How effectively did the Liberal government meet the needs of the British people

The Liberal government implemented a number of reforms some of which were helpful to the public and some of which were not. The Liberal welfare reform legislation was grouped into five main categories. The first of these was the Young people, this included the Education (Provision of Meals) Act 1906, the Education (Administrative Provisions) Act 1907, and the Children Act 1908. The second group was the Old people there was only one reform in this group, however it was a very significant one, the Old Age Pensions Act 1908. The third group was the countries Sick people, again this only included one reform, the National Insurance Act Part 1 1911. The fourth category was the nations' workers, this included the Workmen†s Compensation Act 1906, the Coal Mines Act 1908, the Trade Boards Act 1909, and the Shops Act 1911. The fifth and final category was the counties vast Unemployed faction, this included the Labour Exchanges Act 1909 and the National Insurance Act Part 11 1911. The reforms were not accomplished over night, they introduced the reforms over a relatively long period of time. The Liberals introduced several reforms for children†s health, they initiated school meals (one per day), medical inspections, and the children†s charter. Since education became compulsory the teachers began to notice that lots of children were coming to school hungry, dirty or ill. Therefore in 1906 the government introduced legislation that compelled local government to provide free or subsidised school meals for all â€Å"poor† children. Most of the credit for this new law is accredited to two reports which were published in the wake of the Boer War: The Royal Commission on Physical Training in Scotland (1903) and the Report of the Interdepartmental Committee on Physical Deterioration. The introduction of these meals was not the be-all and end-all, by 1912 over half the local authorities had still not set up a school meals service. This reform was important for two main reasons. Firstly because it was the first step away from schooling and into the concept that welfare benefits could be granted to the poor without them having the debt or disabilities associated with the poor law. Secondly it was a step towards recognition that parents were not wholly responsible for their children†s undernourishment. Also that, with public support, needy children could be well cared for at home and did not need to be put into public or voluntary care. The second Liberal reform for Young people was the introduction of school medical inspections under the Education (Administrative Provisions) Act of 1907. The Government did not want this Act to be implemented because they felt they could not afford to treat the chronic health problems which would inevitably be discovered. However, administrative pressure from Robert L. Morant, the permanent secretary of the Education Board, who was in turn influenced by Margaret Macmillan forced the government to take action. This reform was particularly helpful because the Board of Education set up a medical department, and the gloomy reports from doctors led to the introduction of school clinics from 1912. These clinics were very good at identifying defects and illnesses. On the other hand the cost of treatment was often too great for some families and their children rarely received treatment. The final reform introduced by the Liberal Party for Young people was the Children†s Act of 1908, which later became known as the ‘children†s charter. † This legislation made it illegal for parents to neglect their children. There were several extensions of this which dealt with specific circumstances such as-Children under 16 were forbidden to smoke or drink and stiff penalties were brought in for shops which supplied them with alcohol of tobacco. This Act had no real significance as most of its finer points were contained in the parents morality or the two previous Acts, it only really served as a follow up to the main Acts. The next main reform introduced by the Liberal party moved away from Young people and to the opposite end of the scale with the Old Age Pensions Act of 1908. Basically the Liberals introduced a state pension for all people over seventy who had worked all their lives and could no longer work and they complied with the conditions- which were not too strict. This Act was the culmination of over 20 years of discussion of the topic of poverty among the elderly and it came about for two main of reasons. The first and in many peoples opinion the most important was the example of the monumental German state insurance and pension scheme. The second was that leading figures such as Joseph Chamberlain and Charles Booth had taken up the cause. The government miscalculated how many people would claim the pension. They had estimated 500,000 when actually 650,000 people applied and by 1914 this had increased to nearly a million. This fact show that the pensions were badly needed and wanted by Britain†s elderly community. Just how grateful people were for this pension is displayed by this quote â€Å"When the Old Age Pensions began, life was transformed for such aged cottagers. They were relieved of anxiety, and when they first went to the post office to draw it tears of gratitude would flow down their faces. Therefore we can see that people really did want state help but were â€Å"too proud to wear the badge of Pauperism. † The next reform dealt with the countries sick people, this was the National Insurance Act Part 1. After Lloyd George had completed his inspection of the German social insurance scheme, he was left in no doubt that Britain needed a much more comprehensive system. He was presented with immense pressure from the opposition such as friendly societies and doctors, however he was determined to build the scheme and not be bullied into submission. As a result of the opposition he had to modify his original scheme accordingly. It was basically an extension of the pension scheme and the concept was that the richer elements for the country should pay more so the poorer elements could contend with difficulties when old or sick. This budget was passed in 1910. This had the same effect as the pension scheme though on a smaller and less consistent scale. The next category for the Liberal reforms was the Countries workers, the Liberal government passed four Laws which are stated in introduction, they sought to improve working conditions, these included minimum wage, fewer hours, etc. These measures constituted a significant improvement for millions of workers, many of whom had no one to speak up for them. The fifth and final category was the unemployed. Up until the turn of the century unemployment was still seen partly as a moral problem of individual idleness and partly as a seasonal problem for certain industries such as shipbuilding and construction. Few people were willing to accept that it may be out of the individual workers control as a result of the lack of wide ranged evidence. The Labour Exchanges Bill was passed in September 1909 as a result of two reports and a book advocating their establishment. The basic idea was that a Labour exchange would allow employer and employee to register their requirements at one central location and could therefore have them met. They also had detailed information of job vacancies. By 1914 there were 430 exchanges throughout Britain and 3000 people were provide work through them every day so they were pretty important in relieving Britain†s unemployment problem. The second of the reforms for the unemployed was Unemployment Insurance. This scheme was worked out be Llewellyn Smith, the permanent secretary for the Board of Trade, and it was essentially Part 11 of the National Insurance Act 1911. By 1915 2. 3 million workers were insured. Admittedly this was a small proportion of the total working population, however it was accepted as the beginning of a much more comprehensive system. Between 1906 and 1911 the Liberal Government introduced all of the above reforms, this impressive list of social reform measures adds up to a significant shift away from minimum government and Laissez Faire. Many Historians argue that the current welfare state finds its origins in the Liberal reforms. This view is justified when one considers that old age pensions, safeguards against unemployment and illness are the basis of the modern welfare state. Consequently many historians believe that the Liberal reforms were extremely limited in scope and failed to deal adequately with the considerable welfare problems of housing and they did not attempt to set up a national health service. Moreover the reforms which were introduced were very limited: Pensions too low; health insurance did not cover employee†s family; and unemployment insurance only applied to seven trades. Obviously the effectiveness of the Liberal welfare reforms is debatable. By the standards of the time they were accepted as fundamental actions for social reform-some more so than others. On the other hand, looking back with our frame of reference (modern welfare Britain), the Liberal reforms appear to be severely inadequate. However, it is important to remember that both Lloyd George and Winston Churchill saw their reforms as only the first step.

Job hunting after graduation Essay

If you’ve left university and don’t yet have a job, here are tips on creating an action plan for finding work. It’s widely acknowledged that it’s harder than it used to be to land your first graduate job, and more people now find they are graduating without a job to go to straight away. If you are one of them, don’t panic. Take the opportunity for a short rest, then focus on what you can do to make things happen. 1. Keep looking The good news for graduate job hunters is that employers are now recruiting all year round. Traditionally, most graduate jobs were advertised in the autumn ‘milkround’, with many students having a job offer before they sat their finals. These days, graduate employers are more likely to advertise on an ad hoc basis, as jobs become available or as they get additional budget for recruitment. So don’t stop looking. The gradireland Summer Fair that takes place each June in Dublin is a chance to meet employers who did not fill all their jobs in the autumn or who have new vacancies. Use the same vacancy sources as when you were at university: gradireland.com, your careers service website etc. But don’t just rely on these: spread your net as far as possible. 2. Network Tell everyone you know that you are job hunting; be open to any suggestions. Start with family and friends, then build new relationships through them. The more contacts you make, the more likely you are to find out about opportunities and meet people who can help you. The majority of job vacancies are not advertised, so word of mouth can be very valuable. It can also be worth making speculative applications. These work best when they are targeted to an organisation that you have researched and know you want to work for: a few carefully-written applications are more  effective than hundreds of standard letters. Work experience or voluntary work can also widen your pool of contacts and provide a foot in the door of the industry you’d like to work in. Don’t spend all summer on Facebook. Use a range of social media to make new contacts and find out about new opportunities. Follow employers on LinkedIn, search Twitter for news of the industry you’re interested in, use everything to ‘meet’ new people. Start a blog: done well, it could be a good addition to your CV by highlighting your expertise, creativity or networking skills. 3. Apply for internships There are several internship programmes now available, many aimed specifically at graduates. These tend to vary from three months to a year. Some offer payment on top of your benefits while others carry accreditation; some even give an opportunity to work abroad for a while. Some of the main schemes currently available are:2. Network Tell everyone you know that you are job hunting; be open to any suggestions. Start with family and friends, then build new relationships through them. The more contacts you make, the more likely you are to find out about opportunities and meet people who can help you. The majority of job vacancies are not advertised, so word of mouth can be very valuable. It can also be worth making speculative applications. These work best when they are targeted to an organisation that you have researched and know you want to work for: a few carefully-written applications are more effective than hundreds of standard letters. Work experience or voluntary work can also widen your pool of contacts and provide a foot in the door of the industry you’d like to work in. Don’t spend all summer on Facebook. Use a range of social media to make new  contacts and find out about new opportunities. Follow employers on LinkedIn, search Twitter for news of the industry you’re interested in, use everything to ‘meet’ new people. Start a blog: done well, it could be a good addition to your CV by highlighting your expertise, creativity or networking skills. 3. Apply for internships There are several internship programmes now available, many aimed specifically at graduates. These tend to vary from three months to a year. Some offer payment on top of your benefits while others carry accreditation; some even give an opportunity to work abroad for a while. Some of the main schemes currently available are: Ireland JobBridge FAS Work Placement Programme IBEC Export Orientation Programme Graduates for International Growth (G4IG) Northern Ireland Graduate Acceleration Programme Applying for internships via an official programme gives you a degree of security. You may, of course, also find an internship by applying directly to the employer. It’s advisable to be aware of your employment rights and the Congress website is a useful source of information. Internships are not just a stop-gap on the way to a permanent job: as a ‘taster’ of a particular sector they can also help you to choose which career you ultimately would like to pursue. Whatever you do, you will gain new skills and experience to add to your CV. 4. Improve your employability Remember that you can still get help from university careers services after you graduate – either at your own university or, if you’ve moved back home, another higher education institution. Make an appointment if you need advice  on how to develop and market your skills or to improve your CV. Despite the downturn, there are still areas where there are skills shortages and unfilled vacancies. If you have the aptitude, consider upskilling, perhaps through a conversion course in IT, or by learning a language. ‘Lifelong learning’ is now considered essential even for those already in work, so if you have spare time use it to read and learn about the area of work you want to get into. Work on your employability skills: writing, administration, team-working, communication etc. You’ll be in a strong position if your job applications can demonstrate these qualities. Consider voluntary work as a way of adding to your portfolio of experience and learning new skills. There are opportunities for short and long-term involvement, whether it’s helping out at a local organisation or working for a national charity. 5. Be open to opportunities Realistically, it may not be immediately possible to get a graduate-level job. If something else is available – even if it is a casual or temporary job – try to use it as a stepping stone. A job in admin or customer support could lead to a more senior position in the same company later. It will let you prove that you have workplace experience and a good work ethic, and can give you transferable skills to add to future job applications. Don’t overlook small businesses. There are a lot of them, so add up to a major force as employers. They may not advertise specific ‘graduate’ vacancies but can be a good environment if you’re at the beginning of your career as there is often more flexibility to learn new skills. 6. Don’t give up Taking a year out or signing up for postgraduate study may be tempting as a way to postpone looking for work. They are worth considering if you are sure that you can demonstrate afterwards the benefits to employers. Otherwise, think carefully about whether this will help in the long term. It’s not necessarily the easy route, but the best course of action may be to stay put, stay positive and stay persistent. If things aren’t going well, review your progress and ask for help and support if you need it.

Language Learning & Teaching

‘Mother tongue’, ‘first language’, or ‘L1’ is the language that the child usually learns first by the process of interacting with the parents, family members and the society.   This language is usually not acquired by the process of formal education.   It is passed on from one generation to another by the process of interaction and communication.   It is important to know that the first language of the individual need not always be the dominant language.   For example, if the family relocates from one place to another, then there would automatically be a shift in the dominant language of the child, as the language for social communication would also change.   Suppose a child has very good skills at learning the first language, automatically the skills for learning the second language would be good, as it suggests various cognitive functions required for learning the language (such as thinking, memory, etc).   On the other hand, if th e child develops poor skills at learning the first language, automatically he/she would find it difficult to learn the second language and even others (Clark, 2000).‘Second language’ or ‘L2’ is a language that is different from the first language and is usually acquired by the process of formal education in school.   Usually, the second language is a language other than the first language or the mother tongue.   As in several parts of the world, a greater amount of importance is given to English, which has been the basis for international communication. A lot of research is being conducted to determine the manner in which the second language could be acquired, learnt and retained.   In some parts of the world, the second language is beginning to dominate the first language.   This is because of the greater amount of use of the second language in international communication, corporate sector and as a medium of instruction.   The term second languag e was given as it initially suggested the level of comprehension, understanding and the fluency of an individual with that particular language in comparison with the first language (Clark, 2000 & Ellis, 1994).  Hylenstam (1992) conducted a lot of research to determine the manner in which the second language and the first language skills were acquired and retained.  He found that after the age of 7 years, the child often found it difficult to learn a second language and obtain the skills required as good as that of the first language.   The individual frequently demonstrated a lot of grammatical errors whilst using the second language, after it was acquired following the age of 7 years (Clark, 2000).   However, research conducted by Hylenstam and Abrahamsson (2003) also found that that there was no exact cut-off period at which an individual would find it difficult to learn the second language, and term it as good as the first language.   Even during adulthood, the second l anguage skills could be acquired as good as before the age of 7 provided the individual made an effort and was motivated to learn and acquire the second language (Clark, 2000).Usually, in each and every nation of the world, the child would be learning two languages.   The United States is one of the few nations in which the children would be usually learning one language that is English.   According to Cummins, learning a second language did not affect the development of the child.   However, social interactions helped in development.   Studies based on cognitive functioning and learning abilities have demonstrated that during the phase of mental growth and development, there was no negative effect if the child learnt one language or two.   Children were able to learn a second language easily and utilise it in the same manner as the first language for communication, questioning, thinking and socialising.   All the knowledge gained from the first language could easily be transferred and utilised in the second language by the child (Clark, 2000 & Ellis, 1994).Children cannot learn a second language within a definite period of time.   Strong evidence is currently not available to suggest that children can learn a second language within a short period of time.   Evidence is also currently not available to demonstrate that children would be learning a second language faster than the adults (Clark, 2000 & Ellis, 1994).During the process of learning a second language, the child may experience several problems including improper pronunciation, not able to use grammar appropriately or poor comprehending capability.   It is important to note that several factors such as environmental, learning facilities, educational, ability to socialise, age, sex, motivation, personality type etc, play an important role in the second language development of the child.   It is for this reason that some children learn second language faster, whilst others take a long er time (Clark, 2000 & Ellis, 1994).One of the important factors that need to be considered for acquiring a second language is the age of learning.   This plays an important role compared to several other factors including motivation, cultural circumstances, opportunities etc.   The child should also get a positive response from others whilst learning the second language.   In the native home, some children may find it difficult to learn a second language.   Children whilst learning the first and the second language usually have similar attitudes.   In learning the first language, the child would usually do so at a younger age, and hence the complications and the fear of making mistakes are lesser.   The second language learning age is usually higher than the first language, and hence the complications and the fear of making mistakes are usually present.   Children tend to use the native pattern of pronouncing words (Clark, 2000 & Ellis, 1994).In 1995, Collier was able to demonstrate that even adolescents and adults had some amount of competence in learning a second language.   Children do have the cognitive competence of learning languages and this would enable them to learn and retain a language better than an adult.   A few researchers have contradicting views about the second language learning.   They feel that once a second language is learnt within a very short period of time and at a very young age, then the skills initially acquired of the first language is lost (Bialystok & Hakuta, 1994).   Some of these researchers hence feel that the second language should not be introduced at a very young age to children and hence both the first and the second language need to be imparted (McLaughlin, 1973).Once the first or the second language is learnt, the outcome is usually different.   For example, once the first language is learnt, due to the interactions between the society, parents and family, the fluency and the comprehension improv es compared to the second language.   It may be equally difficult for learning either the first language or the second language, but the role of variables is even greater for the second language (Clark, 2000 & Ellis, 1994).For learning the first and the second language, it is very important that an environment conducive for learning exists.   Communication between the parents, family, friends and society is very important.   The cognitive ability can be developed and the language skills could be improved through positive interactions in the language.   The child should be allowed to express themselves freely with the parents.   The language learning process should be enabled through positive interactions between the parents and the child.   The existent language base and real-life situations play an important role.   The child should be able to use the language at the school, home or in social settings.   The child should be able to use and develop both the languages equally.   For example, some children may not be able to use the second language at home due to inability of the family members to understand it.Besides, some children may also find it difficult to use the first language in school, as they may have another language as a medium of instruction.   This may hamper the learning process.   It is important that the child uses the languages in many instances as possible so as to develop the skill and the knowledge required.   Whilst learning the first and the second language, formal education would only be playing a passive role.   The main ingredient for the success at developing skill in a new language is positive interactions and usage of that language (Clark, 2000 & Ellis, 1994).Some children may find learning a second language a very tedious task.   Especially those children, who have problems in learning the first language, often develop similar problems in learning the second language.   For learning the language, such problems frequently develop as it is very important that the child develops strong relationships with the parents so that such problems can overcome patiently and gradually.   The use of the second language at home should in no manner affect the cognitive development and the learning process.New experiences with the second language and the use of new ideas would definitely help in improving the cognitive processes.   It is frequently seen that once the cognitive development has occurred with the first language, the same skills could be utilized in attaining the skills required for the second language.   Frequently, children who have developed tremendous skills with the first language (due to the cognitive advancement) may find it very easy to learn a second language.   Studies have even demonstrated that children able to excel in the first language may do equally well with the second language (Clark, 2000 & Ellis, 1994).Reading is another area in which the child should deve lop a habit in order to gain competence of the second language.   It helps to improve comprehension, understanding, thinking, flow of ideas, creative expressions, memory etc.   Usually, the first language is learnt through day-to-day communication and the second language is learnt through reading.   However, both communication and constant reading are required to develop skills in learning the language.Thus it can be said that development of the first language would in fact supplement the learning of the second language.   Positive interactions with family, parents, friends and society would help in developing skills with the second language.   Besides, reading would also aid in language development.   The manner in which the first and the second language is learnt is much similar to one another.   It need not always be that the first language dominates the second language.   The dominating language usually depends on the culture the child is exposed to.   In child ren below the age of 7 years, the process of learning the second language is much easier. In adults and adolescents, motivation plays a very important role in second language acquisition.References:Clark, B.A. (2000), First- and Second-Language Acquisition in Early Childhood. [Online], Available: http://ceep.crc.uiuc.edu/pubs/katzsym/clark-b.html, [Accessed: 2007, December 31].Ellis (1994). Differences between L1 and L2 acquisition. [Online], Available: http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm, [Accessed: 2007, December 31].Klein, W., & Jankowski, B. (1986), Second Language Acquisition, Cambridge University Press, Cambridge.NWREL (2003). Overview of Second Language Acquisition Theory. [Online], Available: http://www.nwrel.org/request/2003may/overview.html, [Accessed: 2007, December 31].

LAW Essay Example | Topics and Well Written Essays - 2500 words

LAW - Essay Example . .But the classification of the agreement as a lease does not depend upon any intention additional to that expressed in the choice of terms. It is simply a question of characterising the terms which the parties have agreed. This is a question of law.†2 Traditionally in determining whether or not the arrangements between Botolphs Investments plc and Alfred Micawber constitute a tenancy or a license it will be necessary to look a the factual background and discern whether or not the intent of the arrangements was to give Alfred Micawber exclusive possession of the shop. If so, the agreement was a tenancy rather than a license.3 Lord Denning stated in Shell-Mex & BP Ltd v Manchester Garages Ltd [1971] 1 WLR 612 that: â€Å"Broadly speaking, we have to see whether it is a personal privilege given to a person (in which case it is a licence) or whether it grants an interest in land (in which case it is a tenancy). At one time it used to be thought that exclusive possession was a decisive factor. But that is not so. It depends on broader considerations altogether. Primarily on whether it is personal in its nature or not.†4 This submission by Lord Denning was merely an extension of his ruling in Isaac v Hotel de Paris Ltd [1960] 1 WLR 239 where he broadly held that exclusive possession was not the only consideration.5 Although the law changed somewhat it has once again been restored to the resolution of the question of exclusive possession. â€Å"In my opinion the agreement was only ‘personal in its nature’ and created ‘a personal privilege’ if the agreement did not confer the right to exclusive possession of the filling station. No other test for distinguishing between a contractual tenancy and a contractual licence appears to be understandable or workable.†6 The right to exclusive possession is the pivotal test for which to determine whether on not the agreement between Botolphs Investments plc and Alfred Micawber constitutes a tenancy as opposed

Radiation Essay Example | Topics and Well Written Essays - 500 words

Radiation - Essay Example Finally, I could be exposed to radiation from radio nuclides ingested into the body through food, say from crops that might have taken up radioactive isotopes from the ground or soil as noted by the US Environmental Protection Agency, EPA (2012). Therefore, both natural and artificial objects could expose me to radiation. Exposure to radiation poses adverse health effects, particularly when the duration of exposure is elongated and the intensity of radiation is high. Radiation could cause cancer as tissues get exposed to radioactive elements. Secondly, when foetuses are exposed to radiation, birth defects could occur which include smaller brain size or head, mental retardation or poorly formed eyes. Finally, radiation, particularly ultraviolet radiation from the sun, causes cataracts which are the leading cause of blindness (Nadakavukaren, 2011). The sievert, Sv, is the unit of radiation weighted dose which measures the harmful potential of radiation based on the type of radiation and also the sensitivity of the body organs and tissues involved. 3. Imagine that the LADWP decided to build a power plant on the vacant land at the northwest corner of Lassen and Zelzah.   For the purposes of this exercise, they are considering one of the following three options: a coal power plant that employs 100 people, a solar plant that employs less than ten full time employees, or a nuclear power plant that produces three times the amount of energy as the other two choices. Provide 9 full sentences describing the pros and cons of the proposed options.   Focus on the environmental health issues and include at least 2 statistics in the response. The argument should be balanced and incorporate factual material from at least 3 journal articles from the database link noted above. Should LADWP opt to build a coal power plant, they could benefit from its widespread availability which further protects the environment from the pollution that could result from its transportation had it

The enviorment now and then Essay Example | Topics and Well Written Essays - 1750 words

The enviorment now and then - Essay Example They argued that the people are ignorant about the slow killing process of industrialization. The article suggests that manipulation of strong law of nature is not possible for the human beings as nature would pay back to men in larger magnitude. The environment may well be the gut issue that can unify a polarized nation in the 1970s. It may also divide people who are appalled by the mess from those who have adapted to it. Here we can see that, it is in the 21st century that people realized the great aftermath of environmental pollution. In 20th century, only intellectuals, scientist and anthropologist predicted environmental disaster as they have the mental potentiality to vision the future. But the men of this age did not experience any threat from nature due to the industrial revolution .It is a fact that â€Å"nature don’t take leaps† but act on a slow basis. Gradually, as people entered the 21st century, the global environmental threat like global warming and risin g of sea level started to surface. This is exactly when the human population repented about the emergence of industrial revolution. Perception of environment pollution in past and present In the 20th century, the world was just witnessing the industrialization and people saw an immediate upsurge in transportation and emergence of factories. ... This shows the degree of ignorance among people regarding the nature and different aspects related to it. If we enquire about â€Å"ecosystem† to any educated person in 21st century he would definitely define it to us. The people of past, had little or no scientific facilities to unlock the effect of industrialization. Scientific world does mention about ecology and negative impact of industrialization on nature, but could not understand the practical impact of industrialization on nature. People in 20th century were appalled by the environmental mess but could not contain it any way. When we discuss of environmental pollution during 1970s, the effect of automobile pollution on nature was of less magnitude that that of 21st century. According to (Singh, 2009, pg.358) â€Å"Global affluence has vastly increased mobility. The number of motor vehicles in use worldwide has more than doubled since 1970, to the now imposing figure of about 600 million cars and trucks†. Here w e can assert that, the people of 1970s were appalled by environmental pollution and people of 21st century are adapting to the adverse natural phenomenon. Ecology – A Subversive Science Ecology in scientific terms relate to the relationship between man and living organisms in a natural environment. Ecology could also be considered as the study of natural web of life. However, ecology of man itself cannot be examined as there is no technique or body of thought related to it. It is easier to see ecology as a subversive science as the web of life in which the human exists is too simple or meager. This ecological natural relationship between man and living organism is elastic but has insufficient depth. Ecology itself cannot be studied but only

Ultraviolet light Lab Report Example | Topics and Well Written Essays - 250 words

Ultraviolet light - Lab Report Example Additionally, UV-B is also harmful and is absorbed by the Ozone Layer on the Earth’s atmosphere. However, based on the effects of global warming, the penetration of the UV-B radiation through the ozone facilitates sunburn on human skin (Akram and Rubock, pp. 2-11). The discovery of ultraviolet light owes to the scientific research by John Ritter of 1801 which showed that in the presence of ultraviolet light, blue photographic paper would turn black. Following the discovery of the ultraviolet light/radiation, scientists have used the concept of ultraviolet wavelengths to monitor the formation of stars in the galaxy. Since most stars emit light at the wavelength of UV-light, scientists can monitor activity in the universe and provide information on newly forming stars (Mission Science, para 1-7). Practical application of UV-light is the study of the galaxy where scientists use Ultraviolet Imaging Telescope to investigate the differences between newly formed and older stars. Due to differing wavelengths, it is observed that the Ultraviolet Imaging Telescope results show that optical and ultraviolet wavelengths affect how bright a star shines (Gam Products Inc.

Everyday Use by Alice Walker Research Paper Example | Topics and Well Written Essays - 1000 words

Everyday Use by Alice Walker - Research Paper Example Alice Walker, the author of this story is considered to be a highly acclaimed writer of the contemporary black women lives. Walker reflects upon the Southern life of Black people as a result of white oppression, need for self-respect and for their survival (Hedges & Wendt 25). For Dee the blacks’ world is a more optimistic and Americanized version which compels her to change her name from Dee to Wangero to represent her African identity. There is a twist in the tale when the readers learn that this was not Mama’s intention. She merely wanted her to gain excellent education and keep her away from her younger child Maggie whom she felt would not be able to cope with Dee because of an earlier accident which physically damaged Maggie. As Dee returns home on vacation she brings with her a boyfriend who has a Muslim origin who does not eat pork. His name is Hakim which Mama fails to pronounce well. Dee is fascinated with her home’s interior as well as the outlook as sh e admires the preserving of heritage to Mama’s great surprise because at first she was least inclined towards such minor details. Dee and Maggie are shown contrasting with each other in many ways. While Maggie is shy, Dee is bold and outspoken. Maggie is ashamed of her scars that she got from house fire. Being always at home near Mama, Maggie learnt the worth of African American heritage. ... She wishes to keep the quilt which disturbs Maggie and infuriates Mama (Whitsitt 445). However when Maggie insists that Dee keep the quilt Mama takes it away from her and returns it to Maggie. For Dee this is the most conservative outlook towards life and this can be understood when she says: â€Å"â€Å"But they're priceless!" she was saying now, furiously; for she has a temper. "Maggie would put them on the bed and in five years they'd be in rags. Less than that!†Ã¢â‚¬  (Walker 2009) For Mama this is altogether a strange experience seeing Dee talk about heritage and family values the way she does now. She strongly regrets sending Dee away for education because she believes it has shattered the family ties. She is much satisfied to keep Maggie at home because she has at least received the traditional upbringing with black community’s values deep ingrained. The quilt is a controversial figure in the story because its very existence is considered to be literal by many critics while Walker might have a different purpose in mind. She may be drawing an analogy between storytelling and quilting. â€Å"Quilt is a trope whose analogue (the quilt itself) provides the stitch that untropes the trope; it is a trope stitched to a reality...† (Whitsitt 447). The tightness of the stitching is indicative of the fact that the community or an individual is strongly and tightly knitted. Walker explores the â€Å"limits of art and the authentic† as she narrates the relationship between Mama, Maggie and Dee. According to critics, Dee is not only narrated out of the story but also from the sisterhood which is observed between Mama and Maggie. This, however, shuts the other possibility of keeping Dee in play. There is a sense of longing at the beginning of the story which reminds the

MBTI Analysis Research Paper Example | Topics and Well Written Essays - 1500 words

MBTI Analysis - Research Paper Example For instance, extraversion versus intraversion determines the level to which a person is predicted to be more social or withdrawn. Each of these traits have an opposite personality trait and the strength of each is determined by a higher score for each type on the MBTI. RESULTS OF MBTI The results of the MBTI indicated my personality type was ESFJ, with a moderate expression of extraversion, a moderate score in judging, a moderate expression of feeling, and a very slight expression of sensing as part of my personality dynamics. The highest scores were extraversion with 56 and judging also with 56. These were my most significant scores of the four types. I am currently studying nursing, a job role that requires direct intervention with diverse and culturally-different patients, therefore extraversion is a desired trait in the role of nurse practitioner. Nurses are considered the primary source of information for patients and must serve as an advocate based on a trusting foundation of sociability (Morrison, 4). Extraverts â€Å"are keenly interested in other people and external events, and venture forth with confidence into the unknown† (Ewen, 1998, p.127). This suggests a higher level of sociability than an intraverted personality type, meaning that it is a predictor of a well-adjusted ability to function well in group environments. The extravert enjoys social environments and often takes a leadership role when exploring discussion in the group concept. In the role of nurse practitioner, there must be the ability to work directly with patients in order to explore their needs and concerns. Especially when dealing with patients that are battling difficult illnesses, they rely on the competence and social knowledge of the nurse in order to find quality and dimension in effective treatment programs. An introverted individual would not be able to serve the patient needs effectively and it is likely that the quality of treatment would suffer in the long-term. T his is why the MBTI index results reinforced that nursing is a quality profession for my unique personality type. I also maintain a moderate judging personality versus the opposite, which is feeling. Judging is the tendency to prefer a structured and orderly environment that is based on factual data, rather than in feeling where intuition and hunches are preferred over logical information. It is â€Å"the preferred method of managing the outer world† (Lucas, 2007, p.14). This, too, is important in the role of a nurse where orderly scheduling and statistical information must be considered when developing an appropriate treatment plan. It serves the role of the nurse practitioner well to be able to use logical analyses rather than acting on instinctive information so that the quality of patient care is top-notch. When working directly with physicians, there must be structure both in management and in the management of data to ensure zero errors and be able to coordinate treatme nt-based activities effectively. This is a field that would not be served well with an instinctive philosophy as is associated with perceiving and does not afford much in terms of spontaneity. Feeling also maintained a moderate score of 44, based on the results of the MBTI. This is how a certain personality type prefers to make decisions, either based on empathy, such as with feeling or as associated with thinking methodology. Feeling is a more personal type

Cross cultural language differences Assignment Example | Topics and Well Written Essays - 1000 words

Cross cultural language differences - Assignment Example It is the aim of this essay to assess the types of curricular and related activities that can be used to increase awareness of cross-cultural language differences among teachers and among children. In the American schooling system, the percentage of white teachers is by a large degree greater than that of teachers from ethnic minorities. In most cases, this leads to less interaction among teachers from diverse ethnic backgrounds. However, in urban schools, the interaction between these teachers becomes increasingly common, attributable to the multiculturalism of urban areas. Sometimes, the teachers may not know how to treat their colleagues who are from different cultural groups and who speak different languages. As a way of bridging the cultural differences, teachers should use some aspects of the curriculum to familiarize themselves with different cultures. For example, teachers can hold discussions amongst themselves and review how different their histories are, while also acknowl edging the similarities in their cultures. Teachers with ability to speak multiple languages should also act as bridges and translate information for their colleagues. Teachers may also engage in other activities such as giving each other cultural souvenirs to facilitate cultural awareness and interaction. Once teachers are able to exist harmoniously with each other despite their cultural and language differences, it then becomes easier to teach learners who speak different languages and who have different cultural origins. The curriculum should be one of the tools used to promote cultural and lingual differences among learners. A good curriculum is one which emphasizes on the benefits of cultural diversity and teaches learners to embrace their cultural and language differences. For example, the curriculum should ensure that learners are taught different histories, languages and cultures. This type of education teaches learners to respect each other’s culture and shun racism and discrimination. According to Hill the classroom should be treated like a public place, where slurry comments should not be entertained lest such comments end up hurting an individual’s pride and identity (201). As Hill states, it is the responsibility of a censurer to ensure that speakers do not make racist or culturally offensive statements all in the name of â€Å"light talk† (203). In the school setting, this role of censorship should be taken up by the teacher. By treating all cultures with respect, the teacher acts as a role model for students to do the same. In designing the curriculum, experts should be very careful in choosing the most appropriate language of instruction, bearing in mind the diverse cultures represented by learners. The language of instruction according to Fought plays a key role in the educational development of a child (185). Although the instructional or standard language in most schools is English, the teacher should enhance learner und erstanding by asking students to give the equivalents in their native language or mother tongue, of words used in the instructional language. However, the use of coded language and slang should be discouraged from the school setting. The use of slang African-American slang sometimes brings about conflicts. The same goes for coded language where for example, American children know that whenever an English word contains the Spanish â€Å"

Vertical and Horizontal Mergers in Apparel Industry Essay

Vertical and Horizontal Mergers in Apparel Industry - Essay Example The essay "Vertical and Horizontal Mergers in Apparel Industry" talks about the vertical and horizontal mergers in the apparel industry. A merger is a company that is formed when two or more companies come together to form a single company. These companies may be dealing with the same or different lines of products but with a common finished product.If they deal in a similar line of product, a horizontal merger is formed. If they deal in a different line of products but with a common finished product, a vertical merger is formed. In the illustrations below, the paper shall focus on vertical merger and a horizontal merger in the apparel industry. To begin with a vertical merger, an analysis of study two clothing industries shall be done. That is the VF Corporation and the Timberland Company. The VF Corporation is an American clothing industry that deals in work wear, jeanswear, underwear, and daypacks. On the other hand, the Timberland Company is equally an American retailer and whole saler of outdoors wear, but with a focus on footwear. As it can be noticed, the two companies deal with different lines of product, but with a common finished product of outdoors wear. In June 2011, the VF Corporation acquired the Timberland Company thus forming a vertical merger. The primary objective of this merger was to make the production process and the distribution process more efficient and cost effective. In the agreement, VF was confident of keeping Timberland going by adding Timberland’s strong brands to its brands.

Political and Socioeconomic Essay Example for Free

Political and Socioeconomic Essay The communication gap between First and Third world feminist, as expressed by Narayan lies within a cultural setting: though Western feminism is still an upholding to the rights of women, Third world feminism speaks towards a culture’s specific issues, as Narayan writes, â€Å"I am arguing that Third-World feminism is not a mindless mimicking of ‘Western agendas’ in one clear and simple sense that, for instance, Indian feminism is clearly a response to issues specifically confronting many Indian women† (13). Thus, feminism is explicit to country and cultural beliefs, not hinging upon a predetermined, or in this case Western view. There are many people, mostly women, who have been fighting for their equal rights – and we now commonly call this as feminism. Feminism started not merely on 19th century, but even during the 17th to 18th century. This is the very reason why feminists have gotten so much attention from well respected organization and government officials. With this idea in mind, many are now asking, who are the women who started the feminist movements and what prompted them to initiate such action? By digging deeper to what the real meaning of feminism is, it can also be identified the first few women who fought and strived really hard just to show the world that feminism is indeed worth fighting for. These women have their own issues that they highlighted and it all boils down to the fact that females are not just a decoration for males, instead, they are people who can be effective even in dealing with other important aspects of he society like the government. Feminists’ ideas started during the time of the infamous Enlightenment, with Lady Mary Wortley Montagu and the Marquis de Condorcet who initiated championing womens education. The first scientific society for women was founded in Middleberg, a city in the south of the Dutch republic, in 1785. Journals for women which focused on issues like science became popular during this period as well. Mary Wollstonecrafts A Vindication of the Rights of Woman is one of the first works that can be called feminist, although by modern standards her comparison of women to the nobility, the elite of society, coddled, fragile, and in danger of intellectual and moral sloth, does not sound like a feminist argument. Wollstonecraft believed that both sexes contributed to this situation and took it for granted that women had considerable power over men. Indeed, it was during the late 17th century to the early 18th century that the earliest works on the so-called woman question criticized the restrictive role of women, without necessarily claiming that women were disadvantaged or that men were to blame (Deckard, 1975). When 18th century came, the movement is generally believed to have begun as people increasingly came to believe that women were treated unfairly under the law. The feminist movement is rooted in the West and especially in the reform movement of the 19th century. The organized movement is dated from the first womens rights convention at Seneca Falls, New York, in 1848 (Deckard, 1975). This feminism started not on one place or country, but coincidentally, a lot of women from various countries around the world fought for their rights as and equal and rightful members of the society. Emmeline Pankhurst was one of the founders of the suffragette movement and aimed to reveal the institutional sexism in British society, forming the Womens Social and Political Union (WSPU). Often the repeated jailing for forms of activism that broke the law, particularly property destruction, inspired members went on hunger strikes. Due to the resultant force-feeding that was the practice, these members became very ill, serving to draw attention to the brutality of the legal system at that time. In an attempt to solve this the government introduced a bill that became known as the Cat and Mouse Act, which allowed women to be released when they starved themselves to dangerous levels, then to be re-arrested later. (Deckard, 1975). Meanwhile, the Feminist movement in the Arab world saw Egyptian jurist Qasim Amin, the author of the 1899 pioneering book Womens Liberation, as the father of Arab Feminist Movement. In his work Amin criticized some of the practices prevalent in his society at the time, such as polygamy, the veil, or womens segregation, and condemned them as un-Islamic, and contradicting the true spirit of Islam. His work had an enormous influence on womens political movements throughout the Islamic and Arab world, and is read and cited today (Deckard, 1975). Various women were able to raise their voices during that time. They were able to capture the attention of many and hear out their grievances. Let us take a closer look at each of the famous and most influential women during this Abolition Movement, and create a more prominent appreciation on their ways and methods of fighting for their cause. Among the most influential women whose actions were all aimed at highlighting the feminist rights, the Grimke sisters (Sarah Grimke and Angelina Grimke Weld) topped the list. Motivated by religion and a desire to live a useful life, they were among the first American women to speak in public. They wrote a number of tracts against slavery and for womans rights. To abolitionist acclamations, Angelina became the first American woman to address a state legislature. Both sisters would remain abolitionists and womans rights activists for the remainder of their lives with Angelina concentrating on the abolitionist movement and Sarah concentrating on the womans rights movement (Lerner, 1998). Sarah Grimke offered the best and most coherent Bible argument for womans equality yet written by a woman. She was also able to identify and characterize the distinction between sex and gender; she took class and race into consideration; and she tied the subordination of women both to educational deprivation and sexual oppression. She identified men, individually and as a group, as having benefited from the subordination of women. Above all, she understood that women must acquire feminist consciousness by conscious effort and that they must practice asserting their rights in order to think more appropriately (Lerner, 1998). Angelina, on the other hand, in several of her pamphlets and speeches, developed a strong argument for womens rights to political equality. In her insistence on womens right, even duty, to organize for political participation and to petition, she anticipated the practice and tactics women would follow for the rest of the century. In both her Appeal to Southern Women and in her Letters to Catherine Beecher she fashioned a defense of womens right to organize in the antislavery cause which connected it with the causes of white women and influenced the practice of several succeeding generations (Lerner, 1998). It is therefore in culture that the main difference between First-World and Third-World feminism lays. The treatment of women in India is one filled with hypocrisy. In Narayan’s essay, the India chastises Western civilization for their treatment of women; for instance, Indian women were permitted to attend higher education classes decades before the English even considered the aspect. Indian’s say that they treat their women as goddesses, while the West treats their women far less as equals, but this in turn is duplicitous, in examples Narayan gives of the treatment from men received by her grandmothers, and her mother (chastisement, beatings, and submissiveness, and silence). Narayan gives childhood examples of how she became a feminist, and they are not dominantly rooted in the idea of Westernization, but culturally in a Third-World view, as she writes, â€Å"†¦though I cannot bring myself to it, of her pain that surrounded me when I was young, a pain that was earlier than school and ‘Westernization’, a call to rebellion that has a different and more primary root, that was not conceptual or English, but in the mother-tongue† (7). This then gives insight into how feminism isn’t dependent upon the introduction of Western culture in liberating women, but is in fact contingent upon a witness’s own account of oppression and their reaction to that oppression, that is that Narayan’s own rebellion was a response to her mother’s sadness in being trapped by her mother-in-law and her marriage. This exemplifies the difference between First-World and Third-World feminism, the fact that Narayan must contend with the paradigm of Western feminism instead of simply revered as representing her own culture’s fault; Narayan is not representing Western ideas but is only supporting equality and fair treatment for her fellow Indian women. In the Indian culture, women are perceived to become wives first and their own identity as a person is wiped away by such a paradigm, this is true for the incentive of women’s movements, the West included. Indian wives are submissive and the Third-World culture enhances this notion by parlaying women into marriage at the age of thirteen (as Narayan’s grandmother had done), and treating them as Other rather than as Self. Narayan writes of the predominant sentiment found in India in regards to women, â€Å"They were anxious about the fact that our independence and self-assertiveness seemed to be making us into women who lacked the compliance, deference, and submissiveness deemed essential in good â€Å"Indian† wives† (8). The wife and mother ideas of women are predominant in most cultures, and the concord factor between First and Third world feminism is united in this fact, and their rebellion against such submissiveness. The culture of feminism is presented as one that has great bonds with politics. For both First-World and Third-World feminism there is no difference in the root of feminism when it is in politics, and political campaigns that women are often secluded: in schooling, voting, and citizenship, women have been treated secondarily in both First and Third world cultures. Therefore, Narayan’s generation of Third-world feminist aren’t rebelling because of Westernization, but because in their own politics women have been forgotten in India and in the West, â€Å" It takes political connections to other women and their experiences, political analyses of women’s problems, and attempts to construct political solutions for them, to make women into feminists in any full-blooded sense, as the history of women’s movements in various parts of the world shows us. † Therefore, the dichotomy of First-World and Third-World feminism finds harmony in this political connection. The westernization of Indian has been blamed for the rebellious nature of feminism and even the introduction of the women’s movement, but in fact, it is the own culture’s deviant nature that gives rise to the necessity of feminism. Narayan gives example of her cousin being tortured with cigarettes and being locked away while in another country and keeping silent about it for years until a relative came to visit. The silence is the devastating part of the story; in Indian culture, it is supposed and indeed ingrained in Indian women to hold their tongues, and be submissive, and not innocent, but obedient. Yet, western culture was seen to pervade the Indian traditional way of living, â€Å"Veiling, polygamy, child-marriage, and sati were all significant points of conflict and negotiation between colonizing â€Å"Western† culture and different colonized third-World cultures. In these conflicts, Western colonial powers often depicted indigenous practices as symptoms of the â€Å"backwardness and barbarity’ of Third-World cultures in contract to the â€Å"progressiveness of Western culture. † The figure of the colonized woman became a representation of the oppressiveness of the entire ‘cultural tradition’ of the colony. â€Å" (17) The effect of this colonization of Indian women was one of conflicting progressiveness. Traditions of Indian culture were already bred with English sentiments (such as the sari) and English clothing was continually being upgraded and introduced into Indian culture; in fact men were wearing suits long before women were allowed to change into less traditional clothing. In one example Narayan gives, she and her family went on a vacation in a more rural part of the country and she was instructed to wear her Indian clothing and not her Western clothes because she had hit puberty (though in the city nothing was wrong with such clothes), Narayan writes, â€Å"My story reveals that what counted as ‘inappropriately Western dress’ differed from one specific Indian context to another, even within the same class and caste community†(27). The effects of Westernization therefore and colonization give rise to differing ideas of what constitutes traditional wear from one part of the country to another. In conclusion, Narayan gives insight to how differing opinions of feminism are still spurned from similar ideals. Third-World feminists are not ‘outsiders within’, that is, they are not denying the tradition of their country, but instead, feminists need to challenge some of the more patriarchal rules of India. Third-World feminists are not denying their culture, but are asking for change. Work Cited Ahmed, Sara (2004). â€Å"The Cultural Politics of Emotion†. Routledge Publishing Boydston, Kelley, Margolis, The Limits of Sisterhood, p. 178. Deckard, Barbara. 1975. The Womens Movement: Political, Socioeconomic and Psychological Issues New York: Harper Row. p. 253. Gerda Lerner. 1988. The Grimke Sisters from South Carolina: Pioneers for Womens Rights and Abolition. Oxford University Press. Narayan, Uma. Speech and Silence in the Mother Tongue. Yee. Shirley J. Abolitionist Movement. February 2002. Sunshine for women. http://www. pinn. net/~sunshine/whm2002/abolitn. html

Welfare Facilities During Construction Work

Welfare Facilities During Construction Work Hughes and Ferrett, 2008 have defined that health is the protection of people from illness due to the materials, processes of procedures used in the workplace while safety defined as the protection of people from physical injury or in the absence of the danger in simple way. Health and safety often closely related with the physical and material and mental well-being of the individual at the place of work (Hughes and Ferrett, 2008). By referring to Oxford Dictionary, welfare is defined as the health, happiness and fortunes of a person or group. For the purpose of this research, the provision of welfare facilities consist of washing and sanitation arrangements, provision of drinking water, heating, lighting, accommodation for clothing, seating, eating and rest rooms as well as first aid arrangement for the well-being of the employees (Hughes and Ferrett, 2006). CONSTRUCTION HEALTH AND SAFETY RESPONSIBILITIES Construction health and safety should be of primary concern to employers, employees, government and project participants (Kheni, 2008). Therefore, the client, main contractor, regulatory agencies and employees are the main parties who responsible for construction health and safety (Laryea S. and Mensah S., 2010). There is several government agencies involved in construction safety and health. Each has the same mission towards the safety and health in construction industry as to reduce the accidents or fatalities and the compensation cost as well as to ensure that the risks to health and safety of workers are properly controlled. The contractors role has been mainly focused by the research and publications on construction worker safety due to Occupational Safety and Health Administration (OSHA) places the responsibility for safety on the employers shoulders (J. Gambatese, J. Hinze, 1998). The table below explained on the main duties of construction parties. PLANNING OF WELFARE FACILITIES Good health and safety planning helps to ensure that a project is well managed and that unexpected costs and problems are minimised (Laryea S. and Mensah S., 2010). Consideration should be made during planning stage prior to constructing any facilities. Issues here include consideration of a safe and healthy location, application of appropriate construction standards, provision of adequate and sanitary living conditions as well as appropriate leisure and health facilities (IFC and the EBR, 2009). Firstly, it is important to make sure welfare arrangements are clearly addressed in the health and safety plan where the Laws and Legislations apply (HSE, 1998). Make sure the facilities reflect the site size, nature of the work, and numbers of people who will use them. An example of nature of work, where consider the provision of showers if the project involves hazardous substances or very dirty work such as sewer maintenance, dusty demolition activities as well as works with contaminated land or concrete pouring (HSE, 1998). The distance of workers will have to travel to the welfare facilities might have to consider as well. The exact nature of the facilities also depends on the intended duration of work and number of different locations. Lastly, consideration on whether the welfare facilities need to be relocated during the construction phase. MINIMUM STANDARD OF WELFARE FACILITIES Minimum standard of welfare facilities should be provided at construction site complying with the regulation for the particular project. The satisfaction of the safety and health act and regulation can be achieved by providing the optimum facilities through the assessing the maximum and minimum of construction workers (Tan, 2010). The person in charge of the construction site must always make sure that the legal requirements of workers welfare are met (HSE, 2004). However, simply providing and enforcing prescriptive rules and procedures are not sufficient to foster safe behavior in the workplace (Reason, 1998). Most construction employers now have safety policies in place, but they need to be kept up to date. The objective is to reflect what actually happens, and to make sure the policy does not contain a hopeful list of wishes that are never likely to be fulfilled (Hotl, A.S.J, 2001) The provision of welfare facilities at transient construction sites and the provision of welfare facilities at fixed construction sites that supplied by Health and Safety Executive often used as guidance in United Kingdom. It gives guidance on the minimum welfare facilities that must be provided or made available to workers on construction sites. The nature and scale of facilities required will depend on the size, location and type of project. Suitable welfare facilities must be available for all workers during all working hours. As a minimum, these will be access to toilet and washing facilities, a supply of clean drinking water, a place to take a breaks and meals and store clothing, shelter in bad weather, and first aid facilities. Most, if not all of these will be covered by local or national regulatory requirements. TYPES OF WELFARE FACILITIES Good welfare facilities not only improve workers welfare but also enhance efficiency. The facilities may be provided and maintained by one contractor or by individual contractors for all workers (ILO, 1995). General welfare facilities that provided on site include: Living Accommodations Sanitary and toilet facilities Washing facilities Drinking water Changing rooms and lockers Rest Facilities Canteen WELFARE FACILITIES REQUIREMENTS The main health and safety requirements in construction relate to tidy sites and decent welfare, falls from height, manual handling, and transport on site (Laryea S. and Mensah S. ,2010) In Malaysia, the welfare provision refer to the Occupational Safety and Health Act 1994 (Act 514), Factory and Machineries Act 1967 (Act 139) and Construction Industry Development Board Act 1994 (Act 520). Whereas In United Kingdom, the Construction (Design and Management) Regulation 2007 covers a wide range of basic health, safety and welfare and applies to the workplaces involving construction on sites. By referring to Health, Safety and Executive, (1997), adequate and appropriate welfare facilities must be provided for employees so far as is reasonably practicable while them are at work even though in short period. This means that facilities must be provided unless it is clearly unreasonable in terms of time, trouble, cost and physical difficulty. There is an important additional duty in this Regulation. The one in control of a site has to ensure that there are reasonable welfare facilities available at readily accessible places. HSE, 2010 has provided the information sheet for those in control of construction sites which describes minimum welfare facilities that should be provided or made available on fixed construction sites. In addition, the guidance note is based on a review of these instruments and legislation, as well as guidelines and best practices produced by a range of different private and public sector actions at national and international level. (IFC and EBRD, 2009). The regulation 22 of the Construction (Design and Management) Regulation 2007 has stated few requirements for welfare facilities provided for construction industry. These include provide sanitary and washing facilities and an adequate supply of drinking water; rest facilities; facilities to change and store clothing. Good facilities can positively benefit health and well-being and can help to prevent dermatitis. The requirements of welfare facilities are as below: Living Accommodations The provision of workers accommodation is often related with the importation of an external workforce into an area (IFC and EBRD, 2009). There are several reasons that lead to this occurrence such as the local labour supply or skills base is inadequate, the workers are simply not available due to the remote location of the worksite or the particular skills required. Also it may happen as the labour requirements can only be fulfilled by migrant workers due to the nature of the work or the working conditions (IFC and EBRD, 2009). The accommodation provided either in building type or conventional container for the sleeping and resting purpose. The workers accommodation for construction more relate to a temporary phase of a project (IFC and EBRD, 2009). The accommodation provided shall be appropriate for its location and be clean, safe and at minimum, meet the basic needs of workers because the location of the facilities is important to prevent exposure to wind, fire, flood and other natural hazards (IFC and EBRD, 2009). Therefore, living accommodations are located within a reasonable distance from worksite as possible. The building of living accommodation requires sufficient materials, appreciate maintenance as well as acceptable cleanliness free from nuisance of rubbish and other waste. It shall not be used for the storage of building materials purpose. (ILO, 1992) The conventional container is generally used in Malaysia construction site because it is easily moved to new project (Tan, 2010). It is important to ensure good standards in living facilities. It helps to avoid safety hazards and to protect workers from diseases and illness resulting from humidity, spread of fungus, proliferation of insects or rodents, as well as to maintain a good level of morale (IFC and EBRD, 2009). Sanitary and Toilet Facilities Sanitary and toilet facilities include water closets, portable chemical toilets and urinals. Toilet facilities needed include the flushing toilets and running water which connected to mains water and drainage system if possible. The alternative way is to provide facilities with a built-in water supply and drainage tank (HSE, 2010). An adequate number of toilets should be available at all times for construction workers. Adequate facilities mean by make sure that there are enough toilets for those expected to use, so that the people should not have to queue for long periods to go to the toilet. Toilet arrangements are essential to avoid any contamination and prevent the spread of infectious disease. The following tables show the minimum number of toilets and urinals that should be provided. The number of toilets needed will be depends on the number of construction workers on site. The number of people at work (left column) refers to the maximum number likely to be in the workplace at any one time. Portable chemical toilets are only acceptable instead of making other adequate provision which is not reasonably practicable and it should be maintained and emptied regularly. The number of persons and the frequency of emptying are used to determine the number of portable toilets needed on site by using the ratio 1 toilet to 7 persons where portable toilets are emptied once a week (HSE, 2010). Beside, toilet facilities are conveniently located and easily accessible. Shorter distance for travelling to toilet from worksite means that unnecessary and non-productive times are minimized (Tan, 2010). Standards range from 30 to 60 meters from rooms. Sanitary and toilet facilities are never shared between male and female resident. Otherwise provide lockable doors instead of failing to provide separate facilities for different gender. Moreover, adequate supplies of toilet paper should be always be available. Specific additional sanitary facilities are provided for women where necessary. It is essential for workers to maintain a good standard of personal hygiene but also to prevent contamination and the spread of diseases which result from inadequate sanitary facilities (IFC and EBRD, 2009). Always make sure that the facilities provided are well-lit, have good ventilation, cleaned frequently and kept in fully working condition (HSE, 2010). The number of utilization determines the frequency of cleaning. Basically, daily cleaning may not always be sufficient. Washing Facilities Work in the construction industry is often dusty and dirty as well as involving handling chemicals and other dangerous substances. Therefore, washing facilities provided as a basic hygiene measure, preventing chemical contaminating foods and so being eaten during snacks or meals, being absorbed through the skin or being carried home. Apart from that, it also functions to remove dirt and grime, which also can be ingested and cause sickness and disease. Washing facilities include basins or sinks that allow people to wash their hands, face and forearms (HSE, 2007). Also, it consists of a supply of hot and cold, or warm, water which should be running water and soup or other washing agents for cleaning purpose that are enough for the workers. Washing or shower facilities is provided for particular dirty work or work exposing workers to hazardous substance such as concrete pouring (HSE,2007). An adequate number of washing facilities should be provided to construction workers. Washing facilities should be provided in conjunction with toilets and changing areas. It should be located within reasonable distance from other facilities and from sleeping facilities in particular (HSE, 2010). A clean supply from a tank should be provided instead of main water supply when it is not available (HSE, 2007). Men and women can share basin used for washing hands, face and arms. Provided that a basin large enough to wash face, hands and forearms if necessary and also a means for drying hands such as paper towels or a hot air dryer (HSE, 1998). Unisex shower facilities is available for both gender, provided that is stands alone, is lockable room and can only be used by one person at a time (HSE,2007). These facilities must be kept in good working condition, cleaned frequently, and always ensure that there is sufficient ventilation and lighting (HSE, 2010). Drinking Water Drinking water is essential for workers in the construction industry, irrespective of the type of work they do. To prevent dehydration, workers should always have easy access to a source of clean water. Therefore, a special attention to water quality and quantity is absolutely essential. A supply of wholesome drinking water should be readily available, preferably from the mains. If this is not possible then bottles or tank should be provided for storing water, protected it from possible contamination as well as changeover sufficiently and regularly to prevent it from becoming stale or contaminated (HSE, 2007). Mark clearly on the drinking water supply to distinguish between drinkable and non-drinkable water such as hazardous liquids or water which is not fit to drink. The supplying of drinking water requires cups or other drinking vessels at the outlet, unless the water is supplied in an upward jet, which can be drunk easily such as drinking fountain (HSE, 2007). Drinking-water should not be placed in sanitary facilities, or in places where it can be contaminated by dust, chemicals or other substances. Whatever the source of water supply for drinking, whether at the mess accommodation or elsewhere on the site, it should be clearly marked as drinking-water in words or with a suitable sign. Changing Rooms and Lockers Changing rooms or lockers are particularly important for workers storing personal clothing that not worn on site such as jackets and training shoes and protective clothing that needed for site work such as high visibility jackets and safety boots (HSE, 2007). Changing rooms should be provided with drying and clothes hanging which are easily accessible. Thus, they can separate their wet and dry clothing by hanging on the cupboard. This is essential to where some working clothes are likely to be contaminated by dangerous substances, atmospheric conditions or workplace conditions. Therefore, facilities should be provided to keep working cloths apart from personal clothing (Fon, 2006). For smaller site, the site office may sufficient be a storage area but the separate lockers might be needed too. This is because there is a risk of protective site clothing contaminating everyday clothing, items should be stored separately (HSE, 1998). If electrical heaters are used, ensure the room has well ventilation and fitted with a high temperature cut-out device where possible. Many fires have been caused by placing too much clothing to dry on electrical heaters, making the heater overheat. Rest Facilities Construction workers begin work early. They start their day alert and productive but their activity level decreases as the day passed. Therefore, short breaks taken frequently are much better than infrequent long breaks. Recovery is much faster as having rest before show signs of being really tired (ILO,1995). Rest areas are not to be used to store plant, equipment or materials. It provides shelter from wind and rain. The rest facilities should have an adequate number of tables and chairs, a kettle or urn for boiling water and a means for warming up food such as a gas or electrical heating ring or microwave oven and be adequately heated. Suitable and sufficient, readily accessible rest facilities should be provided. Work areas can be counted as rest areas and as eating facilities, provided they are adequately clean and there is a suitable surface on which to place food. On smaller sites, the site office or hut may suffice as rest area. Canteen Canteen is adequately furnished and protected from the weather, where one can eat in comfort food brought from home or brought from vendors. Canteen may be used as rest facilities provided there is no obligation to purchase food. If canteen is provided, it does not only save the time for construction workers not going out for eating (Tan, 2010). Standards range from providing tables, benches, individual drinking cups and plates to provide special drinking fountains. It should be situated away from workstations to minimize contact with dirt, dust or dangerous substances. Good standards of hygiene in canteen are crucial. Facilities must be kept in a clean and sanitary condition as well as conform to hygiene and safety requirement. EXAMPLES OF GOOD PRACTICE WELFARE FACILITIES ISSUES A company was found not to have provided welfare facilities at a construction site and was served with an improvement notice during an inspection section. The company was prosecuted as failed to provide the facilities within the timescale. The company received a  £2000 fine for not complying with the notice, a  £5000 fine for not providing the welfare facilities, and had to pay prosecution costs of  £1272. A construction company in Devon is caught by surprise for not having hot water and accessible toilet facilities on site and was fined 2,500 by HSE. Rod Hepper concluded: Installing proper facilities on site costs far less than the fines that the HSE will impose if inspectors find the law being flouted. (Pickles, 2001). The Elliott Workspace Marketing Manager, Rod Hepper commented that there are still companies across UK that ignores the necessity of providing appropriate welfare facilities on construction sites in line with regulation in force even after warning from Health and Safety Executive (HSE). In reality, it is a legal requirement for the companies to provide proper toilet facilities and warm running water available at all times (How, 2006). News from workplacelaw on date 13 Dec 2010, a builder whose employees had to work in unsanitary conditions, with no toilet or washing facilities, has appeared in court in Rochdale. Michael Connolly, 46, was prosecuted by the HSE after he repeatedly ignored calls to improve conditions at the site in Littleborough where he had employed contractors to convert a house into flats and shops. HSE inspectors who visited the site found that there were no toilets or washing facilities. ( http://www.workplacelaw.net/news/display/id/31712, 2010). CONCLUSION Work in the construction industry is hazardous and dirty; it involves much manual or physical activity. Welfare facilities such as the provision of drinking water, washing, sanitary and changing accommodation, rest rooms and shelter, facilities for preparing and eating meals, temporary housing, all help to reduce fatigue and improve workers health. The facilities may be provided and maintained by one contractor for all workers or by individual contractors. Good facilities can positively benefit health and well-being and can help to prevent dermatitis. Good welfare facilities not only improve workers welfare but also enhance efficiency. References Welfare at work Guidance for employers on welfare provisions IFC and the EBRD , 2009. Workers accommodation: processes and standards.A guidance note by IFC and the EBRD (ILO, 1992). Thesis ILO, 1995 Safety, health and welfare on construction sites: A training manual ILO. 2003. Safety in numbers. Rep. No. 061, International Labor  Organization, Geneva. J. Gambatese, J. Hinze, 1998. Addressing construction worker safety in the design phase Designing for construction worker safety. Automation in Construction 8 (1999): 643-649. (Laryea S. and Mensah S. ,2010) The Construction, Building and Real Estate Research Conference of  the Royal Institution of Chartered Surveyors Held at Dauphine Università ©, Paris, 2-3 September 2010 Kheni, Nongiba Alkanam (2008) Impact of health and safety management on safety performance of small and medium-sized construction businesses in Ghana, Unpublished PhD thesis, Department of Civil Engineering, Loughborough University, UK Phil Hughes, Ed Ferrett,2008. Introduction to Health and Safety in Construction: The Handbook for Construction Professionals and Students on NEBOSH and Other Construction Courses Phil Hughes, Ed Ferrett, 2006. Introduction to health and safety in construction HSE, September 2007 CONSTRUCTION HEALTH SAFETY STANDARD No. 20 ,Principle sources of information HSE Construction Information Sheets 18 and 46, HSE, 2010 provision of welfare facilities during construction work. construction information sheet no 59 HSE, 1998 Provision of welfare facilities at fixed construction sites, Construction Information Sheet No 18(rev1) HSE, 2007 workplace health, safety and welfare. A short guide for managers.leafetlet INDG244(rev2) According to the International Labor Organization 1992, the general provisions of welfare are stated under clause 19.there should be adequate supply of wholesome drinking water provided at reasonable access of construction site.

Application of Developmental Theories to Education

Application of Developmental Theories to Education Part 1. Purpose My classroom will be a place of respect. It will provide an inclusive and safe environment  that will encourage students to learn. Students are to play an active role in their learning and are  also expected to respect each other and the teacher. Our classroom will foster positive interactions with safe and open communication between students and teachers alike. All individuals shall be respected and respectful of the differences of others. Our classroom will become a community of learners encouraging one anothers personal and academic success. In our classroom we will obey all the rules, be respectful, be organized, and create a safe and positive learning environment. All students will do their best and be successful in all they do. Part 2. The Learner Age and Developmental Characteristics Infants and Toddlers Social Physical Cognitive Emotional Attachment: baby  settles when parent  comforts; toddler  seeks comfort from  parent, safe-base  exploration  5 mo: responsive to  social stimuli; facial  expressions of  emotion 9 mo: socially  interactive; plays  games (pattycake) with caretakers   11 mo: stranger  anxiety; separation  anxiety; solitary play 2 yr: imitation, parallel and symbolic, play Newborn: rough, random, uncoordinated,  reflexive movement   3 mo: head at 90 degree angle, uses arms to  prop; visually track  through midline 5 mo: purposeful grasp; roll over; head lag disappears; reaches for objects; transfer objects  from hand to hand;  plays with feet;  exercises body by  stretching, moving;  touch genitals, rock on stomach for pleasure 7 mo: sits in tripod; push head and torso up off the floor; support weight on legs; raking with hands 9 mo: gets to and from sitting; crawls, pulls to standing; stooping and recovering; fingerthumb  opposition; eyehand  coordination, but  no hand preference 12 mo: walking 15 mo: more complex  motor skills 2 yrs: learns to climb up stairs first, then down Sensori-motor: physically explores environment to learn about it; repeats movements to master them, which also stimulates brain cell development 4-5 mo: coos, curious and interested in environment 6 mo: babbles and imitates sounds 9 mo: discriminates between parents and others; trial and error problem solving 12 mo: beginning of symbolic thinking; points to pictures in books in response to verbal cue; object permanence; some may use single words; receptive language more advanced than expressive language 15 mo: learns through imitating complex behaviors; knows objects are used for specific purposes 2 yrs: 2 word phrases; uses more complex toys and understands sequence of putting toys, puzzles together Birth-1 yr: learns fundamental trust in self, caretakers, environment 1-3 yr: mastery of body and rudimentary mastery of environment (can get others to take care of him) 12-18 mo: terrible twos may begin; willful, stubborn, tantrums 18-36 mo: feel pride when they are good and embarrassment when they are bad 18-36 mo: Can recognize distress in others beginning of empathy 18-36 mo: are emotionally attached to toys or objects for security Preschool Social Physical Cognitive Emotional Birth-1 yr: learns fundamental trust  in self, caretakers, environment 1-3 yr: mastery of body and  rudimentary mastery of environment (can get others to  take care of him) 12-18 mo: terrible twos may begin; willful, stubborn, tantrums 18-36 mo: feel pride when they are good and embarrassment when they are bad Can recognize distress in others beginning of empathy Are emotionally  attached to toys or objects for  security Physically active Rule of Three: 3 yrs, 3 ft, 33 lbs. Weight gain: 4-5 lbs per year Growth: 3-4 inches per year Physically active, cant sit still for long Clumsy throwing balls Refines complex skills: hopping, jumping, climbing, running, ride big wheels and tricycles Improving fine motor skills and eye-hand coordination: cut with scissors, draw shapes 3- 3  ½ yr: most toilet trained Ego-centric, illogical, magical thinking Explosion of vocabulary; learning syntax, grammar; understood by 75% of people by age 3 Poor understanding of time, value, sequence of events Vivid imaginations; some difficulty separating fantasy from reality Accurate memory, but more suggestible than older children Primitive drawing, cant represent themselves in drawing till age 4 Dont realize others have different perspective Leave out important facts May misinterpret visual cues of emotions Receptive language better than expressive till age 4 Self-esteem based on what others tell him or her Increasing ability to control emotions; less emotional outbursts Increased frustration tolerance Better delay gratification Rudimentary sense of self Understands concepts of right and wrong Self-esteem reflects opinions of significant others Curious Self-directed in many activities School Aged Social Physical Cognitive Emotional Friendships are situation specific Understands concepts of right and wrong Rules relied upon to guide behavior and play, and provide child with structure and security 5-6 yr: believe rules can be changed 7-8 yrs: strict adherence to rules 9-10 yrs: rules can be negotiated Begin understanding social roles; regards them as inflexible; can adapt behavior to fit different situations; practices social roles Takes on more responsibilities at home Less fantasy play, more team sports, board games Morality: avoid punishment; self interested exchanges Self-esteem based on what others tell him or her Increasing ability to control emotions; less emotional outbursts Increased frustration tolerance Better delay gratification Rudimentary sense of self Understands concepts of right and wrong Self-esteem reflects opinions of significant others Curious Self-directed in many activities Use language as a communication tool Perspective taking: 5-8 yr: can recognize others perspectives, cant assume the role of the other 8-10 yr: recognize difference between behavior and intent; age 10-11 yr: can accurately recognize and consider others viewpoints Concrete operations: Accurate perception of events; rational, logical thought; concrete thinking; reflect upon self and attributes; understands concepts of space, time, dimension Can remember events from months, or years earlier More effective coping skills Understands how his behavior affects others Self esteem based on ability to perform and produce Alternative strategies for dealing with frustration and expressing emotions Sensitive to others opinions about themselves 6-9 yr: have questions about pregnancy, intercourse, sexual swearing, look for nude pictures in books,magazines 10-12 yr: games with peeing, sexual activity (truth/dare, boy-girl relationships, flirting, some kissing, stroking/rubbing, re-enacting intercourse with clothes on) Social Physical Cognitive Emotional Young (12 14): psychologically distance self from parents; identify with peer group; social status largely related to group membership; social acceptance depends on conformity to observable traits or roles; need to be independent from all adults; ambivalent about sexual relationships, sexual behavior is exploratory Middle (15 17): friendships based on loyalty, understanding, trust; self-revelation is first step towards intimacy; conscious choices about adults to trust; respect honesty straightforwardness from adults; may become sexually active Morality: golden rule; conformity with law is necessary for good of society Growth spurt: Girls: 11-14 yrs Boys: 13-17 yrs Puberty: Girls: 11-14 yrs Boys: 12-15 yrs Youth acclimate to changes in body Formal operations: precursors in early adolescence, more developed in middle and late adolescence, as follows: Think hypothetically: calculate consequences of thoughts and actions without experiencing them; consider a number of possibilities and plan behavior accordingly Think logically: identify and reject hypotheses or possible outcomes based on logic Think hypothetically, abstractly, logically Think about thought: leads to introspection and self-analysis Insight, perspective taking: understand and consider others perspectives, and perspectives of social systems Systematic problem solving: can attack a problem, consider multiple solutions, plan a course of action Cognitive development is uneven, and impacted by emotionality Psycho-social task is identity formation Young adolescents (12-14): self-conscious about physical appearance and early or late development; body image rarely objective, negatively affected by physical and sexual abuse; emotionally labile; may over-react to parental questions or criticisms; engage in activities for intense emotional experience; risky behavior; blatant rejections of parental standards; rely on peer group for support Middle adolescents (15-17): examination of others values, beliefs; forms identity by organizing perceptions of ones attitudes, behaviors, values into coherent whole; identity includes positive self image comprised of cognitive and affective components Additional struggles with identity formation include minority or biracial status, being an adopted child, gay/lesbian identity Diversity In every classroom there will be all types of diversities. A few examples of different types of diversity are: students come from all different racial, ethical, and religious backgrounds. As a teacher it is our job to treat every student equally no matter what kind of background they come from. Some students in our classroom may be originally from a different country and may not speak English; but we have to make accommodations to make sure this child can learn and succeed. In our classrooms we will also have students with different learning disabilities. We have to these into consideration when we plan our lesson making sure we make modifications to help ensure the childs needs are being met. Through out the textbook Comprehensive Classroom Management Creating Communities of Support and Solving Problems, the authors Vern and Louise Jones gathered reasearch and wrote about diversity in the classroom in several chapters. Here is the important information that I found that will assist in having a well managed classroom with a diverse student body. When teachers begin a new school year it is important to get to know who the students are. It is important to get an understanding of their background so a teacher can apply this knowledge to their classroom management. The textbook has a quote from Shevalier and McKenzies (2012) review on culturally responsive teaching that shares where classroom management arose from. It quotes classroom management arose from a family-like community defined by a shared vocabulary, with all responsible to one another to do the right thing. By communicating with the students and their families the teacher learns what is and is not accepted or taught at home. Learning what is accepted in their culture will guide the teacher in how to apply the lesson to the class. Students that move to the United States may have different interpretations of gestures and words and it is important for teachers to know this so no students are offended or class is disrupted. Another important area of a students background is where they live. Being aware of students home life and if they live in poverty areas helps the teachers learn to establish a postitive learning environment. The textbook discusses the article A Framework for Culturally Responsive Teaching written by Raymond Wlodkowski and Margery Ginsberg. (1995) It discusses in poverty areas a learning environment has to emphasize intrinsic motivation. The atmosphere that is created has students and teachers respecting each other, making what is taught relavent to the students, having creative learning experiences that include students input, and making students feel that they are effective in learning something they value. Where students live and what cultures they come from are not the only things that cover classroom diversity. Under the Individuals with Disabilities Education Act (IDEA) teachers are to include students with Kathleen Slamka 3 both physical and learning disablities in the general education classroom. Working with in their IEP team it is important for teachers to make these students feel they are competent to participate in class. They need to be treated the same as the other students and to be an effective teacher you need to consider this and work it into your lesson plans. When becoming a teacher it is important for teachers not to just learn how to teach but understand who they are teaching. Classroom diversity is an important part of good classroom mangement. When a teacher goes that extra mile to become involved in students life then the students will succeed under their care Motivation and High Expectations Causes of Low Motivation in Students Pressure Some students respond negatively to pressure and avoid participation because of fear of failure. They appear not to care but are using this to cover their anxiety. Low Classroom Expectations Teachers having poor attitudes and does not focus on students needs and mutual respect. Lack Of Home Support- Parents are less invloved in the students learning and show a lack of importance toward education. Low income parents- Parents are working more and not home enough to meet childs personal and emotional needs. Parents may not make much therefore students are left with little food and clothes that are worn out or outgrown. Low Self Esteem Students- have low self image and see themselves not capable and tasks to hard for them. They avoid doing tasks for fear. According to our textbook (2016), one of the main components of creating high motivation and expectations is creating a safe, calm, and healthy classroom environment. If students feel like they are safe and cared for, they more than likely will do their best. Students can come from all different backgrounds and home lives and it is our job as teachers to take that worry away from them and make them feel safe and loved at school. Another component is making students feel like they can accomplish anything they set their minds to. Some things that organize our thinking about motivation are: Intrinsic Value, which is a students interest or enjoyment with engaging in a task; Attainment Value, which is when a student feels like they can achieve or accomplish a task; and Utility Value, which is when the students feel like what they are learning and doing will benefit their career one day. Teachers feel that student dont see the value in learning the curriculums taught in the classroom. As teachers, we have to create a learning environment that establishes inclusion, develops attitude, enhances meaning, and engenders competence. We have to create a classroom environment where everyone feels respected and valued including the teachers and students; we have to try our best to create a favorable disposition for learning through their personal relevance, we have to create learning that is challenging, and we need to make students feel like they are learning about something they value. Finally, students that are low motivators need help understanding the value of their learning goals, understand the learning process, be involved in the process, have goals, experience success, self-evaluate, receive appropriate rewards, and experience a safe and well-organized learning environment. Academic Learning Goals Teachers responsibility regarding safety Creating a safe classroom environment is one of the key factors for a successful classroom, and it is very important for the students. A lot of classroom problems can be prevented by creating a safe and positive environment for the students. Research has indicated that when students perceive their relationships with their teachers and peers to be positive and supportive their motivation and positive behavior increases dramatically. Students academics will be enhanced when the teacher takes time to respond to the students psychological and personal needs. Creating a safe environment for students will benefit their social, mental, physical, and spiritual needs. A student will always remember a teacher who took the time to get to know them and cared about them. Alabama Educator Code of Ethics Important Laws for Teachers Bullying Laws Alabama has anti-bullying laws and policies. The Student Harassment Prevention Act was signed by Bob Riley on May 29, 2009. Cyberbullying is included in these laws. According to Alabamas Student Harassment Prevention Act says that research confirms that victims of school bullying and harassment suffer detrimental psychological problems that could lead to suicide, behavioral problems, and lower levels of academic achievement. As teachers it is our job to make sure our students are not being bullied, and if we see bullying to take certain protocols to resolve the bullying. No student shall engage in or be sujected to harassment, violence, threats of violence, or intimidation by any other student that is based on any of the specific characteristics that have been identified by the board in this policy. Students who violate this policy will be suject to disciplinary sanctions. IDEA IDEA is the Individuals with Disablities Education Act. This act ensures services for students with disabilities. They provide special education and intervention to students who need the help. IDEA is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities Due Process According to myaea Students first Act was adopted by the legislature during the 2011 regular session. This act imposed a new tenure system and education support professionals in Alabama.Teachers have the right to hear and contest charges that are placed against the before they lose their jobs. Teachers have a right to a hearing and have the right to appeal the hearings findings. Discipline of Special Needs Students According to IDEA, students with disabilities can be suspended or expelled for violating the schools code of conduct. There are some procedures though, the length of time and type of action, the nature of the conduct that led to the action, and whether it is connected to the students disability. These situations are handled case by case. Dress Teachers are to dress professionally and by their schools dress code policy. Every school district is different in what they have their teachers to wear. FERPA FERPA is the Family Education Rights and Privacy Act. It is to ensure that parents have access to their childrens educational records and to protect the privacy rights of parents and children by limiting access to these records without parental consent. Works Cited Page Denton,Paula, Kriete, Roxann. A Conflict Resolution Protocol for Elementary Classrooms. Creducation.Retrieved from http://web.archive.org/web/20081031103405/http://www.responsiveclassroom.org/pdf_files/feature_10.pdf Jones, Vernon, Jones, Louise. Comprehensive Classroom Management Eleventh Edition p. 4, 49-50, 172-174, 298-299. Alex.State.al.us>stop bullying>mode Http://alex.state.al.us/leadership/Alabama_Educator_Code of_Ethics.pdf http://www.Idea.ed.gov http://www.myaea.org Http://www.brighthubededucation.com/teaching-methods-tips/19619-advantages-of-group-work-in-the-class/ Due Process Laws Vary for Teachers by State. (2014, September 23). Retrieved November 24, 2015, from http://www.edweek.org/ew/articles/2014/09/24/05tenure.h34.html