was created, and spawned racing. Racing comes in many forms, from circle track racing to drag racings. Many of these racing events are held in controlled areas and are sanctioned by governing bodies with rules and regulations to make the sport safe. The downside to this notion of competition has created amateurs who try to duplicate racing in uncontrolled environments causing death and carnage. This brings us to the idea of street racing, it is a derivative of drag racing, but as the name implies it is done on the street. Since street racing takes place on public roads it is hard to control every variable that may occur resulting in crashes that involve innocent bystanders. There are ways however, to combat street racing and to help amateurs participate in drag racing in controlled and safe environments in stead of public roads. Out of these many ways to combat street racing are two ways to help stop this problem. One of these ways is the sectioning of new drag strips, and racing events that are taken off the road and into areas that can become controlled environments. The other way is to implement stricter enforcement and more severe punishments for those caught street racing. Street racing can be controlled if done correctly. Opening racetracks and getting existing tracks to stay open longer and later for the people that normally race illegally is a step in the right direction. By opening tracks in and around large cities you make it easier for people who might other wise partake in street racing and endanger the lives of others. Often times in large metropolitan areas you would have to travel one, two, three, maybe even four hours away to find a legal drag strip. This makes it less convenient to people that are interested in racing and ultimately leads them to just race where and whenever they can in the local area. Another way is for organizations to help sponsor these types of events. They do not have to build a racetrack on every corner, but it is the idea, that you can make a large parking lot or old airport runway a legal and safe place for people to race. Some programs have had great success with this, for instance Race Legal holds events in southern California to help get the young kids that parti cipate in dangerous street racing off of the streets and give them a safe and legal place to race.

The Inspirational Jane Eyre :: Jane Eyre Essays

The Inspirational Jane Eyre      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jane Eyre is the main character in the novel named Jane Eyre by Charlotte Bronte. She is but a fictional character, and in our hearts she will stay. This incredible lady in her beloved story has carried on through the centuries to inspire all its readers. Jane is a cherished woman with whom everyone can find a bit of themselves in.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The captivating character of Jane Eyre was created in the mid 1800's by an awe-inspiring writer by the name of Charlotte Bronte. This enchanting woman was nothing short of amazing. She was one of the first ever female writers, and she wrote a story about a strong lady. This bit of history allows us to look at Jane Eyre as a liberator. She was a very strong woman in the days that women were not allowed to be self-reliant. Jane had a way about her that demanded attention. She was very shy and introspective, yet her sheer presence was enough to demand attention for all men. Jane captivated the hearts of many older men. She began with her uncle, Mr. Reed. He was a gentleman who cared for his own children, but when Jane lost both of her parents he was quick to take her in as his own. Mrs. Reed only would say that he pitied her, but we all know there was more. She enchanted the lives of Mr. Rochester and St. John. Both men, in or near there thirties, proposed her twice. She accepted both of Mr. Rochester 's proposals. She also did something remarkable; she refused St. John's proposals of marriage. Jane Eyre was a very special woman of her time.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jane's life story is greatly admired by women around the world due to the nature of her character. She searches for love and acceptance and she finds it in every place she is. Even though Mrs. Reed did not accept her in the time she went back she made a friend of Mrs. Eyre's daughter, Elise. Jane also found acceptance in the harsh Mr. Rochester, and the unwilling household of St. John. She was always taken in her lowest hour and raised up to a great triumph later. While at St. John's she found the family in whom she had searched.

Deconstruction of Trailer †Fight Club Essay

At the start of the trailer for Fight Club it starts with the logo stating â€Å"Regency† and next the trailer introduces the character named Tyler quoting â€Å"I want you to hit me as hard as I can, how much can you know about yourself if you’ve never been in a fight† this showing that Tyler Durden played by Brad Pitt is one of the main characters in the film as he is shown first and with the quote showing that it’s a hard hitting film and that it gives you a rough idea of what’s going to happen. Next would be the mise-en-scene the film starts off with the two main characters standing outside having a conversation. The whole trailer has quite a low saturation of colour so connotes that it a Rolla coaster of a film that includes elements such as dark humour, fights, mental illnesses such as Insomnia, Schizophrenia and multiple personality disorder and inappropriate scenes and also the second main character which would be The Narrator who doesn†™t have his name mentioned played by Edward Norton. In the film, sound plays a big role weather it being the narrator talking or the smashing of glass, shouting, songs it gives the film effect for example let’s start with the narrator and how he speaks it gives a sense of knowing and what the narrator says goes for example with the quote â€Å"This is your life and it’s ending one minute at a time† showing how he see’s things, how things are and that it isn’t all fantasy. Next would be the conversations, arguments and occasional smashing of glass this shows that by all of this being in the trailer it would make people watch from the beginning till the end as audience would want to know more of what they are about to watch. Lastly in the end of the trailer the song by â€Å"The Pixies; Where’s my Mind† this song is fitting to the whole story as the film shows all different mental disorders and how life is. First off I’m going to start off with the editing, with fight club It’s a good example of angels and shots a few I picked out from the film would be Shot Reverse Shot, Cross Cutting, Establishing Shot, Reaction Shot and also a POV Shot. In the first few seconds of the trailer it examples an Establishing shot where the two main characters are talking it’s a wide angled shot where it shows everything on what happening with the characters.

Definition and Examples of Structural Violence

Definition and Examples of Structural Violence Structural violence refers to any scenario in which a social structure perpetuates inequity, thus causing preventable suffering. When studying structural violence, we examine the ways that social structures (economic, political, medical, and legal systems) can have a disproportionately negative impact on particular groups and communities. The concept of structural violence gives us a way to consider how and in what forms these negative impacts occur, as well as what can be done to curtail such harm. Background The term structural violence was coined by the Johan Gultang, a Norwegian sociologist. In his 1969 article, â€Å"Violence, Peace, and Peace Research,† Gultang argued that structural violence explained the negative power of social institutions and systems of social organization among marginalized communities. It is important to distinguish Gultang’s concept of violence from the term as it is traditionally defined (physical violence of war or crime). Gultang defined structural violence as the root cause of the differences between people’s potential reality and their actual circumstances. For example, potential life expectancy in the general population might be significantly longer than the actual life expectancy for members of disadvantaged groups, due to factors like racism, economic inequality, or sexism. In this example, the discrepancy between the potential and the actual life expectancy results from structural violence. Significance of Structural Violence Structural violence enables more nuanced analyses of the social, cultural, political, economic, and historical forces that shape inequality and suffering. It creates an opportunity to consider seriously the role of different types of marginalization – such as sexism, racism, ableism, ageism, homophobia, and/or poverty – in creating lived experiences that are fundamentally less equal. Structural violence helps explain the multiple and often intersecting forces that create and perpetuate inequality on multiple levels, both for individuals and communities. Structural violence also highlights the historical roots of modern inequality. The inequities and suffering of our time often unfold within a broader history of marginalization, and this framework provides a critical context for understanding the present in terms of its relationship to the past. For instance, marginalization in post-colonial countries often connects closely with their colonial histories, just as inequality in the U.S. must be considered with respect to complex histories of slavery, immigration, and policy. Structural Violence and Health Today, the concept of structural violence is widely used in the fields of public health, medical anthropology, and global health. Structural violence is particularly useful for examining suffering and inequity in the sphere of health. It highlights the complex and overlapping factors that influence health outcomes, such as in the case of health disparities (or inequity) between different racial or ethnic communities in the U.S. or elsewhere. Paul Farmer’s research, writing, and applied work in the field of global health has brought significant attention to the concept of structural violence. An anthropologist and physician, Dr. Farmer has worked in this field for decades, using the lens of structural violence to show the connections between vast differences in wealth accumulation and related disparities in health care and outcomes around the world. His work emerges from the intersections of public health and human rights, and he is the Kolokotrones University Professor of Global Health and Social Medicine at Harvard University. Dr. Farmer co-founded Partners in Health, an international organization that aims to improve preventable negative health outcomes in disadvantaged – and disproportionately ill – communities. Why is it at some of the world’s poorest countries are also the sickest? The answer is structural violence. Farmer and Partners in Health began working in Haiti in the mid-1980s, but the organization has since expanded to multiple sites and projects around the world. Projects related to structural violence and health include: The aftermath of the 2010 earthquake in HaitiTuberculosis epidemics in Russian prisonsReconstructing Rwanda’s health care system after the 1994 genocideHIV/AIDS interventions in Haiti and Lesotho Structural Violence in Anthropology Many cultural and medical anthropologists are influenced by the theory of structural violence. Key anthropological texts on structural violence and health are: Pathologies of Power: Health, Human Rights, and the New War on the Poor (Paul Farmer)Death Without Weeping: The Violence of Everyday Life in Brazil (Nancy Scheper-Hughes)Fresh Fruit, Broken Bodies: Migrant Farmworkers in the United States (Seth Holmes)In Search of Respect: Selling Crack in El Barrio (Philippe Bourgois) Structural violence is particularly prominent in medical anthropology, including the anthropology of global health. It has been used to analyze a variety of topics, including but not limited to substance abuse, migrant health, child mortality, womens health, and infectious disease. Sources Farmer, Paul. Haiti After the Earthquake. Public Affairs, 2011.Kidder, Tracy. Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a M an Who Would Cure the World. Random House, 2009.Rylko-Bauer, Barbara and Paul Farmer. Structural Violence, Poverty, and Social Suffering. The Oxford Handbook of the Social Science of Poverty. April 2017.Taylor, Janelle. Explaining Difference: Culture, Structural Violence, and Medical Anthropology. Office of Minority Affairs at Diversity, The University of Washington.

The First Two Years After Birth essays

The First Two Years After Birth essays The first two years after birth, through the developing person has to do with three domains, physical, cognitive and emotional. In the physical development stage the first year of life, the average baby grows 10 inches and gains 15 pounds. By 4 months birth weight has doubled, and by one year it has tripled. During the second year physical growth slows considerably. Rapid increases in height and weight will not occur again until early adolescence. An infants growth does not occur in the smooth, continuous fashion depicted by growth charts. Growth takes place in fits and starts. When babies are measured daily over their first 21 months, most show no growth 90 percent of the time, but when they grow, they do so rapidly. Some children gain as much as 1 inch in height overnight. Changes in the babys size are accompanied by marked changes in body proportions. During the first two years after birth, babies and toddlers have heads that are large relative to their bodies. This rapid growth of the head reflects that rapid development of the central nervous system: An infants brain reaches three quarters of its adult size by the age of 2, at which point head growth slows down and the body does most of the growing. Head growth is virtually complete by age 10, but the body continues to grow for several more years. Early cognitive development consists partly of changes in how children think about the world. The most influential theorist in this area was the Swiss psychologist Jean Piaget (1896-1980). He became interested in the cognitive development while working as a research assistant. Piaget became intrigued by the reasons young children gave for answering for answering certain questions incorrectly. Later he observed and studied other children. Piaget believed cognitive development is a way of adapting to the environment. Unlike other animals, human children do not have many built in responses. This ...

How to Take an Independent Study Class in High School

How to Take an Independent Study Class in High School SAT / ACT Prep Online Guides and Tips Is there a particular subject you’d like to study, but your high school doesn’t offer it? You may be able to take an independent study! Independent studies can be a great way to take a class your school doesn’t offer but you’d still like to take, whether to strengthen your college applications, prepare for future jobs, or just out of personal interest. Read on to learn about independent studies, what their benefits are, and how you can take one yourself. What Is an Independent Study? An independent study is a class taken by a student that has much less supervision and direction than a typical class: you are learning independently.Students often take independent studies to learn about a specific subject not taught in their high school.Generally, you choose what you want your independent study to focus on and request for it to be approved by your school. You often have to have a detailed plan of what you will learn and the work you will do. Independent studies can be pre-designed, where the materials and coursework have already been created, or self-designed, where you are responsible for developing the curricula for the course. If approved by your high school, you will receive credit for your independent study, just like any other class you take, though the number of credits you receive may vary. Learning independently doesn’t mean you can do whatever you want. You will usually be assigned an adviser (often a teacher or guidance counselor) who will oversee your course and make sure you are putting in enough work to justify getting credit for your independent study.Depending on the class and your school, you may take your independent study during the school day or outside of school. Why Would You Want to Take an Independent Study? Why are some students interested in taking an independent study? There are multiple reasons, the most common of which are listed below. To Take a Class Your School Doesn't Offer This is the most common reason students pursue an independent study. You may want to study a particular subject, such as a less-common foreign language, particular branch of science, or a specific time period in history, but it isn’t taught at your school. You may be interested in studying this subject for your own personal enjoyment or to help prepare you for college classes or future jobs. Pursuing an independent study gives you an opportunity to learn about this topic while still receiving high school credit. If your school doesn’t offer certain AP classes, you may also be able to take an independent study that allows you to prepare for a particular AP exam. Your independent study will most likely not be counted as an AP class, but you can still take the AP exam and possibly receive college credit if you earn a high enough score. To Work In-Depth on a Project You may have a project that you started for another class or on your own and want to be able to devote a significant amount of time to working on it. Potential projects can range from works of art to a research paper and more. Taking an independent study can give you more time to devote to a project you care about than you likely would be able to in a traditional class. To Learn at Your Own Pace Independent studies can also be a good option for students who want to learn at a faster or slower pace. Perhaps you are a strong math student and want to be able to move quickly through lessons, or maybe you want to study a specific subject very in-depth and move at a slower pace to make sure you take in all the information. Because you are learning on your own, independent studies let you set the pace. If You Can't Fit a Class Into Your Schedule In some circumstances, your school may offer a class you are interested in but can’t take during the time it’s offered. If your schedule prevents you from taking a certain class, your school may allow you to take an independent study and learn the subject on your own while having the same homework and exams as the students in the regular class. Special Circumstances, Such as Injury or Illness Sometimes students are unable to come to school regularly or at all due to injury, illness, or for another reason. Some high schools allow students to take independent studies from their home to continue learning until they are able to return to school. If you're ill for a long period of time, you may be able to take an independent study to keep up with your school work. Just what you need to feel better!(WindRanch/Flickr) How to Set up an Independent Study For most high schools, setting up an independent study is fairly straightforward. Follow these steps to organize your own. 1. Decide What You Want to Study The first step to setting up an independent study is to decide what subject you want your course to focus on. This can be anything from Swahili to Asian history to AP psychology and more. In order to choose what to study, make a list of topics that interest you as well as a list of any skills or information you're interested in learning. To help make these lists, think about your favorite classes, what you'd like to study in college, and topics you enjoy learning about in your spare time. Choose your favorites from these lists and research them online or at the library. Are the topics still interesting now that you've looked into them more? Do you think you'd be able to design or find a course that covers one of them in-depth enough to last a semester? Once you have decided on a topic that fits the above requirements and you think will be interesting and informative, double-check your school's course catalog to make sure they don't offer a similar course. 2.Learn Your School’s Policy for Independent Studies After you have decided what you want to study, talk to your guidance counselor to find out what your school’s policy is for independent studies. Questions to ask include if your school allows them, who advises them, and what materials are required in order to receive approval. 3. Develop Your Course Plan The next step is to design the course. The work you do for this step will depend on if your independent study is pre-designed or self-designed. If pre-designed: choose where you want to order your materials from. Many colleges and companies offer independent study courses. Search online to find courses that cover your specific topic. Brigham Young Universityis one of the most popular schools to order course materials from, and their website includes a course catalog so you can see a complete list of the classes they offer. Before ordering, make sure the course covers the information you want it to cover (there should be a syllabus you can view), and that it has enough material to last you asemester. Your school may also provide you with a textbook if they have one that covers the topic you want to study. Also, be aware that the material typically costs at least $100 per course. After you receive your materials, make sure the lesson plans and timeline will fit with your schedule. If not, make some adjustments before submitting the course for approval. If you are designing your own class, then you will have more work to do. You will often need to develop a course description, syllabus, list of reading materials, and list of assignments. If you need help developing these materials, ask your teachers or guidance counselor for advice. You may also be able to find syllabi or reading lists online for similar courses that you can use as a basis to develop your own class. 4. Get Your Class Approved After you have created or found a solid course plan, you will submit it to your school for approval. The people who approve your course varies by school, but it may include teachers, guidance counselors, and deans. They may ask you questions about your course to get more information and make changes to your course plan before approving it. You will likely be assigned an adviser, usually a teacher or counselor, to oversee your independent study. Once you get your independent study approved, you're ready to start learning! 5. Start Learning! After your independent study has been approved, it will be added to your transcript either immediately or at the start of the next semester. If you have not already done so, decide when you will work on your independent study, either during the school day or after. Meet with your adviserand discuss how often you will check in with each other. Things to Consider Before Taking an Independent Study Independent studies can be a great learning opportunity for students, but they aren't for everyone. Ask yourself the following questions before enrolling in an independent study to make sure it's the right choice for you. How Self-Motivated Are You? Taking an independent study can be more difficult than a traditional course because you have to keep yourself on track. While you will have an adviser to supervise the course, you will be the one in charge of making sure you are completing enough work; there will be no teacher to give you assignments every day. Some people find this easier than others, so think honestly about how self-motivated you are before you embark on an independent study. Do You Know What Your Curricula Will Be? Are you prepared to design your own course or search for a course package? For traditional classes, the teacher does this work, and as any of them will tell you, designing a class takes a lot of time and effort. Make sure you have the time and desire to do this. If you are ordering a course package, make sure it is from a reputable school or organization. There are some companies that sell very poor-quality or bare-bones course packages just to make a profit. Ordering from an accredited school is often more reliablethan a for-profit company, but always search for online reviews to see what other customers are saying no matter where you order from. Do You Have Space in Your Schedule? Your independent study may not count towards your graduation requirements, and if it doesn’t, make sure you have enough room in your schedule to complete your required classes as well as your independent study. Not doing so could delay your graduation or cause you to have to take an extra class in the future. Are You OKWith Learning Alone? Not only will you not have a regular teacher in an independent study, you will also not have fellow students in your class. Some people enjoy learning on their own, but others prefer working in groups, hearing other people’s opinions during class, and having classmates to call for homework help. Consider how you will feel not having those things before deciding to take an independent study. Think about whether you'd enjoy learning without any classmates before you enroll in an independent study. What If You Can’t Take an Independent Study? You may not always be able to take an independent study, for a variety of reasons. Your school may not have approved it, you may not have space in your schedule, or you may have had difficulty finding material to fill an entire course. If that’s the case, you still have other options for studying a topic you are interested in. Learn on Your Own While you won’t get school credit for it, if there is a subject you are really interested in, you can always choose to study it outside of school for your own personal benefit. You will still gain knowledge that can be used for future classes and jobs, even if it isn’t included on your transcript, and you may enjoy learning about the subject even more knowing you won’t be tested on it. If you do decide to go this route, it may be possible for you to include your work as an extracurricular on your college applications or write about it as part of your college admissions essay. Take a Community College Class If you can’t take an independent study, taking a class at a community college may be an option if they offer a course on the subject. Your high school may not give you high school credit it for it, but you can always include it on your college applications, and you may get college credit for taking it. Wait Until College Colleges often have a much wider variety of course offerings than high schools. If there is a subject that you’d like to learn about, but you can’t take an independent study or prefer to learn in a traditional classroom environment, you may want to consider waiting until college to take a class on it. Do a Project on the Topic for Another Class While you likely won’t be able to study the topic as in-depth as you would in an independent study, you may be able to learn about your topic of choice in a related class. For example, if you want to study Asian history, you may be able to write a report or do a project on it as part of your regular history class. This allows you keep a normal schedule while also learning about topics that interest you. Summary Taking an independent study can be a great way to study a subject not offered by your high school. You can create your own course or purchase a pre-designed course package. Before taking an independent study, make sure you will be motivated enough to learn on your own and will enjoy taking a class by yourself. To get more information, talk to your guidance counselor to learn your school’s policy on independent studies. If you can’t take an independent study, there are other options, such as taking a community college class or learning on your own. What's Next? Wondering what all the possible classes you can take in high school are? We have a complete list of all high school classes offered to help you give you ideas for potential independent studies. Do you know what classes you should take in high school? Check out our guide to the standard high school curriculum and learn how to plan your class schedule. Electives are some of the most interesting classes you can take in high school. Do you know which ones you should take? Read our guide to help choose which electives are best for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Most Valuable Provisions Research Paper Example | Topics and Well Written Essays - 500 words

Most Valuable Provisions - Research Paper Example This is only possible if the nurses are aware of the specific health needs of the patients, as well as other concerns that affect health such as environmental pollution, violation of the human rights, inaccess to healthcare amongst others (Lachman, 2009). The provision also involves the public in ensuring that the health needs of a people are met (Lachman, 2009). The public is expected to work closely with the nurses in making the community responsive to the circumstances that contribute to illness, and how they can modify their lifestyle to promote fit lifestyles. The nurse must also incorporate all the cultures in an attempt to proffer health services to the public. In the thought of Sasso, et. al. (2008), provision 9 is accountable for expressing nursing values that uphold integrity for the nursing profession, and its involvement to shaping the nursing policy. According to the provision, the profession organization is expected to be in touch with and avow the values to its members; hence, encourage self assessment and reflection within the profession. This leads to the public holding the opinion that nursing plays a crucial role to social change that improves health. It is in this argument that the profession ensures that they ensure collective liability through the concerned professional associations. This provision also checks for principles of practice. Additionally, Lachman (2009) indicates that the provision scrutinizes the mechanisms of assessing the efficacy of professional nursing. The provision also makes sure that inter-professional uprightness is attained through the proviso. Educational requirements for official recognition and practice of nursing are well scrutinized by the provision (Lachman, 2009).The nursing profession and practice, in this case, is evaluated for effectiveness, all for the benefit of the public. In the course of my nursing profession, these provisions have been of fundamental nature as

Analysis movie Mr. and Mrs. Smith Essay Example | Topics and Well Written Essays - 1750 words

Analysis movie Mr. and Mrs. Smith - Essay Example The two-hour movie depicts a modern setting. The lifestyles of the character and the type of guns used by both the couple and the attackers suggest the movie was set to represent 21st-century technology. The gunfire and destruction of properties by couples and the attackers create an illusion that presents the movie as being based on future technologies. The intelligent couples represent the ideas of the movie writers. The movie is then divided into three sections. Jane and John are used to highlighting the three sections. Romance, revenge and reverse attacks are the three parts describing the movie. The movie is able to unite the three components and suggest use of high technology in both the house settings and the outdoor setting. The indoor setting targets romance and suspicion while the external setting indicates clam and waves of attacks from previous employees. The director fails to address the Space factor as a larger amount of time is allocated to John and Jane setting with f lashback being ignored (Liman, 2005). Acting and Drama The movie depicts sexual scenes and many scenes of violence. The couples (John and Jane) are the only characters in the movie that exhibits romance. The onset actors tend to force more on violence rather than the diversity of the film. The couple begins and ends with romance. In an effort to break the monotony, the film takes a twist and allows elements of violence and suspicion. The actor presents a fictional story and action thus lacking realism.

The wife's needs (generously interpreted) were not simply one of the Essay

The wife's needs (generously interpreted) were not simply one of the factors in the case, but a factor of magnetic importance - Essay Example Thus, the court’s determination in McCartney v Mills3 that the wife’s needs were the dominant factor in awarding ancillary relief in a manner that was fair. To begin with ancillary relief awards commence with the application of Section 25 of the Matrimonial Causes Act 1973. Section 25(1) of the Matrimonial Causes Act 1973 directs the courts to â€Å"have regard to all the circumstances of the case†.4 Section 25(2) goes on to provide a list of all the factors that are relevant to the court in the exercise of its discretion on determining ancillary relief awards. These factors include the parties’ income, property, assets, earning capacity, financial needs and resources, â€Å"obligations and responsibilities† of the parties, the â€Å"standard of living enjoyed† prior to the marriage breakdown, age, marriage duration, physical/mental disabilities, contributions made and conduct of the parties if the court finds that it would â€Å"be inequita ble to† to ignore the conduct.5 The standard of living enjoyed appeared to be the primary needs’ factor considered by the court in McCartney v Mills. ... arly so since, the marriage was relatively short and Mills had not been independently wealthy and therefore it was entirely unrealistic for her to expect that she could duplicate that lifestyle or enhance it following the breakdown of the short marriage. In this regard, the standard of living during the marriage as considered by the court was not a need that the wife could realistically claim. Her actual needs would be assessed and particularly since compensation was not an issue. As Bennett J explained, when the husband’s â€Å"enormous fortune† was acquired even before he met his wife there is no need to look at the â€Å"compensation principle†.7 Bennet J went on to state: Where the marriage is short and where the standard of living lasted only so long as the marriage; where the wife is now and will be very comfortably housed; and where the child’s needs are fully assured, surely fairness requires that the wife’s needs (generously interpreted) ar e the dominant factor in the Section 25 exercise. Any other radically different way of looking at this case would be manifestly unfair.8 Mills had requested an award of compensation claiming that she had given up a lucrative modelling career during her relatively short marriage. However, the court found that her income prior to marrying McCartney was not as lucrative as she suggested. Mills’ request for compensation was thus rejected by the court and instead the court determined ancillary relief on the basis of Mills’ needs.9 Based on Mills’ needs in terms of sustaining the lifestyle to which she had enjoyed during the marriage, she was awarded 24 million pounds despite the fact that McCartney’s wealth was an estimated 400 million pounds. Even so, the marital acquest was relatively small since, most the wealth

Managing People in Engineering Assignment Example | Topics and Well Written Essays - 1000 words

Managing People in Engineering - Assignment Example The general employment environment plays a major role in workforce recruitment and selection. For recruitment and selection processes to be successful the employment environment has to be inclusive, whereby, for example, there is support by staff for processes such as agency workforce diversity initiatives. Environment includes the external environment- this refers to the various factors that affect the ability of a manager to attract, as well as recruit new workforce. Employment environment refers to factors such as the style of management, work-life balance as well as learning and development factors. c.  Outline the processes and procedures carried out when recruiting and selecting personnel for a given engineering post For successful recruiting and selection to be achieved, the following processes and procedures are carried out. The first process involves short-listing. This involves making assessments of the applications of candidates to establish their suitability for the eng ineering post, which is done according to the job description and the person’s specification. After short-listing, persons are required to fill application blanks, which record qualifications, experiences as well as any other necessary specialty. This is an important selection process as it provides important information which can be used to properly identify the person and develop appropriate inferences with regard to his suitability. What follow is employment tests, which are carried out to match the physical.... aking assessments of the applications of candidates to establish their suitability for the engineering post, which is done according to the job description and the person’s specification. After short-listing, persons are required to fill application blanks, which record qualifications, experiences as well as any other necessary specialty. This is an important selection process as it provides important information which can be used to properly identify the person and develop appropriate inferences with regard to his suitability. What follow is employment tests, which are carried out to match the physical, mental as well as temperamental pattern of the individual. These include intelligence tests, aptitude tests, proficiency tests and personality tests. After success in these tests, the other process is the employment interview. This process is carried out to establish the candidate’s suitability, look for more information with regard to the candidate, and more importantl y, to provide an accurate picture to the candidate of job details, for example organizational policies. Interviews are also carried out because they provide a face-to-face contact between the candidate and employer, allowing the employer to assess the various personality traits of the candidate. Before the final selection is done, the process of checking references is carried out. References hold responsible positions in respectable organizations, which is why it is important for the organization to make an investigation of the references given by the candidate. Once successful, a physical and medical examination of the candidate is made. This is an important step conducted sometimes earlier in the selection process to avoid time and expenditure that may be incurred when selecting medically unfit

Organizational Human Resources Assignment Example | Topics and Well Written Essays - 1500 words

Organizational Human Resources - Assignment Example However an overall organizational diagnosis must be conducted to identify the needs and the areas of change. Organizational change can be defined as the initiative by the mangers to keep a constant creative, innovative and intelligent watch over the environmental forces and to audit the impact and influence on the business concerned and to find out action programs to find out appropriate strategies to maintain balance between the two different forces, controllable as well as non-controllable. The study has been conducted in lieu of analyzing the key areas of changes, dealing with the factors providing resistance to changes and the process of overcoming the changes. The study has been conducted by keeping Diamond Express, Inc and the organizational scenario of the company in mind (Goswami, 2010, p. 105). Background of the Study Diamond Express, Inc. is a two years old customer sales and service company. It has 150 employees. Very recently the senior management has hired a new HR manag er to develop a fully functional human resource department. This is a key strategic move considering the near future expansion plans of the company. Identifying Areas of Change The HR functions of the organization is scattered among individuals. This consists of some employees belonging to the administrative position looking after paper works and a management team looking after HR issues. Considering the mentioned landscape of the organization the key challenges of the newly appointed HR manager has been summed up. One of the major challenges to be faced by the manager is to achieve centralization. HR functioning is a very much core and specialized area. Therefore the company must have a fully functional HR department to look after the core areas. Therefore the manager may hire some HR executives to look after the core areas such as recruitment, payroll processing, performance management, etc. Also these executives act as a touch point to various departments. The employees looking a fter the admin work can also be a part of the HR department forming HR and admin division. This recommendation has been provided based on the assumption that the organization has the budget to afford recruitment new executives. Another challenge to be faced by the new HR manager is to keep a high morale among the employees. The hiring of a new manager may make some the employees to raise a few eye brows. This may lead to negative organizational grape vines lowering the moral of the employees. This may create insecurity among the employees and lead to attrition. Therefore the best way to avoid such unwanted circumstances is to communicate properly with the employees to build an environment of trust and employee engagement to ensure retention. As the management as well as the HR manager wants to achieve organizational change it is imperative for the employees to understand the role and responsibilities. Therefore the Hr manager must make sure that detailed Job descriptions are prepare d across the all departments. The HR manager should entrust the responsibility to the executives looking after different departments. The executive should carry out a job interview for specific job holders to prepare a detailed and appropriate job description. Along with job description the employees should be provided the KRA or key result areas, so that the employees can understand the parameters

Managing People in Engineering Assignment Example | Topics and Well Written Essays - 1000 words

Managing People in Engineering - Assignment Example The general employment environment plays a major role in workforce recruitment and selection. For recruitment and selection processes to be successful the employment environment has to be inclusive, whereby, for example, there is support by staff for processes such as agency workforce diversity initiatives. Environment includes the external environment- this refers to the various factors that affect the ability of a manager to attract, as well as recruit new workforce. Employment environment refers to factors such as the style of management, work-life balance as well as learning and development factors. c.  Outline the processes and procedures carried out when recruiting and selecting personnel for a given engineering post For successful recruiting and selection to be achieved, the following processes and procedures are carried out. The first process involves short-listing. This involves making assessments of the applications of candidates to establish their suitability for the eng ineering post, which is done according to the job description and the person’s specification. After short-listing, persons are required to fill application blanks, which record qualifications, experiences as well as any other necessary specialty. This is an important selection process as it provides important information which can be used to properly identify the person and develop appropriate inferences with regard to his suitability. What follow is employment tests, which are carried out to match the physical.... aking assessments of the applications of candidates to establish their suitability for the engineering post, which is done according to the job description and the person’s specification. After short-listing, persons are required to fill application blanks, which record qualifications, experiences as well as any other necessary specialty. This is an important selection process as it provides important information which can be used to properly identify the person and develop appropriate inferences with regard to his suitability. What follow is employment tests, which are carried out to match the physical, mental as well as temperamental pattern of the individual. These include intelligence tests, aptitude tests, proficiency tests and personality tests. After success in these tests, the other process is the employment interview. This process is carried out to establish the candidate’s suitability, look for more information with regard to the candidate, and more importantl y, to provide an accurate picture to the candidate of job details, for example organizational policies. Interviews are also carried out because they provide a face-to-face contact between the candidate and employer, allowing the employer to assess the various personality traits of the candidate. Before the final selection is done, the process of checking references is carried out. References hold responsible positions in respectable organizations, which is why it is important for the organization to make an investigation of the references given by the candidate. Once successful, a physical and medical examination of the candidate is made. This is an important step conducted sometimes earlier in the selection process to avoid time and expenditure that may be incurred when selecting medically unfit

BREEAM scoring Essay Example | Topics and Well Written Essays - 500 words

BREEAM scoring - Essay Example â€Å"It includes assessment in nine different categories: Management, Health and Well-being, Energy, Transport, Water, Materials and Waste, Land use and Ecology, Pollution, Innovation.† (Stubbins 2010) This rating system emphasizes on the use of environmental friendly building material and focuses on the material and procedure used and adapted that cause the least harm to the environment. â€Å"BREEAM made major changes to the system, including introducing new environmental weightings, mandatory credits and the two stage certification process, design stage and post-construction.† (Yudelson 2009) The University of Glamorgan holds a prestigious place in the field of education. Located in the South Wales it has three campuses catering to the local and international students with fields from all over the world. Its accommodation is rated as one of the best in terms of residency and facilities. The BREEAM rating for the University’s halls have always been over and above the pass rating. The old Glamorgan halls have always scored in terms of the management, health services, energy conservation and minimum pollution. However the newer halls of the university are more technological oriented and have a better rating in terms of their BREEAM score. The University is currently introducing its carbon reduction at its residential projects which will help reduce pollution. The accommodation planning at Glamorgan use ideas of energy conservation and material usage in order to implement and adhere to the environmental friendly regulations issued by the BRE. The accommodation uses au tomatic power shutdown in order to avoid unnecessary usage of electricity. However, apart from the University’s eagerness to adhere to the BREEAM scoring and have sound BREEAM rating there are still some issues that need to be addressed. In terms of its environmental policy, there is a lacking of the community involvement resulting in the inefficient management of water and waste. The University

Adapting Communication for Age of Pupils Essay Example for Free

Adapting Communication for Age of Pupils Essay When working with children each age group requires a different level of support and also a best way to communicate, communication doesn’t just change on the age of the child but also the child themselves. When working with children in the foundation stage F-1 it is appropriate to speak to children n there level whenever possible this helps the child to feel more comfortable as they haven’t got someone towering over them, also for the adult it helps them to hear the child correctly as younger children are likely to not be as loudly spoken and may lack in confidence. Also another non verbal communication in this age is to use lots of facial expression as children will pick up the meaning of a word or what context it is meant in by facial expression as well as tone of voice. Younger children also benefit from the use of actions to go with words such as having a hand action for hello waving etc. this makes language more remember able to them and easier for them to use. The verbal communication for this age needs to be simple, using words which the child will understand both the meaning of the word and the context it is meant in for example clear instructions are helpful such as â€Å" go and get your coats on, its cold today, they need to be done up, and then line up please† a opposed to â€Å" coats on† the children will not know to do up or line up. Clear tone of voice I also needed and children quickly respond to this if a member of staff has a calm happy tone of voice and changes to a stern tone the pupils are likely to recognise she is upset about something as her tone of voice has dramatically changed. Where as if a member of staff always had a flat tone of voice which doesn’t change children are likely to be less aware or able to pick up on the contexts things are meant as they are unable to relate to the changing of tone. See more:  Mark Twains Humorous Satire in Running for Governor Essay In KS-1 pupils have much better language skills and can use more complex words, Verbally I can use more complex words such as time words, and more complex description words when communicating with them light humour is also appropriate as they will be able to understand it. In KS-1 pupils are likely to find it a little unnerving If I were to always speak to them on their level as they are older and may see this as been spoken to like a baby, however eye contact is still important when speaking to them. Hand actions will no longer be needed at this stage, also facial expression is still important but needn’t be as exadrated. As children get older depending on their development they are likely to be able to communicate on a more adult level, exploring language and understanding its context and meaning, using humour and asking questions if unsure of how something is meant. The context of the communication. How I communicate with the CYPs in the settiing will be adapted also to the context in which I am talking for example when in the classroom working with a pupil on a task I will speak in a calm relaxed tone of voice, encouraging them while they do the task, if a pupil had been struggling I may change my tone of voice to a more enthusiastic pitch recognising their achievements. When in a classroom and a pupil might talk whilst the teacher is talking either to myself or another pupil usually saying their name in a stern tone and unsmiling face is enough to get them to correct their behaviour. Whilst in the playground speaking to a pupil on a social subject I can relax use light humour, be interested in what they are saying without asking inappropriate questions. I can use hand gestures and have a more relaxed pose. Communication differences. Pupils depending on their individual needs, preferences may need different communication from their peers for example is a pupil is quiet shy and quietly spoken they may feel more comfortable with the adult to speaking to them in a calm quiet manner whereas a adult being load and confident may make them feel very nervous etc. Pupils who have SEN. may need communication to be different to suit their needs for example if they have additional learning needs they may have difficulty understanding language as well as there peers and need simple language with actions and facial expressions to help them. Pupils with sight difficulties may need more physical communication such as leading around the room by hand or being allowed to explore activity’s by touch. Pupils with a hearing difficulties may benefit from visual aids around the classroom such as school rules such as no running. They may also need adults to repeat things to them if they are unsure and also for adults to always face them when talking to them to enable them to lip read, and speak in a clear load voice. TDA 3.1( 2.3) The differences between communicating with adults, children and young people. The way I communicate with adults and pupils varies depending on the context, however in a professional situation a lot of the communication is the same such as using a calm happy tone of voice, good eye contact and open body language. Some things which are different which may be appropriate for a child but not for a adult such as using a stern tone of voice to discipline a child, wouldn’t be suitable for use on a adult as they are adults and this would cause conflict as it isn’t my place to get them to correct their behaviour, Adults don’t need me to speak to them on their level although in some situations this may be useful for example in a noisy pace to bend down to talk to another adult who is seated. Depending on the age of the child humour used may not be appropriate although as with children as any humour used is likely to be hear by children it will remain light and clear so no one misunderstands its context and also humour must never hurt someone else’s feelings. Hand actions and exadirated facial expressions aren’t needed with adults as they might be benifitual to communicating with children. How to adapt my communication with adults to meet adults individual communication needs. Adults within the setting like children too will have their own needs, preferences when communicating Also their communication preferences may change depending on the situation/ environment they are in for example if a member of staff is outside in a busy playground supervising, they have to supervise the pupils so are unlikely to maintain full eye contact which in some situations may be seen as having bad communication however in this situation the child is paramount and they are putt ing the child’s safety first. Also in a noisy environment they are likely to need me to speak louder and clearly. In a situation where the member of staff may be doing some written work I will approach them quietly so not to disturb them as the written word may be important. Adults may also have a disability or need such as a hearing impairment which will mean I will need to make sure my face is visible when talking to them so that they can lip read, also I would never talk to them across the room but make sure I am stood in front of them when communicating with them, I will also speak in a clear load voice. Managing disagreements with CYP. If I were to become in a situation where myself and a child came into a disagreement I would firstly make sure the child has understood something I said probably by repeating myself and use simpler words. It may be that I may have misunderstood the meaning of something a child said so to confirm I will ask questions to make sure I am clear on the context they meant It in. It may be a achedemic disagreement for example a child telling me they have already read a certain book, I would refer to their home/ school book to check as all books children read are written down. Most disagreements via myself and a child can easily be resolved either by clarifying meaning, they might not have meant what they said in that manner , or if its about their school work I can check with the teacher or through any written records the school has that are relevant. In my setting I will have to maintain professional communication even if I disagree or experience any conflict with another adult. I would keep this unobvious to the pupils within the room instead dealing with the issue outside of the classroom at a appropriate time i.e. in the staffroom at a designated break time. I feel that in most instances I would be able to solve the issue with a verbal open conversation with the other adult explaining to them what I am unhappy about and why. However if the incidence was serious where the other member of staff showed a misconduct of practise i.e. racism poor health and safety etc. I may feel it appropriate to consult the head teacher of what has happen/what I have witnessed. I will refrain from criticizing the member of staff myself. In a more serious event I may be asked to write down what I have encountered if the head teacher needs to seek advice take the incident to the school governors or local authority. TDA 3.1 (3.2) An explanation of the importance of reassuring CYP and adults of the confidentiality of shared information and the limits of this. As part of safeguarding I in some cases am required to break any confidentiality if the information may mean a child is in potential harm or at risk from harm. Any disclosures from children concerning adults both within and outside of the school setting have to be reported to help risk to be assessed and prevented. In the case of adults it may be they a adult has concerns over another adults practise maybe due to a action taken by the adult , their mental health at a certain time or something a child has informed them off. When hearing any concerning information I will always firstly reassure the information giver that they have done the correct thing, I will them tell them that I cannot keep it to myself but will have to tell a appropriate person however it wont be told to anyone just the people who need to know. It is important that I tell them this so they don’t think of me a misusing their trust, or doing something to upset them, they need to know that the children’s safety comes first and any information that is passed on is done so only to protect them and only the relevant people will be told about it.

The History Of Microsoft Windows Since 1981 Computer Science Essay

The History Of Microsoft Windows Since 1981 Computer Science Essay Since 1981, Windows has preserved the leading position in the operating system league, outweighing opponents such as Linux and MAC OS. In the course of the time, it has improved its services in order to provide the best quality to its customers. The trend from the creation and establishment of the first desktop operating system to the finalisation of the windows family into a more advanced group of mobile technologies and operating systems can be regarded as an immense triumph for the well known type of software. As a historical start-up point, it should be mentioned that Microsoft Windows announced on November 1983, an extension of MS-DOS that would make available graphical operating environment. This was only just the beginning. The first version of Windows (Version 1.0) was launched on the 20th of November 1985. This DOS Shell-like version included a minimal amount of Windows Application such as a simple painting program, a word processor, an appointment calendar, a card filer, a notepad, a clock, a control panel, computer terminal, clipboard and RAM. These applications were able to be communally multitasked but the function of overlapping windows in the course of Windows software was not yet possible. The software used for Windows 1.0 was way too simple and for that reason it failed to success in the market. After the failure of the first version, Windows released the second version of Windows (Version 2.0) on the 7th of December in 1987. Microsoft used the 286 intel processor, which extend memory capabilities and allowed users to overlap windows. The graphics were improved and it could use a series of keyboard combinations in order to circulate quickly through operations. Microsoft came out with a new release 2.03 exploiting the protected mode possessing additional memory capabilities of the intel 386 processor. As the time was passing by new windows releases were constantly modernised and developed. The third release of windows was back in 1990 and it was regarded as a great success for Microsoft. The Windows 3.0 came out with highly developed graphics (16 colours) due to VGA video cards. It also offered a variety of new features and applications and an improving multitasking using virtual memory. This was the most victorious version so far having repercussion on the market by selling over 10 million copies all around the world. After the third release Microsoft came out with Windows NT 3.1 in 1993. The modification that appears in the name is the NT which stands for new technology. Microsoft tried to develop a satisfactory operating system both in home and business editions using 32-bit on this version. However Microsoft used many similar features to windows 3.1, like overlapping windows. The same year Microsoft released Windows for Workgroups 3.11 which was a version of Windows 3.1 but it was networking aware. It had peer-to-peer workgroup and domain networking support. They mainly used by local area network and on standard PCs and laptops. In 1994 Microsoft released Windows NT Workstation 3.5 which was basically Windows NT but much more improved. This product had better application support and was very keen to print servers. Another important improvement was that it had the capability to save long file names up to 255 characters. After the Windows 3.1, Windows for workgroups and MS-DOS, Microsoft came out with Windows 95. It was the first version of Windows which did not possess the necessity to install DOS being a much more improved interface with TCP/IP which supported dial up networking and mobile computing. The particular improvement consisted of 17 cabs and the full version of 28 cabs. Windows NT Workstation 4.0 circulated on 1996 and integrates the Windows 95 user interface with several bundled server processes. It was considered as a UNIX substitute and it consisted of over 16 million lines of code. After this release Microsoft announced that Windows NT would no more have the initials NT and the next release would be called Windows 2000. Windows 98 was an advance edition of Windows 95. This product included Internet Explorer 4 and it contained a variety of facilities in its arsenal including support from USB to ACPI power management, reading DVD discs and open/close applications in faster modes. It was consisted by 69 cabs and had a faster registry handling. Microsoft launched Windows 98 Second edition in 1999. There had been a series of new instalments with the most vital being the addition of Internet connection sharing, which let a number of machines on a local area network to share a single internet connection. Furthermore it was easier for the user and many problems which found in the first version were fixed. In 2000 Microsoft introduced the Windows Millennium Edition which improved multimedia and internet tasks. The system restore was presented for the first time. System restore offers the advantage to the user to restore his system to a previous point which it was working effectively. Another important feature was the Windows Movie Maker. The Millennium edition was the last version of Windows that based on the Windows 95 code base and the last release does not contain Product Activation. In October 2001 Microsoft released Windows XP which was the result of integrating Windows NT/2000 and Windows 95/98/Me. The initials XP stands for experience which represents the features you can use. The users had the benefit of enjoying music, movies, messaging easier than the other versions. However Windows XP had serious security problems that lead Microsoft to release three very important service packs. Service pack 1 was released in September 2002, Service pack 2 on August 2004 and the final release was in April 2008. Windows XP offered a variety of versions. The home edition for desktop and laptops, the professional for business and power users, the media centre which was related to entertainment, the tablet pc edition, the x64 that used on 64 bit operating system with the processor AMD64 and the final release was XP 64-bit edition which maintained 32-bit compatibility all the way through a software emulator and included quite similar features to the XP Professional version. Microsoft released Windows Server 2003 on April 2005. This product provided a series of new security features and a Manage Your Server application which was used in order to set up a machine for specific roles and achieved an enhanced performance. Some applications of less importance for the server edition were disabled and users had to enable them by themselves if it was to their desire. The acceleration for display, Windows audio and Themes Service were disabled. The Windows Server was available in six editions which were web, standard, enterprise, data-centre, small business server and storage server. All editions were available in 32bit and 64 bit except the Web version and the Small Business Server release. As was programmed, the release of windows vista occurred on the 30th of November 2006 for commercial use and for the general public on the 30th of January, 2007. An overall description of the new windows vista main purpose is that Windows Vista intended to have enhanced security by introducing a new restricted user mode called User Account Control, replacing the administrator-by-default philosophy. One of the major differences between windows vista and windows XP is that the original start button was replaced with just the windows icon. Furthermore vista consists of new graphic features, the Windows Aero GUI, new applications (such as Windows Calendar, Windows DVD Maker and some new games including Chess, Mahjong, and Purble Place,[8] Internet Explorer 7, Windows Media Player 11 and in addition a large number of underlying architectural changes. Vista has six editions. The starter, home, home premium, business, enterprise, ultimate. All these editions are available both 32 and 64-bit releases. The major benefit is that 64-bit can break the 4 gigabyte barrier in addition with the 32-bit which cannot fully access. Windows Server 2008 came up on the 27th of February. It had new virtualization technological and security features which existed on Windows Vista and it was considered as more successful that the previous version. Windows Server 2008 is considered to be the best solution for the information technology infrastructure. The final and current version of Windows is 7. It has more rapidly booting than Vista and a theres huge improvement on window management. Windows 7 is available now in six editions. The starter which is available on new PCs only, home basic, home premium, professional, enterprise which is offered only to business customers and the ultimate one which has limited availability to original equipment manufacturers . All versions are available on both 32-bit and 64-bit. There are many rumours about the next release of Windows. Theres nothing official yet but the next major release expected to be in a few years. Microsoft Windows is inevitably of great importance in the operating system sector and since its establishment, it has completed substantive steps striving for improvement until nowadays. The fact that the specific operating system is the main selling one in the market should not be regarded as a mere consequence but rather as a proof of the hard work imputed within the quality section of the whole scheme. Moreover, the rapid improvement in the proportionality of the quality, marketing and overall, the modernisation trend of the business is of great praise and admiration.

The Impact of Blood Sugar and Insulin on Dieting :: exploratoty essay research paper

The Impact of Blood Sugar and Insulin on Dieting People, who support weight loss plans, believe that isolating the different causes of obesity and overweight will guarantee weight loss in a short amount of time. By isolating the different causes of weight gain, the supporters of the weight loss plans believe that losing weight will be made simpler for people, who would want to lose weight without devoting too much time for exercise and dieting. The causes of weight gain are determined by a person’s consumption of food and production of hormones. The supporters of weight loss plans feel that limiting the production of certain hormones through the regulation of food consumption can significantly reduce weight lose in comparison to exercise and dieting. Insulin is a hormone that significantly contributes to weight gain (Hertzler & Kim, 2003). Insulin is a hormonal substance that is produced and dispersed within the body for regulation of blood sugar. The flow of blood sugar is regulated converting sugar into energy. The energy converted from the sugar by molecules is either needed immediately by the body or converted into fat cells for later use during times when the body needs more energy to function. A large build up of fat cells within the body can contribute to weight gain (Eades & Eades 1996). Since fat cells are created from insulin, proponents of the weight loss plans believe that controlling the concentration of insulin within the body can guarantee immediate weight loss. By controlling the level of insulin through the consumption of food, the level of insulin production can be controlled at a level that can help with weight loss. By eliminating the consumption of foods that have high levels of sugar can guarantee an immediate weight loss. People could achieve a desired body weight in a short amount of time. Even though people on the weight lose plans can achieve weight loss in a short amount of time. The quick loss of weight can be harmful for the body. The elimination of sugar from someone’s diet can have negative affects on their body. One of the negative affects of eliminating sugar from someone’s daily consumption of food is the potential risk of having a low blood sugar level.

Challenger Essay -- essays research papers

On January 26, 1986, one of the greatest disasters of our time occurred. When Challenger was destroyed many questions were asked about the safety of space missions. Many questions were asked about the credibility of the engineers who designed the air craft. It is now know that crucial information about the faulty O-rings was know to many if not all of the engineers. These engineers had many moral decisions they had to face when the problem was first noticed, which was as early as November 1981. When a shuttle is launched their are two booster rockets attached to the side of it that disconnect when the shuttle gets into orbit. The rockets that were on the Challenger were manufactured by Morton-Thiokol, an engineering company. This company then sends the rockets to the launch site where they are assembled. Where the different pieces of the rocket fit together, there is a set of O-rings that make a seal around the booster. Around the O-rings their is a putty substance that holds the O-rings in place. In November of 1981, after the flight of the second shuttle mission, the joints where examined, and the O-rings were eroded. The joints were still sealing effectively but the O-ring material was decaying because of hot gasses that went through the putty. At this point Roger Boisjoly an engineer for Morton-Thiokol started researching different types of putty to reduce the corrosion on the O-rings. After testing the O-rings in the laboratory it was found that they did not return to their original size after being compressed at low temperatures. Thiokol designed a set of billets that would hold the joint more firmly in place. These billets were not ready on the day of the Challenger disaster because they took too long to manufacture, and NASA did not want to delay the project. The next tests took place in June of 1985 at Morton-Thiokol in Utah. The primary seal on flight 51B which flew on April 29, 1985, was eroded; "eroded in 3 places over a 1.3 inch length up to a maximum depth of.171 inches. It was postulated that this primary seal had never sealed during the full two minute flight."i It's at this point that Boisjoly knew he had to go to his superiors about the problem. In August of 1985 Morton-Thiokol formed a task force of engineers to solve the problem of the O-rings. This task force only consisted of 5 engineers wh... ...tressed more in the education of an engineer. Engineers must realize that their are many situations that people put their live in the hands of the engineer. Every time we step into a car we are relying on the design of an engineer, and if any part of it fails the passenger could get hurt if not killed. In today's society their are many institutions that protect the public from technology; buildings must meet certain regulations, and cars have to meet certain safety standards. But their are not as many organizations that protect the rights of the engineers. When can we say that it is no longer the engineer's fault, and say that it is the fault of the operator? Engineers must be careful when it comes to ethical standards, they should not have to be in the same position that Boisjoly was in. By evaluating the situation and acting according to what is best for society and themselves they should find a perfect median between morals and management. i Http://www.mit.edu:8001/activities/ethics ii Http://www.mit.edu:8011/ethics iii http://www.mit.edu:8001/activities/ethics/boisjoly/RB-intro.html ivhttp://www.mit.edu:8001/activities/ethics/boisjoly/RB-intro.html

A Game of Thrones Chapter Forty-one

Jon You are as hopeless as any boys I have ever trained,† Ser Alliser Thorne announced when they had all assembled in the yard. â€Å"Your hands were made for manure shovels, not for swords, and if it were up to me, the lot of you would be set to herding swine. But last night I was told that Gueren is marching five new boys up the kingsroad. One or two may even be worth the price of piss. To make room for them, I have decided to pass eight of you on to the Lord Commander to do with as he will.† He called out the names one by one. â€Å"Toad. Stone Head. Aurochs. Lover. Pimple. Monkey. Ser Loon.† Last, he looked at Jon. â€Å"And the Bastard.† Pyp let fly a whoop and thrust his sword into the air. Ser Alliser fixed him with a reptile stare. â€Å"They will call you men of Night's Watch now, but you are bigger fools than the Mummer's Monkey here if you believe that. You are boys still, green and stinking of summer, and when the winter comes you will die like flies.† And with that, Ser Alliser Thorne took his leave of them. The other boys gathered round the eight who had been named, laughing and cursing and offering congratulations. Halder smacked Toad on the butt with the flat of his sword and shouted, â€Å"Toad, of the Night's Watch!† Yelling that a black brother needed a horse, Pyp leapt onto Grenn's shoulders, and they tumbled to the ground, rolling and punching and hooting. Dareon dashed inside the armory and returned with a skin of sour red. As they passed the wine from hand to hand, grinning like fools, Jon noticed Samwell Tarly standing by himself beneath a bare dead tree in the corner of the yard. Jon offered him the skin. â€Å"A swallow of wine?† Sam shook his head. â€Å"No thank you, Jon.† â€Å"Are you well?† â€Å"Very well, truly,† the fat boy lied. â€Å"I am so happy for you all.† His round face quivered as he forced a smile. â€Å"You will be First Ranger someday, just as your uncle was.† â€Å"Is,† Jon corrected. He would not accept that Benjen Stark was dead. Before he could say more, Haider cried, â€Å"Here, you planning to drink that all yourself?† Pyp snatched the skin from his hand and danced away, laughing. While Grenn seized his arm, Pyp gave the skin a squeeze, and a thin stream of red squirted Jon in the face. Haider howled in protest at the waste of good wine. Jon sputtered and struggled. Matthar and Jeren climbed the wall and began pelting them all with snowballs. By the time he wrenched free, with snow in his hair and wine stains on his surcoat, Samwell Tarly had gone. That night, Three-Finger Hobb cooked the boys a special meal to mark the occasion. When Jon arrived at the common hall, the Lord Steward himself led him to the bench near the fire. The older men clapped him on the arm in passing. The eight soon-to-be brothers feasted on rack of lamb baked in a crust of garlic and herbs, garnished with sprigs of mint, and surrounded by mashed yellow turnips swimming in butter. â€Å"From the Lord Commander's own table,† Bowen Marsh told them. There were salads of spinach and chickpeas and turnip greens, and afterward bowls of iced blueberries and sweet cream. â€Å"Do you think they'll keep us together?† Pyp wondered as they gorged themselves happily. Toad made a face. â€Å"I hope not. I'm sick of looking at those ears of yours.† â€Å"Ho,† said Pyp. â€Å"Listen to the crow call the raven black. You're certain to be a ranger, Toad. They'll want you as far from the castle as they can. If Mance Rayder attacks, lift your visor and show your face, and he'll run off screaming.† Everyone laughed but Grenn. â€Å"I hope I'm a ranger.† â€Å"You and everyone else,† said Matthar. Every man who wore the black walked the Wall, and every man was expected to take up steel in its defense, but the rangers were the true fighting heart of the Night's Watch. It was they who dared ride beyond the Wall, sweeping through the haunted forest and the icy mountain heights west of the Shadow Tower, fighting wildlings and giants and monstrous snow bears. â€Å"Not everyone,† said Halder. â€Å"It's the builders for me. What use would rangers be if the Wall fell down?† The order of builders provided the masons and carpenters to repair keeps and towers, the miners to dig tunnels and crush stone for roads and footpaths, the woodsmen to clear away new growth wherever the forest pressed too close to the Wall. Once, it was said, they had quarried immense blocks of ice from frozen lakes deep in the haunted forest, dragging them south on sledges so the Wall might be raised ever higher. Those days were centuries gone, however; now, it was all they could do to ride the Wall from Eastwatch to the Shadow Tower, watching for cracks or signs of melt and making what repairs they could. â€Å"The Old Bear's no fool,† Dareon observed. â€Å"You're certain to be a builder, and Jon's certain to be a ranger. He's the best sword and the best rider among us, and his uncle was the First before he . . . † His voice trailed off awkwardly as he realized what he had almost said. â€Å"Benjen Stark is still First Ranger,† Jon Snow told him, toying with his bowl of blueberries. The rest might have given up all hope of his uncle's safe return, but not him. He pushed away the berries, scarcely touched, and rose from the bench. â€Å"Aren't you going to eat those?† Toad asked. â€Å"They're yours.† Jon had hardly tasted Hobb's great feast. â€Å"I could not eat another bite.† He took his cloak from its hook near the door and shouldered his way out. Pyp followed him. â€Å"Jon, what is it?† â€Å"Sam,† he admitted. â€Å"He was not at table tonight.† â€Å"It's not like him to miss a meal,† Pyp said thoughtfully. â€Å"Do you suppose he's taken ill?† â€Å"He's frightened. We're leaving him.† He remembered the day he had left Winterfell, all the bittersweet farewells; Bran lying broken, Robb with snow in his hair, Arya raining kisses on him after he'd given her Needle. â€Å"Once we say our words, we'll all have duties to attend to. Some of us may be sent away, to Eastwatch or the Shadow Tower. Sam will remain in training, with the likes of Rast and Cuger and these new boys who are coming up the kingsroad. Gods only know what they'll be like, but you can bet Ser Alliser will send them against him, first chance he gets.† Pyp made a grimace. â€Å"You did all you could.† â€Å"All we could wasn't enough,† Jon said. A deep restlessness was on him as he went back to Hardin's Tower for Ghost. The direwolf walked beside him to the stables. Some of the more skittish horses kicked at their stalls and laid back their ears as they entered. Jon saddled his mare, mounted, and rode out from Castle Black, south across the moonlit night. Ghost raced ahead of him, flying over the ground, gone in the blink of an eye. Jon let him go. A wolf needed to hunt. He had no destination in mind. He wanted only to ride. He followed the creek for a time, listening to the icy trickle of water over rock, then cut across the fields to the kingsroad. It stretched out before him, narrow and stony and pocked with weeds, a road of no particular promise, yet the sight of it filled Jon Snow with a vast longing. Winterfell was down that road, and beyond it Riverrun and King's Landing and the Eyrie and so many other places; Casterly Rock, the Isle of Faces, the red mountains of Dorne, the hundred islands of Braavos in the sea, the smoking ruins of old Valyria. All the places that Jon would never see. The world was down that road . . . and he was here. Once he swore his vow, the Wall would be his home until he was old as Maester Aemon. â€Å"I have not sworn yet,† he muttered. He was no outlaw, bound to take the black or pay the penalty for his crimes. He had come here freely, and he might leave freely . . . until he said the words. He need only ride on, and he could leave it all behind. By the time the moon was full again, he would be back in Winterfell with his brothers. Your half brothers, a voice inside reminded him. And Lady Stark, who will not welcome you. There was no place for him in Winterfell, no place in King's Landing either. Even his own mother had not had a place for him. The thought of her made him sad. He wondered who she had been, what she had looked like, why his father had left her. Because she was a whore or an adulteress, fool. Something dark and dishonorable, or else why was Lord Eddard too ashamed to speak of her? Jon Snow turned away from the kingsroad to look behind him. The fires of Castle Black were hidden behind a hill, but the Wall was there, pale beneath the moon, vast and cold, running from horizon to horizon. He wheeled his horse around and started for home. Ghost returned as he crested a rise and saw the distant glow of lamplight from the Lord Commander's Tower. The direwolf s muzzle was red with blood as he trotted beside the horse. Jon found himself thinking of Samwell Tarly again on the ride back. By the time he reached the stables, he knew what he must do. Maester Aemon's apartments were in a stout wooden keep below the rookery. Aged and frail, the maester shared his chambers with two of the younger stewards, who tended to his needs and helped him in his duties. The brothers joked that he had been given the two ugliest men in the Night's Watch; being blind, he was spared having to look at them. Clydas was short, bald, and chinless, with small pink eyes like a mole. Chett had a wen on his neck the size of a pigeon's egg, and a face red with boils and pimples. Perhaps that was why he always seemed so angry. It was Chett who answered Jon's knock. â€Å"I need to speak to Maester Aemon,† Jon told him. â€Å"The maester is abed, as you should be. Come back on the morrow and maybe he'll see you.† He began to shut the door. Jon jammed it open with his boot. â€Å"I need to speak to him now. The morning will be too late.† Chett scowled. â€Å"The maester is not accustomed to being woken in the night. Do you know how old he is?† â€Å"Old enough to treat visitors with more courtesy than you,† Jon said. â€Å"Give him my pardons. I would not disturb his rest if it were not important.† â€Å"And if I refuse?† Jon had his boot wedged solidly in the door. â€Å"I can stand here all night if I must.† The black brother made a disgusted noise and opened the door to admit him. â€Å"Wait in the library. There's wood. Start a fire. I won't have the maester catching a chill on account of you.† Jon had the logs crackling merrily by the time Chett led in Maester Aemon. The old man was clad in his bed robe, but around his throat was the chain collar of his order. A maester did not remove it even to sleep. â€Å"The chair beside the fire would be pleasant,† he said when he felt the warmth on his face. When he was settled comfortably, Chett covered his legs with a fur and went to stand by the door. â€Å"I am sorry to have woken you, Maester,† Jon Snow said. â€Å"You did not wake me,† Maester Aemon replied. â€Å"I find I need less sleep as I grow older, and I am grown very old. I often spend half the night with ghosts, remembering times fifty years past as if they were yesterday. The mystery of a midnight visitor is a welcome persion. So tell me, Jon Snow, why have you come calling at this strange hour?† â€Å"To ask that Samwell Tarly be taken from training and accepted as a brother of the Night's Watch.† â€Å"This is no concern of Maester Aemon,† Chett complained. â€Å"Our Lord Commander has given the training of recruits into the hands of Ser Alliser Thorne,† the maester said gently. â€Å"Only he may say when a boy is ready to swear his vow, as you surely know. Why then come to me?† â€Å"The Lord Commander listens to you,† Jon told him. â€Å"And the wounded and the sick of the Night's Watch are in your charge.† â€Å"And is your friend Samwell wounded or sick?† â€Å"He will be,† Jon promised, â€Å"unless you help.† He told them all of it, even the part where he'd set Ghost at Rast's throat. Maester Aemon listened silently, blind eyes fixed on the fire, but Chett's face darkened with each word. â€Å"Without us to keep him safe, Sam will have no chance,† Jon finished. â€Å"He's hopeless with a sword. My sister Arya could tear him apart, and she's not yet ten. If Ser Alliser makes him fight, it's only a matter of time before he's hurt or killed.† Chett could stand no more. â€Å"I've seen this fat boy in the common hall,† he said. â€Å"He is a pig, and a hopeless craven as well, if what you say is true.† â€Å"Maybe it is so,† Maester Aemon said. â€Å"Tell me, Chett, what would you have us do with such a boy?† â€Å"Leave him where he is,† Chett said. â€Å"The Wall is no place for the weak. Let him train until he is ready, no matter how many years that takes. Ser Alliser shall make a man of him or kill him, as the gods will.† â€Å"That's stupid,† Jon said. He took a deep breath to gather his thoughts. â€Å"I remember once I asked Maester Luwin why he wore a chain around his throat.† Maester Aemon touched his own collar lightly, his bony, wrinkled finger stroking the heavy metal links. â€Å"Go on.† â€Å"He told me that a maester's collar is made of chain to remind him that he is sworn to serve,† Jon said, remembering. â€Å"I asked why each link was a different metal. A silver chain would look much finer with his grey robes, I said. Maester Luwin laughed. A maester forges his chain with study, he told me. The different metals are each a different kind of learning, gold for the study of money and accounts, silver for healing, iron for warcraft. And he said there were other meanings as well. The collar is supposed to remind a maester of the realm he serves, isn't that so? Lords are gold and knights steel, but two links can't make a chain. You also need silver and iron and lead, tin and copper and bronze and all the rest, and those are farmers and smiths and merchants and the like. A chain needs all sorts of metals, and a land needs all sorts of people.† Maester Aemon smiled. â€Å"And so?† â€Å"The Night's Watch needs all sorts too. Why else have rangers and stewards and builders? Lord Randyll couldn't make Sam a warrior, and Ser Alliser won't either. You can't hammer tin into iron, no matter how hard you beat it, but that doesn't mean tin is useless. Why shouldn't Sam be a steward?† Chett gave an angry scowl. â€Å"I'm a steward. You think it's easy work, fit for cowards? The order of stewards keeps the Watch alive. We hunt and farm, tend the horses, milk the cows, gather firewood, cook the meals. Who do you think makes your clothing? Who brings up supplies from the south? The stewards.† Maester Aemon was gentler. â€Å"Is your friend a hunter?† â€Å"He hates hunting,† Jon had to admit. â€Å"Can he plow a field?† the maester asked. â€Å"Can he drive a wagon or sail a ship? Could he butcher a cow?† â€Å"No.† Chett gave a nasty laugh. â€Å"I've seen what happens to soft lordlings when they're put to work. Set them to churning butter and their hands blister and bleed. Give them an axe to split logs, and they cut off their own foot.† â€Å"I know one thing Sam could do better than anyone.† â€Å"Yes?† Maester Aemon prompted. Jon glanced warily at Chett, standing beside the door, his boils red and angry. â€Å"He could help you,† he said quickly. â€Å"He can do sums, and he knows how to read and write. I know Chett can't read, and Clydas has weak eyes. Sam read every book in his father's library. He'd be good with the ravens too. Animals seem to like him. Ghost took to him straight off. There's a lot he could do, besides fighting. The Night's Watch needs every man. Why kill one, to no end? Make use of him instead.† Maester Aemon closed his eyes, and for a brief moment Jon was afraid that he had gone to sleep. Finally he said, â€Å"Maester Luwin taught you well, Jon Snow. Your mind is as deft as your blade, it would seem.† â€Å"Does that mean . . . â€Å" â€Å"It means I shall think on what you have said,† the maester told him firmly. â€Å"And now, I believe I am ready to sleep. Chett, show our young brother to the door.†