Alcohol, Alcoholism, and the American Indians

Native Americans or American Indians had a particularly strong sense of identity.   Their clothes were special, their languages irreplaceable.   Besides, their tribal dances such as Kachina; traditional spirituality; stone weapons; strings or belts known as wampums; sand painting; and the habit of hunting the bison were all parts of their roots imbedded deep into their consciousness (Nichols, 1998).When the Europeans came to dislodge these roots by occupying the land that the Indians had believed to be theirs alone, the lives of the latter changed dramatically.   This was a time of cultural demise for the Indians, in fact.To drown out the pain of humiliation felt due to their roots being pulled out – the Indians found relief in alcohol.   Thus, Sherman Alexie (1993), a Spokane/Coeur d'Alene Indian, writes in The Lone Ranger and Tonto fistfight in Heaven: â€Å"’Go ahead,’ Adrian said.   ‘Pull the trigger.’   I held a pistol to my temple.    I was sober but wished I was drunk enough to pull the trigger.†Alcoholism becomes a means of drowning out the humiliation felt by the Indians.   By attempting to drown out the pain of cultural demise, the Indians are also making an attempt at self-renewal.   They have been forced to move to the West by the armed Europeans.The new government wants to assimilate them, and destroy the Native American culture in the process, seeing that the government is afraid of being overthrown by the natives.   Alexie uses Victor’s father as a metaphor for the Native American culture.   He writes: â€Å"†¦ your father will rise like a salmon, leap over the bridge†¦ He will rise, he will rise.†Ã‚   The continuation of the American Indian culture is similar to the revolving life cycle.  The author asserts that the Native American culture could keep on going like ashes flowing along the river.   The culture may also rise one day like salmon rise in the riv er all of a sudden.   The Native American culture could pass from generation to generation continuously.   However, many of the Indians have no faith in the restoration of their culture. Countless Native American people are, therefore, hopelessly drinking their lives away because they feel no motivation to live a better life.The Native Americans do not see a way to improve their lives despite the faint hope of cultural restoration.   Alcohol to them is a painkiller.   As the Indians have lost faith in recovering the Native American culture, Alexie also shows that there is no way for the Indians to get back their tradition and culture.   He writes: â€Å"With each glass of beer, Samuel gained a few ounces of wisdom, courage.But after a while, he began to understand too much about fear and failure, too† (Alexie 134).   At first, the Indians believe that alcohol may help them escape from the reality and relieve the pain of losing their rich culture.   But then, the y realize that the loss of their culture makes them afraid and worried.   They feel sad as a new culture takes over their spiritual traditions and dear customs, seeing that they have already failed in preventing their culture from being taken over by a new culture.   Hence, Samuel neither forgets his tribe’s culture nor accepts the new customs.Though his tribe’s culture is being exterminated, he has no way to stop this from happening.   All his life he has watched his brothers and sisters, and most of his tribe folks, fall into alcoholism and surrendered dreams.   So, now, Samuel, the one who never drank, also wants some drink to relieve his pain of roots being pulled out.   Moreover, he picks up the pieces of a story from the street and changes the world for a few moments in his mind to show how he truly can escape the world.

Drug Addiction and Thesis Statement

Drugs addiction is a problem faced by many people of the world, it is a topic that interests many writers, and they wish to write an essay on drugs for this topic. Drugs are very harmful and keep the capability of dragging an individual towards death and destruction. People all over the world want to eradicate the adverse situation of drug addiction from this world and this is the reason why they are busy in writing essays on drugs.Essays on drugs are of many types such as war on drugs essay, essay on performance enhancing drugs in sports, essay on drug abuse, essay on illegal drugs, essay on drug addiction, essay on drug use, essay on drugs and alcohol and essay on drug testing, etc. The essays on drugs should be initiated by bringing in the information related to the topic of the essay on drug. You should know what drugs are.In an essay on drugs, you will have to write about drugs, their affects and the reasons due to which people use them, you have to include the information about why the drugs are so famous and how harmful are they. A persuasive essay on drugs will be one, which will be according to the topic of the essay on drugs. It should have a full-fledged introduction, which should introduce the topic completely. The introduction should also have a thesis statement that should be the main idea of the essay on drugs.A thesis statement should be based on the essay question to which your essay on drugs is an answer. A thesis statement of an essay on drugs can be one sentence or more than one sentence but it is suggested that it should be only one sentence. Essays on drug abuse or essays on drug addiction should be written by arranging the ideas in a format that should be understandable. You should divide your ideas in different paragraphs for an essay on drug abuse or for war on drugs essay.One paragraph should contain one idea and should not go towards a second idea, as it will reduce the comprehensiveness of the paragraph of essay about drugs. The essa ys on drugs should be written by researching the topic of drugs thoroughly so that the writer can depict information knowledgably. If you feel disturbed by an exercise of writing an essay on drugs, you can also get plagiarism free essays on drugs from custom writing websites, which are there for your assistance and support in terms of writing essays on drugs.

Supplements Market

The supplements market is significantly large and we would need all organic foods collectively to measure up. When more employees are hired to work in the dietary supplement industry the pro is induced impacts. More careers directly related to the industry means more earnings and splurging as more jobs are founded. The employment multiplier is the number that is multiplied by the number of jobs directly involved in the industry to measure the impact the industry will have on a region when it's successful or failing (Kashian, 2012). In a 2012 report, Dr. Russell Kashian defined induced effect as the result of the family adjusting how they spend as a unit based on a bonus of more pay produced by direct and indirect effects. The induced effect measures the effects of the changes in household income: employees and suppliers in the dietary supplement industry spend money at restaurants, grocery stores, and shops (Kashian, 2012). Consumption analysis refers to why and how people use products in addition to why and how they buy (Blackwell, Miniard, and Engel (2006). Supply is defined as the quantity of a good the business is willing to sell at an agreed price in the business (Manwik, 2009). The market for dietary supplements continues to grow significantly. Today's Dietitian magazine states some of the main reasons for the increase of consumers searching for the perfect dietary supplement product that includes the desire for a longer healthier lifestyle, more energy, weight control, and improved immunity (Palmer, 2010). Branding and positioning are a couple more factors that have influenced the demand and decision to buy specific reputable brand name dietary supplements. Demand is the quantity of goods and services consumers are willing and able to purchase regardless of price (Mankiw, 2009). Senior citizens struggle with sustaining the best possible health as they would like. It is estimated that nearly 25 percent of the people over age 65 will be living with diabetes, almost one half will have arthritis, and more than one third will be considered obese by the year 2030 (Tindal, 2017). The market for dietary supplements is competitive buyers and sellers. The actions of buyers and sellers will determine the equilibrium.Changes in Supply and Demand Affect Equilibrium PriceWhat's the economic outcome or explanation for this? An IMPLAN input-output model is an instrument for measuring the dietary supplement industry's economic influence of expenditures (Kashian, 2012). The direct effect is production adjustments coupled with an adjustment in demand for the good (Kashian, 2012). It is the first force on the economy and the spending is developed by the dietary supplement industry. The University of Wisconsin Whitewater Fiscal and Economic Research Center reported that in 2006, the dietary supplement industry could disclose a national $22.5 billion direct-effected output or productivity. An indirect effect is derived from the fluctuating input needs of directly affected industries. They also found that indirectly, the industry contributed $16 billion while generating $22 billion (Kashian, 2012). Global dietary supplements market size was $126.14 billion in 2016 (Reports and Data, 2018). In the meantime, the global organic food and beverage market was $110 billion in 2016, fairly close but not nearly as much as the dietary supplements market. Another economic contribution from the dietary supplement industry would be paid taxes. Multiple sectors of the industry paid $10.073 billion in taxes together in 2009, including $4.7 billion to the local government and $5.3 billion to the federal government (Kashian, 2012). Consumers may even share the expense of taxes with the supplements market without knowing it. The costs can usually be tacked on to the cost of supply price. Tax on the dietary supplements and the factor of production becomes increased costs of production for the dietary supplements market.

Personal understanding of crime commission Essay - 1

Personal understanding of crime commission - Essay Example The high interest rates and his low income structure had caused him to miss the previous payment deadlines of the loan, and now, John had been threatened to pay back his loan in two days time or else violent measures would be used against him. John had been a good speech maker in his academic life. Because of his confidence and genuine speaking skills, he had represented his school and college in various debate competitions and had been the winner in a few of them as well. These skills can be attributed to his love for public speaking. Because of this, he had also liked creative writing and hence decided to pursue a career as a writer for a newspaper. John is in debt, and he must repay his loan within twenty four hours. Because he has not worked for one company for a long time, he is not counted as a loyal employee and cannot take a loan from the employer. Nor can he borrow from a family member or financial institution. The only option, therefore, left for him is to attain the required sum illegally. There are many illegal options for John that he could consider to achieve his $4000 goal. However, the limited time of just two days would make this task very challenging for him. He just has time to execute one single plan which should be big enough to get him to the $4000 mark. As John would begin to think about the possible ways to get the money, he would start to look within his immediate domain for the right option. The first option that he would have is to defraud his employer. He could try and get access to the accounts department and help his way to the money present. The problem with this approach, however, is that even a local newspaper printing company today, has a secure IT structure present within the company. Due to technological advancements, companies do not have to carry physical cash within their offices to run the daily operations. This means that John would need to have adequate IT skills

International marketing Essay Example | Topics and Well Written Essays - 2000 words

International marketing - Essay Example The fashion retail industry in Spain is turbulent as the fashion conscious consumers expect and thrive for constant change. Added to the changing consumer preferences are the factors like globalization and the technological changes that have truly revolutionized the Spain fashion retailing industry. Thus Levis has to primarily take into account the SLEPT factors or the social, legal, economical, political and technological factors. S-social factors include the demographics and the market segmentation is based on these factors. The class structure, culture and the consumption pattern has to be taken into account. The highest spending age group in the jeans market is between 15 and 24. Jeans are now even worn to work. Broader assortment of jeans is now available to suit different occasions. In the apparel industry demand is uncertain because it is difficult to foresee the fashion trends in advance for a certain season and product failure rates can be as high as 10 percent (Diaz, 2005). Demand can also be volatile because demand can change suddenly due to a variety of external factors. L-legal: The abolition of the quotas in the textile industry has pushed down the prices of clothes in general, making the market very competitive. The cheap chic revolution has turned the European fashion market upside down (Mesure, 2007). Jeans in the market are trying to differentiate themselves with cult connotations, lifestyle images, and distinctive details. E-economic: The Spanish fashion industry has experienced exponential growth in the last decade, not merely in women’s clothing as fashion is generally associated with, but in menswear childrenswear and accessories as well. The fashion industry today is marked by short life-cycles, high volatility, low predictability and high impulse purchasing (Christopher, Lowson & Peck, 2004). The weakening of the US dollar has caused a shift in the

Recommendations for Tesco (UK only) Essay Example | Topics and Well Written Essays - 1000 words - 1

Recommendations for Tesco (UK only) - Essay Example Therefore, human resource is concerned with getting better results through collaborating with people. It is an important and distinctive part of the management of an organisation, concerned with people at work and how they relate to the enterprise. Human resource management helps in achieving maximum individual development, better working relationships among employees and employers, among employees themselves and productive modeling of human resources as contrasted with physical resources. Reward refers to the incentive given to an employee of an organisation based on performance measure.A good majority of human resources professionals seem to believe that employees are likely to over emphasize the importance of pay in employee surveys. However, research suggests the opposite is actually true(Armstrong, Brown & Reilly, 2010, p. 187).Some researchers have suggested that some employees have the tendency of overrating the importance of pay. It has been found that employees are more likely to underestimate the importance of pay rather than overestimate, as suggested above. To put it in a different way, research seems to suggest that pay is actually important in influencing people’s choices and their behaviors than it is in their self-report of what motivates them, more or less like the cartoon viewers mentioned above. Considering that employees take pay to be less important than it actually is to them is an important point is an important point the evaluation of reward since if their view is taken at face value, then HR professionals are likely to seriously underestimate the importance of pay in motivating employees (Searle 2011, p. 201). It is exigent that in evaluating reward, the organisation and the HR team need to factor the views of the employees so as to implement a reward system that is to maximize productionthrough employee motivation.Also necessary is that the

Quantitative Research Manuscript Critique Assignment

Quantitative Research Manuscript Critique - Assignment Example 1365). Among the independent variables includes the effects of emotional intelligence education to the students while the dependent variables included the development of emotional intelligence in children (p. 1367). The research question of the manuscript at hand was â€Å"How did emotional intelligence program affect the emotional intelligence of young children†. To answer the research question at hand, a personal information form research instrument was utilized in the collection of demographic characteristics’ data. The used scale, the Sullivan Emotional Intelligence Scale comprised of scales for children intelligence, empathy scale, and teacher rating scale. These scales, as applied to the present manuscript indicate a validity and reliability of 0.68 to 0.90 and 0.97 to 0.99 respectively (p. 1367). Under the emotional intelligence scale; recognition, understanding, and management of emotions are tested. On the other hand, empathy scale aimed at measuring the empathic reaction of the control group, comprised of children only. The results from the study were collected and entered into an SPSS statistical analysis software where Covariance Analysis was conducted to compare the group that was enrolled to the program and that which was not (pp. 1367-1368). Since the analysis method was experimental in design, the use of T-test was essential. Ulutas, I., & Omeroglu, E. (2007). The Effects of an Emotional Intelligence Education Program on the Emotional Intelligence of Children. Social Behavior and Personality, Vol. 35 No. 10; pp. 1365-1372. Accessed online on November 25, 2014 from

Small Business Entrepreneurship Assignment Essay

Small Business Entrepreneurship Assignment - Essay Example Source: Sofat & Hiro Q1b: What benefits, other than more capital, would a partner bring? If two or more individuals share capital in a business, it is recognised as a partnership. Partnership appears to be a beneficial for small businesses because it is the simplest form of business and the partners share the profits and loss of the company. In a start-up business, the risk of failure of business is high therefore, by sharing capital both partners share profit and loss, thereby, having less money at risk. In other words, the partners have the shared financial commitment. Second, the expertise and skills of the partner can improve the operational and financial performance of business. Third, partners have to fulfil very few legal formalities because these enterprises do not have legal status however, they need to have licences. Q1c: In 1996 Finch said ‘if I become your partner, we must have a written agreement –it’s illegal not to’. What are your views on th is? In a partnership business, the partners are not legally bound to undergo any legal agreement however, creating written agreements in partnership is important because of a number of reasons. Through a written agreements the two partners could have define the responsibilities and essential terms of the contract and in the case of any conflict between them, the written agreement could help them to resolve the issue. Therefore, in my opinion, the idea of Finch to make the written agreement is a good suggestion however, saying that its illegal not to have the written agreement is not right because in the legal framework of formation of a company in the UK, no legal agreements are required for the General Partnerships because these enterprises do not have a legal status. What advantages would there be in becoming a private limited company rather than taking on more partners? Rather than taking on more partners, become a private limited company has been advantageous for the company bec ause a private limited company has a legal identity. The business owns the property and assets of the company and unlike partnership assets and property are not owned by the partners. The partners are personally liable if a partnership business fails however, in a private limited company, the liability of the shareholders is only limited to the share they have in the shared capital. It means that if a partnership fails, the partners would be personally liable to sell their assets to pay off the loans and borrowings whereas, in the private limited company, the assets of the company would be sold. In other words, the personal assets of the shareholders or the director of the company cannot be used to pay off the loans and debts in a private limited company (Forma Company). Moreover, in a partner if more partners are added, the chances of conflicts and issues are increased whereas, in a private limited company shareholders are bound by the legal agreements and they have limited liabili ties which reduce the chances of conflicts. Q2a: In the case study it was said that the company ‘went public’. What effect would this have on the company’s name? The change in the company from a private limited company to a public company would have brought various benefits to the company. First, the value and recognition of the company would have increased because company got listed on the stock exchange which would have made it popular in the

Alliance Design analysis of alternatives Essay Example | Topics and Well Written Essays - 500 words

Alliance Design analysis of alternatives - Essay Example The industry Alliance Design Concepts is involved in is quite lucrative, and the company seems to be doing well, but it can do better. The challenges faced by the company are not new. In fact, they are common in all companies that conduct any form of purchases and that deal in different currencies as part of their operations. The crux of the matter lies in the strategy used to manage these issues, and not the fact that they exist. From the information provided, it is clear that the company is struggling to stay abreast of fluctuations in exchange rates and avoid the risk created by fluctuations in exchange rates. Looking at the processes and mechanisms the company uses in price quotation, equipment acquisition, and exchange rate management is not as effective as it should be. If they were effective, the company would not be experiencing the challenges it currently faces. It is safe to say that poor management is at the heart of Alliance Design Concept’s struggles. Better financial and management, together with efficient and effective operations management, is sufficient to get the company out of the rut. The company’s profit margins are good enough to give it a clean bill of health financially, but this will not be sustained for long if it keeps losing money through exchange rate fluctuations. In fact, since it has been stated that the company’s profit margins are affected by monies lost to the unpredictability of exchange rates, the profit margins may start reducing gradually until they reach worryingly low levels. Effective management, in any business, involves blocking all avenues through which funds are lost, and reducing expenditure as much as possible. Alliance Design Concepts’ failure to apply this fundamental business principle has significantly contributed towards the dwindling of its fortunes. The best way for Alliance Design Concepts to manage its issues is to streamline its processes and reduce any

Obsessive-Compulsive Disorder Research Paper Example | Topics and Well Written Essays - 1000 words

Obsessive-Compulsive Disorder - Research Paper Example Experts reveal that the urge to repeat certain things result from the need to alleviate the stressful thoughts. The prevalence of the disorder is on the rise according to recent reports. The recent report conducted by the National Institute for Mental Health revealed that approximately 3% of Americans have OCD disorder (Rachman and de Silva, 2009). The report also indicated that the disorder affect people from all races, ethnic groups, and sexes in almost equal measure. The researchers also discovered that the disorder affects male at an early age than female. According to the National Institute for Mental Health report, the OCD disorder affects boys between the age of 6 and 15 years, while girls, the disorder tends to manifest mostly between the age of 20 and 30 years. Individuals with OCD tend to show certain behaviors that a rational person considers abnormal. The most common symptom of the disorder, according to National Alliance of Mental Illness (2012), is that, individuals suffering from OCD tend to double-check things excessively and repeatedly. For instance, an individual with OCD may end up double checking switches, locks and other electrical appliances 20 times before feeling satisfied that everything is in order. They do this due in an attempt to alleviate the compulsive stressful thoughts. Secondly, individuals with OCD tend to feel over obsessed with certain things. Because of over obsession, people suffering from OCD normally appear fearful and concerned about everything that happens around them. For example, such people may demonstrate fear and concern of thieves breaking into their houses as noted by Rachman and de Silva (2009). This makes them appear restless and pre-occupied by unreasonable thoughts. Individuals with OCD tend to be extra cautious in whatever they do for fear of harming themselves or others around them. Hyman and Pedrick (2011) also noted that such people focus much on morals and

Entrepreneurship and Business Management (III) Essay

Entrepreneurship and Business Management (III) - Essay Example Resources are therefore the engines of growth and they depend heavily on them for nourishment and survival. When they move from survival to growth they need broader and more extensive resources to nourish their needs. The internet has indeed opened up a vast store of knowledge and information. Entrepreneurs and smaller firms usually face a resource constraint not only of capital but that of specified information. There are plenty of networking communities that help their members in getting information on vital aspects of marketing and availability of talent and other resources. These are the places where they can get sustenance and growth information. By nature technological entrepreneurship is looked upon as shaky, unreliable and flimsy. It has no legitimacy on its own and is considered as highly risky and not worth investing into. It is for these reasons that the entrepreneur and the smaller firms that associate with it are forced to look upon other avenues such as the Internet. Often when they show their prowess in the use of the web based business acumen, they attract Venture Capital. Another objective for entering and developing a networking relationship on the net is access to knowledge of markets and to understand and utilise their scarce resource in optimal ways. Most relationships expect and receive strategic advice that is valuable in developing competencies. This is the value-addition that the entrepreneurs look for from their networking communities as their own exposure is limited due to age and inexperience. Indeed strategic advice has been confirmed to be a sought after value addition (McMillan et al 1988). The use of Internet is however risky for entrepreneurs. They are usually new ventures; start-ups with high on idealism and short on knowledge and the Internet is full of out-dated information and untested

Environmental Impacts Essay Example for Free

Environmental Impacts Essay There is a large gap between developed and developing countries in terms of the attention given to environmental concerns. As a general rule, developing nations place the environment low on their list of priorities. Managing the ecosystem takes a back seat to economic advancement and industrialization, which are seen as more pressing needs. On the other hand, developed nations generally take a more proactive role in environment management because they have the budget and the technology to do so. They have also recognized that further economic development can no longer do without sustainable environmental practices (Organization for Economic Cooperation and Development, 2001). Stemming from this basic difference of priorities is the great disparity between the environment’s impacts on the health of people living in the First World and those living in the Third World. However, it is simplistic to assume that the former are invariably healthier than the latter. While it is true that developing nations use less environmentally-friendly practices, the sheer level of industrialization and commercialization in developed countries sometimes means that these countries produce far more pollution and thus create more health problems for their citizens. A comprehensive assessment of the interaction between human health and the natural environment is not possible given the length of this paper. Nevertheless, this essay will explore some differences between First and Third World nations with regards to two selected major public health issues, namely, air pollution and water pollution. Air Pollution Palo and Solberg (1999) have identified carbon dioxide as the most abundant greenhouse gas produced today, and they cite it as the most critical contributor to global warming, a phenomenon that poses a grave threat to human health and security. Confalioneri et al. (2007) detailed the exact nature of this threat in the Intergovernmental Panel on Climate Change’s Fourth Assessment Report. Global warming first affects humanity by changing weather patterns. Extreme temperature swings, irregular precipitation, rising sea levels, more powerful storms, droughts and heatwaves have all become more common as a direct result of global warming. These phenomena in turn negatively affect the quality and quantity of food, water and air available to human populations. These phenomena inflict a great amount of damage on human settlements and infrastructure as well. The worldwide spikes in malnutrition, infectious diseases, and deaths from extreme weather events are all directly proportional to the increase of carbon dioxide in the atmosphere. The IPCC also warned that developing societies were at the greatest risk to these environmental pressures. Among these developing nations, Douglas et al. (2001) cited coral reef atolls and reef islands as the most prone because their rates of land loss are dramatically impacted on by incremental rises in sea level. They cited the rapidly disappearing land of the Maldives, the Marshall Islands, and some low-lying Japanese islands as some of the most alarming manifestations of global warming. They added that rise in sea levels has led not only to escalating land loss, but also to the contamination of underground water sources in nations such as Israel, Thailand and island states in the Pacific and the Caribbean. The combined loss of arable land and potable water caused by global warming does not only lead to malnutrition and disease but also to social pressures such as overcrowding in cities, which increase the strain on the human population’s health. In addition, developing countries lack the infrastructure to protect their populations from the increasingly negative repercussions of climate change. In nations such as India, Bangladesh and Burma, relief efforts for victims of increasingly destructive storms are routinely slowed down by the insufficient facilities, resources and personnel. However, it should be noted that developed countries are not immune to these calamities. The unprecedented destruction wrought by Hurricane Katrina on a major U. S. city serves as a grim reminder of the vulnerability of First World nations to extreme weather events. Cooper and Block (2007) are only two of many Americans who have accused the United States’ Federal Emergency Management Agency (FEMA) of being prepared for natural disasters â€Å"on paper,† only to be caught flat-footed when Hurricane Katrina struck the city of New Orleans on August 29, 2005. Cooper and Block also blame FEMA’s ineptitude for the unsanitary living conditions thousands of survivors had to endure for several weeks after the disaster. To this day, New Orleans has not fully recovered from the hurricane. Carbon dioxide emissions are not the only major source of air pollution. Other chemicals such as sulfur dioxide, nitrogen oxides and volatile organic compounds (VOCs) also pose significant health problems. As Tang (2004) has underlined, these primary pollutants are doubly hazardous because they can react photochemically to create secondary pollutants, and these secondary pollutants can also undergo further chemical reactions which result in even deadlier substances. This type of air pollution is one of the most critical problems in China today, especially in the capital of Beijing. As one of the most rapidly developing countries in the world, China has seen an enormous surge in demand for fossil fuels to feed its factories and the motorized transport of its citizens. In addition, China has much lower emissions standards for its automobiles compared to other countries, leading to more pollution produced per vehicle. Tang cited Song et al. (2003), who noted the sharp increase in respiratory diseases among Chinese living in urban areas, as well as many residents’ complaints about the chronic lack of visibility in Beijing. Once again, these health problems are not limited to developing countries. In fact, this type of air pollution is acutely felt in megacities such as Los Angeles and London, where air quality is severely compromised by the millions of automobiles and the factories located in and around the city limits. However, developed countries are taking definite steps to decrease the pollution, with one notable exception. As Al Gore observed in the documentary An Inconvenient Truth (2006), the United States lags far behind its European counterparts when it comes to enforcing more environmentally friendly emissions standards for its automobiles. The discrepancy has reached the point where some American vehicles can no longer be sold in European countries because they no longer meet government environment safety standards.

Education Essays Design and Technology

Education Essays Design and Technology Can we promote more interest in Design Technology by having more relevant projects. Abstract To define Design and Technology and what students need to know in education is complex, and drawing directly on real world practices may provide educators with confidence and guidance in teaching design. This should give clear definitions and descriptions on how design works in practice, thus enabling educators to select which features of these practices can be translated into the encouragement of designer thinking and behaviour in educational contexts. This paper considers the encouragement of interest required to enhance and motivate a higher interest in Design Technology by having more relevant projects. Where realisation of concepts empowers fantasies, freeing the imaginations from reality into design. Creating the desired from the perceived. Resulting in keeping the process sharp. This paper will discuss considerations on the way a pupil perceives and processes information, for design in terms of action, reflection and appraisal and for technology in respect to solutions to technological problems through the process of invention. Evaluation will be made of performance in respect to previous research highlighting the teaching strategies used and the managing of the project. Above all, the undertaking of the project and the design process involved will set out to be a successful evaluation of teaching / learning experience. Review of Literature The work of Denton (1993) discussed the relevance of the design process in schools and whether it has merely a stylised ritual, more to do with the production of endless sheets of over decorated artwork with elaborate borders than a design tool. He discusses how the ritual of designing has arisen in education, the origins predating the National Curriculum, around the time when Craft, Design Technology was introduced into the Curriculum. Furthermore, Denton states that it appears to be centred on an incomplete understanding of the process of designing and the functions of modelling and drawing. The formal design process, as used in industry certainly does flow from initial ideas, research, questionnaires and so on, and Denton is not being overcritical of the design process as such, instead he points to the obvious primary function in design activity being the practical outcome rather than a neat visual presentation of the design activity. Commercial designers have a rough idea of the outcome before they actually start designing and they model a progression of refinements and variations in their ideas. By modelling, Denton makes reference to three types that are useful design tools:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Drawing: These range from rapid sketches of the design to externalise design ideas to formal rendered pictorial representations of the finished product, complete engineering drawings and exploded diagrams.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Models: These range from 3D lash ups to demonstrate he principles, give a better idea of proportion and, again, to externalise design ideas. The other end of the scale is the professional presentation scale model that we are familiar with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CAD: These can also range from doodles in ProDesktop (or something similar), which enables the designer to get an idea of scale, right through to professionally produced rendered CAD designs. Most of these final coloured, rendered, anatomically correct models (and drawings) are used to communicate with clients, who will have no interest in rough sketches. It is these rough sketches and doodles that are at the heart of the design process and should be of prime importance to teachers as they are better indicators of the childs design thinking. Denton asserts that most schools prefer exquisitely finished and attractively presented work, complete with borders, in contrast with the rudimentary initial sketches of the design process. This preference is communicated to the pupils, who then spend time reworking their initial drawings, wasting time and efficiency in the process, and slowing down the exploration of fresh ideas. Much of this folder work is finished to such a standard that it is indicative of it being produced after the artefact has actually been made. In this paper, he proposes that it may be a more useful strategy to break away from the current strategy: starting at AT1: Investigating Making generating ideas, and instead start by evaluating something in order to make proposals on how it may be made better. I find that this proposal makes perfect sense, after all most designs are a redesign of an earlier design. The first cars were redesigned carriages, and subsequent cars were simply evolutionary changes, besides, one can empathise with pupils that have limited life experiences, trying to design an artefact starting with a virgin sheet of paper. Another proposal that, I think, has merit is changing the ratio of designing to making in favour of making, since it is the making that takes the most time. A disproportionate amount of time is spent doing research or more accurately, collating images. Entire lessons devoted to cutting pictures out of Argos catalogues have little merit and a minor influence on the final design. Denton suggests that efficiency and effectiveness may also be developed by the use of informal groupwork in the early stages coupled with the use of short deadlines can also promote motivation and possibly the generation of ideas (Denton, 1992). Kimbell et al explores the results derived from the APU (Assessment of Performance Unit) study of 1991, that described the capability in Design and Technology in terms of action, reflection and appraisal. He explains, in graphical terms, how boys and girls differ in the results of their coursework. According to the APU, girls consistently outperform boys right across the range of abilities, ie, high achieving girls perform better than high achieving boys and low achieving girls perform better than low achieving boys. While this study is fruitful, it doesnt explain why this should be the case. Lawler (1999) examines this disparity in results between genders by setting a group of pupils in the final year of primary school two separate tasks, recording the results and making comparisons. This age group were chosen because they had had minimal exposure to the procedural methodology imposed on them by their teachers. The paper hasevolved from research into ways of describing the process of designing. Two possible descriptors to show the effects of introducing project work have been called Big pictures and Small steps. Big pictures designing is future focussed, inspirational, and results in statements of complete ideas. Concerned with the mental process rather than the procedural, self directed, metacognitive process of design. Smallsteps designing is reflective, sequential, analytical, and descriptive. Good designing is evidenced as a combination of these two styles. Some pupils may have a preference for one approach that, if it conflicts with the way their teacher manages the project work, may restrict their progress. Raising the awareness of the teacher to the effects that the strategy that they impose on the project work has on the pupils, could be an important factor in increased student success. The study compared two different contextualised designing approaches to the presentation and management of project work. It shows the effects that each approach had on the performance of a group of seventy-five 11 year olds, and highlights the different responses of boys and girls to the same design situations. The results indicate that the strategy adopted by the teacher for the sequencing of practical project work had a greater effect on good designer boys, than it did on good designer girls and had a greater negative effect on less able girls than it did on less able boys (Lawler, 1 999) In a different attempt to relate pupils thinking styles to performance in Design and Technology, Atkinson (1995) used a test of Cognitive Style, shown to be intimately related in ideas and attitudes, to examine the performance of pupils in their GCSE coursework, utilizing a test devised by Riding and Cheema (1991) The Cognitive Style Analysis (CSA). The test was a result of over thirty methods of defining cognitive style being reviewed had it was concluded that most could be grouped within two fundamental independent cognitive style dimensions. These descriptors used in that test were seen along two axes (x, y) each subject being placed along the two continua of Wholist to Analyst (x axis) and Verbaliser to Imager (y axis). Analytic Verbaliser Imager Wholist A pupils position in the Wholist to Analytic dimension reflects whether they understand situations as a whole or see things in parts, while their position in the Verbal to Imagery dimension reflects the manner in which they represent information while thinking, either as words or mental pictures. In psychological terms analysts were defined as being field dependent, being affected by the world around them (in their perceptions) and wholists as being the opposite and field independent. By combining these two concepts, using wholist and analyst to examine pupils style of designing, new descriptors for designing styles were proposed. The CSA was produced as a computerised test that automatically calculates and plots a pupils position on both dimensions. The results reflect the way a pupil perceives and processes information. The relative speed in which a pupil answers different styles of questions, reveals their cognitive style (Riding Staley, 1998) Methodology Whilst on school placement, I noticed another teacher suggesting ideas to a year-12 pupil. Within minutes, the teacher had filled up a side of A3 with quickfire sketches and doodles. If pupils have a short time to focus their minds on quick sketches, it can be more productive than spending an entire lesson producing coloured drawings. I had an opportunity to try this approach at my last school placement when teaching a class of mixed ability Year 9s. The class were stuck, having spent the previous lesson producing 1 or 2 designs. I suggested that they all swap papers in their groups of four and improve on the original idea. After 10 minutes, the papers were swapped again, and again after another 10 minutes. This resulted in each pupil with three additional ideas to work with. From this placement experience, I have decided that the best way to establish what Key Stage 3 pupils gain from the Design Make tasks would be to revisit the two schools in which I taught whilst on teaching practice. The purpose of my visits would be as follows:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To examine the projects that are made by Key Stage 3 pupils and taking one example note the following; the tools required to make the task, the processes involved, and the amount of the pupils own design input.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Subject to approval by the head of department, ask pupils to complete my questionnaires. This will be an indication of whether the pupils have enjoyed making the project, what the pupils have learned from making the project and, if the pupil is in Year 9, whether that pupil is considering taking up Design Technology in Key Stage 4.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, I will also ask pupils if they have any suggestions that will improve the project. The purpose of undertaking design is the development of outcomes of various types. Each design project has stages of construction: these are the components of the final object, in which each stage contains action, reflection and appraisal. As an example: to build a car, there are stages of construction for the engine, transmission, wheels, bodywork, doors, windows, and interior etc. Each of these components has an initial concept, in which action, reflection and appraisal takes place for choice, material and size before it is offered into the final construction of the car, where once again action, reflection and appraisal will take place. Then once all the components are fitted and the car is complete, then reflection and appraisal takes place. Final changes are made and appraisal takes place. The car is completed. The degree of action, reflection and appraisal that each pupil with undertake is governed by the leadership of their long-term teacher, the teachers experience of design in general and knowledge of design in the real world, and most importantly their confidence and competence within their specialism. This performance of the teacher: and their use of rapid sketches, pictorial presentations and engineering assembly drawings all go towards efficient modelling techniques. The final piece may be a scaled version or may only exist on a computer screen, but regardless its value is in the development of design ideas and the extent of the pupils thinking. I will visit each school every two weeks to evaluate and discuss pupil progress. The project being set for the Design and Make task for Key Stage 3 will be in the context of control, which allows pupils to appreciate the final significance of their work. My direction will be focused towards: the efficiency effectiveness of design, and a good quality product within a short deadline. These factors I will encourage, as they are the foundation towards the promoting of motivation and the generation of ideas (Denton, 1992). My direction of evaluating for the projects research will be concise as possible, giving the pupil the high-level skill opportunity, looking for the right amount of information that allows them to realise the aim. Following completion of my evaluation, I will give verbal feedback to everyone, with a more detailed written appraisal sent within a reasonable time period. The written assessment is an important factor, for the pupils motivation and long-term progression of development for both designerly thinking and behaviour. My aim will be to make clear links between the knowledge and skills the pupils need and the sequences of learning activities they are being taught. In my preparation before the visits I will have a clear direction for the design problem: who is it for, what are their needs, where will it be used, number of units to be produced etc., and which design solution of: particular materials, technologies, or products can be identified and taught (Anning et al, 1996) During each visit I will look for the teaching of technology to be presented in a clear manner that shows a real understanding of technology can be obtained. This understanding will be of the processes of design as well as elements of technological knowledge and essential technological principles. I will look for pupil seeking solutions to technological problems through the process of invention, showing a deeper, fuller understanding of technology by result. Throughout I shall look for encouragement in the use of independent strategies, methods and principles of development, for out of this process of technological development by the pupil can be examined (Hill, 1996). During my visits, through a brief allocated period, by way of this time constraint test I will evaluate their design performance by way of the Big Picture and Small Step descriptors. I will encourage the pupils towards professional designers practices for inspiration, and seek evidence for emphasis the importance and need for the following in professional design: discussion at all stages of the design process, to continually refer back to the project aims, to continually evaluate progress, and to use sketching as visual notetaking (Hill, 1996, p.3) Throughout the allocated time for completion of the project, the pupils will be able to access their normal range of information sources made available to them. Therefore I can gain the pupils comments with regard to their depth of to investigation, discussion and resulting informed decisions on the quality, purpose and function required. On completion of the task I will ask each pupil to complete the questionnaire (see Appendix) from which the responses will be assessed. Above all, the undertaking of the project and the design process involved should be a successful teaching / learning experience for all. Results Discussions The project was to complete the design and construct a fuse tester. From the results in table1 it is clear that from the two schools visited, School A shows that there are more stages involved in designing and making the fuse tester. Pupils from School A also had greater scope for individualising their designs, although many pupils copied each other because of lack of creativity. School A School B Circuit theory Circuit theory Draw circuit using livewire Spider diagram to identify end user Solder Components into PCB Initial ideas Test Circuit Final ideas Research into hand-held devices Mark out acrylic Spider diagram to identify end user Cut out design Initial ideas Bend acrylic to shape Final ideas Stick copper tape on acrylic Make prototype from foam Solder the joins Make Mould (two halves) Test and Evaluate Vacuum form case from Moulds Test Evaluate Table 1 My aim to make clear links between the knowledge and skills the pupils needed and the sequences of learning activities was successful. With my preparation before the visits I had a clear direction for the design problem: Who is it for: General consumer What are their needs: To test general household fuses Where will it be used: In home and office Number of units produced: 250,000 Which design solution- particular materials: Plastic, technologies: True or false indicator, Circuit board and products: Connector(s), Battery On each visit, on initially addressing the class I checked with those pupils furthest away that all could hear me, and that my voice was not too quiet. I then briefly explained the task, whilst handing out extra information sheets, which I then covered in details and finished by asking for any questions. I had taken with me large print versions on the task in case there was pupil(s) present with sight difficulties. My teaching of technology was presented in a clear manner, where good listening and learning regarding the processes of design as well as elements of technological knowledge and essential technological principles took place. It was clear that individual pupils on the whole, sought solutions to the technological problems through the process of invention, where a fuller understanding of technology followed. I encourage the use of independent strategies, methods and principles of development, from which the process of technological development by the pupil could be examined. I successfully informed the pupils towards professional designers practices for inspiration at a reasonable pace, checking that all pupils understood, and emphasised the need for discussion at all stages of the design process, to make sure to continually refer back to the project aims, to continually evaluate progress, and to always use sketching as visual notetaking. All of which was successful in varying degrees. It was seen that some pupils were stronger in relating to some production concepts than others, and in using a varying degree of photographic memory in their detailed sketches whilst seeking their solutions. Not all designers in the real world are specialists in all fields, therefore it was not expected that a pupil would excel in all areas. And that was confirmed with some pupils being stronger in relating to some design and production concepts than others, a degree of photographic memory being one example where a pupil showed promise in solving a problem with a detailed sketch of a related or unrelated object as the solution. The completed questionnaire results confirmed the finding of Atkinson (1995) that showed no significant gender difference regarding the pupils perceived ability or their enjoyment of the design process. From the total sample a large number of the pupils believed that they were poor at designing and did not enjoy the task. Boys % Girls % Enjoyed and achieved Enjoyed but could not achieved Did not enjoy but achieved Did not enjoy and could not achieve Totals 100% ( ) 100% ( ) Table 2: Pupils perceived enjoyment and capability to achieve good results. As outlined in Atkinson (1995) the skill and teaching strategies used confirm a clear comparison of collaborator (School A) and interventionist mode (School B). The concept of collaborative learning brings to mind the image of a circle of learners, in which the pupils learn with each other by co-constructing knowledge. Collaboration means that people labor together to construct something that did not exist before the collaboration. From this it was seen that the input by the teacher: their personal technological capabilities; their understanding on how each idea could or could not be manufactured by the available resources; the time available; and the knowledge of the pupils manufacturing capability. Whilst the interventionist mode a faster pace is dictated, not much time was spent on the design, it was draw initial ideas and straight to manufacturing. Very few detailed sketches and their development took place, the project development took place during the manufacturing. Pupils tended to get out of their depth with their technological ability, and showed that here the pupil lost ownership of their idea to the teacher. At this point even capable pupils would be waiting for further instruction as the next step was beyond their capability, which resulted in the teacher becoming frustrated with the pupils demands. Regardless of which teaching strategy was adopted the findings confirm that of Atkinson (1995, p.40) at the projects start they both followed a similar pattern. The project was explained, then work began on the specifications and analysis of research required. It was observed that girls were at ease working in a reflective, evaluative research and analysis phase, whilst a large number of the boys were intent on looking forward, past this important design period, on to the manufacturing period ahead. In respect to the assessment of Big Pictures and Small Steps the process of control and achievement of the pupil by the teacher. Observed over the duration of the project it proves that the creative thinking and project management of Small Steps in School A was clearly passed on to the pupils, as opposed to the linear model of Big Pictures used in School B, yet on an individual level, pupils being offered a combination of both processes produced Good designing capabilities. From the undertaking of the time constrain test the results confirmed the findings of Lawler (1999) in that a large proportion of the boys achieved better results when the project was introduced through Big Picture designing, and that a large proportion of the girls achieved better results when the project was introduced through Small Step designing. It was interesting to see a confirmation of data as found by Lawler (1999, p.136) in that the boys did better with a Big Picture

Personal experience of God

Personal experience of God 1. Describe your personal experience of God and the understanding of God you derived from biblical, theological, and historical sources. Throughout history, people developed the idea of a higher being, who is referred to as god in general. Some people simply deny the existence of god or any other spiritual being. And other people who accepted the existence of god explained the identity of god in various ways. Deism sees the cosmos as a closed system with its maker outside it; so denies Gods direct control of events and his miraculous intrusions into this world. Pantheism recognizes no creator-creature distinction, but sees everything, including good and evil, as a direct form of God. Christianity joins with the Jewish and the Muslim faiths in proclaiming radical monotheism, which states that God is One and that God is the God of all. Distinctive to Christian theism is the belief that the personal creator is as truly three as he is one. God is a single being who exists, simultaneously and eternally, as a communion of three persons: Father, the Son, and the Holy Spirit. The three Godhead are eternal which means they coexist from past through future. In Matthews account of Christs baptism, as Jesus the Son went up from the water, the Spirit of God descended upon Him as a dove and the Father testified from the heaven of His beloved Son (Mt 3:16-17). This scene clearly portrays the simultaneous existence of the Father, the Son, and the Spirit. The Christian understanding of God is specific in that Christians believe that God has been, and continues to be, historically involved with the people of Israel and has made a new covenant with all people in Jesus Christ.   In other words, we believe that the Scriptures of the Old and New Testaments bear witness to Gods active love for creation as revealed in Jesus of Nazareth. God revealed himself through various channels including the Scripture, experiences and nature. Although there are many ways in which God reveals Gods self, the best place to find out about God is through the Scripture that God gave us. In the book of Exodus, I personally found Gods character and the qualities that are ascribed to him. Exodus 3:7-8 says that The LORD said, I have indeed seen the misery of my people in Egypt. I have heard them crying out because of their slave drivers, and I am concerned about their suffering. So I have come down to rescue them from the hand of the Egyptians and to bring them up out of that land into a good and spacious land, a land flowing with milk and honeythe home of the Canaanites, Hittites, Amorites, Perizzites, Hivites and Jebusites. (NIV) These are the words that God said to Moses from the burning bush. I believe that in this communication with Moses, God revealed who he was. God whom I believe in is the God who has seen the misery of his people, heard them crying out and has been concerned about their suffering. In another translation, it is said that God knew their suffering (NRSV). In the context of this chapter, my people indicate Israel people in Egypt. Israel people at that time in Egypt were slaves under the Pharaoh. They were ignored people in bondage to the Egyptians. There must have been other nations considered much higher and nobler than the Israelites but the bible said that God who is the creator of the whole world saw slaves with his own eyes and heard them crying out. Hebrew word for to know in Exodus 3:8 is yada` {yaw-dah} and it implies to know by experience (Bible Work 7). In other words, God who created the whole world attentively observed and listened to slaves who were disregarded in this world and he knew of their suffering by experience. The God whom I believe in is not one who just sits on a throne in heaven and is not concerned about what happens in this world. But God in Christianity is the God who knows his people and has a close relationship with them. Exodus story indicates that God is purposeful, powerful, and sovereign in relation to this world. He has a plan for the history of the universe, which is to save his people from sins, and in executing it he governs and controls all created world. He is all powerful so he cannot be bound by any of the limitations of space or time that apply to us and he is always present everywhere. Personally, God has been there in many forms for me.   All of these attributes can be found in many parts of my personal experience with God. I have experienced God of Immanuel, who has been with me always. Jesus came to this world as Immanuel (Mt. 1:23) and his last words before he ascended into heaven was also Immanuel, I am with you always, to the very end of the age (Mt. 28:20). When I decided to go to seminary in Korea to be a pastor, I rejoiced in confidence because God was there with me. When I went to Korean Army, I endured the difficult time because God was there with me. When I came to America alone for further study, I did not fear to live in a strange land because God was there with me always. Throughout my life, the one thing that I am sure is that God has been always with me and loves me, who am the weakest among all. 2. What is your understanding of evil as it exists in the world? First of all, as Augustine said in his article, On the nature of good, I believe that God is good and every creation is good (Augustine, Chapter 34). And every creature came to exist by God without exception. Then how do we explain the origin of evil from the perfect good Creator? In regard to the matter of the origin of evil, I am of the same opinion with Augustine. Evil is lack of some good things. As it throws a shadow over us when we turn against the Sun, evil originate from a lack of goodness of God. I believe that God is the perfect Creator. One of the perfect things God created was man. Adam and Eve who were the perfect creature of God had a choice to follow God or to go against God. Without free will to choose, neither good nor evil could have been chosen. If man is ever to choose good, he must have the freedom to choose evil as well. Therefore, God did not create evil but perfect freedom to choose and human freely chose evil. After Adam and Eve chose to disobey God, evil became a reality in this world. In his Book, the City of God, Augustine recognized that evil in this world and goodness of Gods Kingdom co-exist on the earth throughout its history. However, Augustine believed that God would finally turn evil in this world into goodness of Gods Kingdom (Augustine, Chapter 13.4). By the original sin, I believe, all of us fell down from the image of God and evil came to prevail in us. However God also prepared the way through which we can be restored to Gods Image and be saved from our sins. The only way of salvation is Jesus Christ. 3. What is your understanding of humanity, and the human need for divine grace? On the last day of creation, God said, Let us make man in our image, after our likeness (Gen. 1:26). The image of God refers to the immaterial part of man. We were created to be set apart for God (Gen 1:28). He enabled us to commune with God. We were created in likeness mentally, morally, and socially. When we were created in Gods image, we were intended to become Gods agent so that we can take care of the world (Gen. 1:26,28). However, Adam and Eve sinned by disobeying God. And they became alienated from the Creator. That historic event brought all mankind under divine condemnation. Human nature became corrupt, and therefore, totally unable to please God. Before Adam and Eve sinned, they both had direct contact and fellowship with God. But as a result of transgressing against God, Adam and Eve lost it all. They were both banished out of the garden, God pronounced a curse on them and their descendants and on the earth in general. Death entered into the big picture and all of us are born into this world with sinful nature. In his love and grace, God made a plan to save us. In Ephesians 2:4-7, Apostle Paul tells us that God made us alive with Christ even when we were dead in transgressions.   We cannot overcome our sinful nature and death but, through Jesus Christ, God had already made provision for us to be saved. By faith through grace, we can be saved (Eph. 2:8-9). Jesus Christ is the grace of God who showed us the way of salvation. By dying on the cross, Jesus paid the full and complete price for our sins so that we do not have to pay for it. The only way of salvation is by faith through Jesus Christ. And even the faith we have comes from God. Thus our salvation is entirely the work of God. Whoever believes in Jesus Christ will be saved by the grace of God. 4. How do you interpret the statement Jesus Christ is Lord? Jesus is our Lords human and personal name, meaning savior. Christ is our Lords official title. It is the Greek synonym for the Hebrew Messiah, meaning the Anointed One. The statement Jesus Christ is Lord implies the belief that Jesus who was born of the Virgin Mary is our savior who redeems us from our sins. In other words, to accept Jesus Christ as Lord means to accept two natures in Jesus Christ; the nature of divinity and the nature humanity. Jesus Christ is fully human and fully God at the same time. Existence of these two different natures in Jesus Christ is crucial because that matters to salvation. The doctrine of the virgin birth is very important (Isaiah 7:14, Matthew 1:23, Luke 1:27, 34). Jesus birth was the result of the Holy Spirit working within Marys body. Mary was a vessel God used to perform the miracle of the Incarnation. Denying a physical connection between Mary and Jesus would imply that Jesus was not truly human. Scripture teaches us that Jesus was fully human with a physical body like ours. Jesus was fully God as well as he is fully human with an eternal and sinless nature (John 1:14, Acts 20:28, Hebrews 2:14-17). Jesus was not born with sinful nature. The virgin birth circumvented the transmission of the sinful nature and allowed the eternal God to become a perfect man. The deity of Christ is the central belief of Christianity as well as Jesus humanity. The bible clearly claimed that Jesus had the right to forgive sins, which is something only God can do (Mark 2:5-7, Acts 5:31, Colossians 3:13). Jesus was also said to be the one who will judge the living and the dead (2 Timothy 4:1) as an ultimate judge of this world. Apostle Paul called Jesus great God and Savior (Titus 2:13), and pointed out Jesus existence in the form of God prior to his incarnation (Philippians 2:5-8). In John 1:1, deity of Christ is clarified as the same God with Father, in the beginning was the Word, and the Word was with God, and the Word was God (John 1:1). John here affirms both the deity of Christ and the Trinity. Jesus is God who incarnated in human flesh, the living Word of God. 5. What is your conception of the activity of the Holy Spirit in personal faith, in the community of believers, and in responsible living in the world?   The Holy Spirit is the third person of the triune God. The Holy Spirit is God in the same way that the Father is God and the Son is God. Scripture and the church tradition, including Nicene Creed (We believe in the Holy Spirit who proceeds from the Father and the Son, who with the Father and the Son is worshiped and glorified), indicates that the Holy Spirit, known also as the Spirit of God and the Spirit of Jesus Christ, is of the same essence as the Father and the Son. The Holy Spirit worked at the beginning of a church. Apostle Paul indicated an organism of a church as the Spirit baptized body of Christ (1 Cor. 12:13). And the one who leads us to become a new creation in Christ through worship is the Spirit of God (Eph. 2:18, Phil. 3:3). Each local gathering is a part of this one universal believing community as a body of Christ, and as Christs agent the Holy Spirit leads and guide us to grow into Christlike maturity   and fulfill Gods mission (Eph. 4:11-16).   The Spirit also works in a life of an individual believer. The Holy Spirit convicts lost people with respect to sin, righteousness, and judgment and by Gods power repentant and believing souls are saved. In sanctification, Holy Spirit indwells the Christian as one grows in the likeness of Christ and in his service. Scriptures tells us the Spirit who works throughout our journey of salvation. The Spirit leads us to repent our sins (John 16:7), makes us born again (John 3:3-5). And the Spirit empowers us to bring holiness in our life and helps us to bear fruits in our life (Galatians 5:22-23). 6. What is your understanding of the kingdom of God; the Resurrection; eternal life? As the Psalmist confessed, Your Kingdom is an everlasting kingdom, and your dominion endures through all generations (Ps. 145:13), I believe that God is the king of his covenant people. And as Apostles Creed (from thence he shall come to judge the quick and the dead) and the Nicene Creed (He will come again in glory to judge the living and the dead) said, I believe that Christ will be our ultimate judge at the last day and God will reign over the whole world. As the Nicene Creed stated coming of Gods Kingdom (his kingdom will have no end), there must be the coming kingdom of God in the future in which Gods reign affects the whole world. However, the Kingdom of God is more than a vision of coming Gods reign in the future. The kingdom of God speaks of a present reality though not in entirety and a future result where the reign of God over all of creation will be perfected and made whole. In Luke 17:20-21, Jesus responds to a Pharisee who asked when the kingdom of God would come, The kingdom of God does not come with your careful observation, nor will people say here it is or there it is because the kingdom of God is within you. As well as we experience coming of Gods reign over the world in the future, we will experience the Kingdom of God here and now although it is a foretastes of the fullness of Gods Kingdom. The resurrection of Christ on the third day after his crucifixion and his ascension to be with God until He comes again for the final time of judgment also marks the path of all those who claim faith in Christ. At the time when the Good News of Jesus Christ spreads to the whole nations, he will surely come to the world again (Mt. 24:14) from the heaven in a cloud with power and glory (1 Thessalonians 4:16). At that time people who accepted Jesus Christ as their savior will be risen from the dead (1 Thessalonians 4:15-16). Christs resurrection marked Christs victory over sin and death both physically and spiritually, we too as Christians who bear the marks of Christ gain the right to have the same victory both physically and spiritually. Eternal life is the end product of our resurrected souls. As the Apostles Creed (the life everlasting) and the Nicene Creed (the life of the world to come) insisted, I believe that those who have been saved by Christ will share the joy of eternal fellowship with Christ. Heaven means eternal joy in Christ and those who reject Christ will be judged to the eternal condemnation. 7. Explain the role and significance of baptism in the ministry to which you have been called. Sacraments are acts instituted by Christ and administered by a church having an outward form and conveying Gods grace. Baptism is one of two United Methodist sacraments the other is the Lords Supper. These sacraments are means of grace within the covenant community. They are visible signs and seals of something internal and invisible and the means by which God works in us through the power of the Holy Spirit. The scriptural mode of baptism is found in the New Testament. It records that Jesus was baptized by John (Mt. 3:13-17), and he commanded his disciples to teach and baptize in the name of the Father, Son, and the Holy Spirit (Mt. 28:19). Whoever accepts Jesus Christ as their savior is eligible to be baptized. Baptism conveys Gods grace that redeems us from our sins through the atonement of Christ. Therefore, baptizing of a person, whether as an infant or an adult, is a sign of Gods saving grace. In baptism, we witness that Gods grace is poured upon everybody regardless of their condition. Even though baptism is the special channel through which we experience Gods grace of the atonement of Christ, baptism does not guarantee our salvation. As John Wesley insisted in his sermon, Scripture Way of Salvation, salvation is a lifelong process of responding to Gods grace. By being baptized, we become a covenant people of God who have a promise that the Holy Spirit will work in our lives. However, salvation is not automatically obtained by baptism but by accepting Christ as our savior, trust in Christ and grow in holiness to be near unto God. Baptism represents an act of initiation for Christian believers into the Church. By being baptized, we make a covenant of relationship between God and also between congregations in a church. As baptized Christians, we join the universal church and make a promise our loyalty as the body of Christ. 8. Explain the role and significance of the Lords Supper in the ministry to which you have been called. God provides us various ways in which we can grow in Gods grace. The Lords Supper, also known as Communion, or Eucharist, is one of the Christs gifts to the church, in which we experience Gods grace. Following Jesus example and instruction, when the church celebrates the Lords Supper we receive gifts of bread and wine. In this sacrament, we celebrate our fellowship with Christ and with each other. The invitation to the Table comes from the risen and present Christ. In United Methodist, whoever loves him, repents their sins, and seeks to live as a Christian disciple is invited to participate in the Lords Supper. By responding to this invitation we affirm and deepen our relationship with God through Jesus Christ. It is not easy to understand how bread and wine become Jesus body and blood in the Lords Supper. So it is mystery. Some churches insist that the Lords Supper is merely a memorial of Christs sacrifice and a sign of Christian fellowship. Some churches including historic Reformed churches insist that bread and wine in Communion conveys a unique spiritual power although Christs body ascended into heaven. Lutheran churches insist that Christs actual body is present with the elements of bread and wine. And the Roman Catholic churches insist that even the essence of bread and wine are changed into Christs true body and blood, with maintaining their physical reality persisting (transubstantiation). United Methodist believes that the real presence of Christ is communicated to the believers. To participate in the Lords Supper is not merely to recall the event 2000 years ago. But when we receive bread and wine with faith, it becomes dynamic action within us and we experience the grace of body and blood of Christ which is re-presented to us in the Lords Supper. The past event of our Lords death, resurrection and ascension comes into the present so that its power once again touches us, changes us, and heals us. We gather at the table with joy. Our eating and drinking is a celebration of our risen Lord. Through the power of the Holy Spirit, Christ is present with us at the table and so we give joyful thanks for what God has done and is doing in our lives and in the world. We come to the table in hope. We look forward with joyful anticipation to the coming reign of God.   9. How do you intend to affirm, teach and apply Part II of the Discipline (Doctrinal Standards and Our Theological Task) in your work in the ministry to which you have been called? What we believe as Christians matters. What we believe tells us who we are. Part II of the Book of Discipline contains Methodist heritage in faith and theology and heart of Methodist doctrines. In other words, Part II of the Book of Discipline tells us who we are as Christians, particularly Methodists. It is important for Methodists to study this in order for us to have a clear understanding of our heritage, doctrine, and the faith we profess together. Our Christian faith is built on tradition which fathers in faith handed over to us. We will also add our profession of faith upon it and turn it over to the next generation. Therefore, as a pastor, to lead people into right direction to Christian faith by affirming and teaching what we believe and who we are is crucial. In order to fulfill this mission, I will preach the gospel verified in our tradition and theology. A pastor should not preach the gospel according to his or her own theology but we should profess communal faith built upon tradition. Through preaching and small group study, I will teach Methodist heritage. To learn who our fathers of faith were and what they believed will help us to know our identity and to understand the place where I am now. On the basis of our tradition, we should do our best to leave our footmarks so that our children can see and follow faith of their parents and go in the right direction. To leave footmarks of our faith is to teach our children and show them how to live out what we profess in our lives. I will teach our children the Methodist heritage and doctrine in Sunday School at a level they can understand. 10. The United Methodist Church holds that the living core of the Christian faith was revealed in Scripture, illumined by tradition, vivified in personal experience, and confirmed by reason. What is your understanding of this theological position of the Church? The scripture is the primary source of Christian faith.   It is clear that the Scripture is the primary vehicle by which we grow in faith. The scripture has great authority in teaching and guiding us in faithful living and right understanding as to the nature of God and humanity. All the scripture is God-breathed (2 Timothy 3:16). When we read the bible, the Holy Spirit guides us to find the truth which illuminates our life.   Church tradition is an important practice for theological reflection and interpretation of the Scripture. Christian faith has built upon our ancestors confessions of faith for a long period of time, and that formed church tradition. Tradition is a source of authority and a lens through which Scripture is interpreted inside it. Experience is an important practice for Christian faith because the scripture and theology must be understood on the basis of our experiences. Communal experience within a faith community helps us to understand Gods word toward us here and now. Reason is used to examine authenticity of theological reflection and an interpretation of the scripture. By reason we ask questions of faith and seek to understand Gods action and will. However, reason as a practice for Christian faith does not mean to have a speculative thought but it indicates to conceive under the guidance of the Holy Spirit. Wesleys quadrilateral indicates the importance of checks and balances between four practices. To focus upon one practice brings danger to a church to lose its balance and have a radical view on Christian faith. Thus, to keep the balance between these four practices, with holding primacy of the scripture, is crucial. 11. Describe the nature and mission of the Church.   What are its primary tasks today? In regard to the nature of the church, I agree with the Nicene Creed which describes the church as one holy catholic and apostolic. The church, in this case, meaning universal Christian church, is one in Christ. The church is holy so it is called apart from the secular world.   Although only the part of holiness is seen at the church in the present time, we will see the fullness of holiness at the time of coming of Christ in the end. The Church is universal for all people. As it is written in 1 Cor. 12:27, Church is likened to the Body of Christ whereby the coming together of the various parts form one perfect and organic body with Christ as the head. This analogy means that the church will embrace both the fullness of Christian teaching and the diversity of people who make up the church and function as the each parts of the body. The church is apostolic so it stands in continuity with the apostolic witness. I believe that the mission of the church can be found at the Twenty-five Articles of Religion which indicates three necessary elements of the church: faith(congregation of faithful men), preaching(in which the pure Word of God is preached) and sacrament(and the Sacrament duly administered) (13th Article of Religion, 1784). The church is the gathering of people of faith, spreading the Good News of Jesus Christ, and administers sacraments. The ultimate goal of the church should be to make people disciples of Jesus Christ. Through preaching, teaching, worship, and nurturing, the Church is Gods ordained vehicle whereby others can be disciplined and experience the grace in which we stand as the body of Christ. The primary task of the Church today is to be a true mission church. As the body of Christ, bound to God and to one another through Christ, church always lives in a community. To lose dynamic organism of a church means to lose its vital power. A part which is not united with the whole is useless. For that reason, a local church should be connected with people and groups around it and be united with the universal church spiritually. If a church is connected and united, it should be transformative. If a church has a vital organic power, it will transform the world in which they live as a living plant bears fruits. God being connected to us came down in the form of flesh to dwell among us. Jesus ministry was to preach the Good News and to live out the message of love with people around him. The church that truly impacts peoples life is the church that knows people around her, shares joys and sorrows of the people, and give them hope in Jesus Christ. 12. Describe your understanding of the primary characteristics of United Methodist polity. First, the system, known as itinerancy, is the most distinguishing feature of Methodism. In many polities ministers are called, but in Methodist polity they are sent. One consequence of this system is that local congregations are generally receptive to whoever minister is sent. This gives ministry an objective quality that is not dependent on the personal characters of individuals or the expectations of parishes. One of the most valuable consequences of this polity is the relative success that United Methodist Church has had in placing women and minorities in parish situation. Second, United Methodist Church determines church policy in conferences, which function as deliberative bodies. There are several levels of such conferences. The annual conference is the basic corporate body of which the primary function is to connect local churches to one another. All ordinations take place at the annual conference. The highest deliberative body in Methodism is the General Conference. The conference legislates general policy for the church as a whole. The annual conferences are grouped geographically into the jurisdictional conference, of which there are presently five in the US. Central conferences are concerned with the work of the church outside the US. Churches within a specific area of an annual conference may assemble in district conferences. Annual meetings among local congregations or groups of contingent congregations, to which a member of an annual conference is assigned, are known as charge conference. Third, one of the unique features of Methodist governance is a structure of official leadership through which the supervisory function takes place. The executive function of the bishop includes a number of powers-particularly associated with the appointment of clergy to charges. The bishop works through district superintendents. They act as liaisons between the local parishes and the bishop. The several district superintendents in a conference are called the bishops cabinet. The district superintendent presides at the charge conferences. Fourth, an involvement of lay people in the deliberative and legislative bodies of the church has been important. Governance in contemporary Methodism is a shared responsibility of clergy and lay people. Lay preachers and lay leaders continue to work in local churches.

Project Planning and Control Methods Essay -- Projects Management Prod

Project Planning and Control Methods Project planning and control methods came to be in the 1980s with the introduction of microcomputer software. In the 1990s project management was accepted into the mainstream business as a means for developing new products and services. In the 20th century project management appears to be the solution to many of the challenges confronting global business enterprises (Gray, C. & Larson, E., 2003). Trends such as the globalization of business operations increase in mega mergers and acquisitions, increased focus on results, need for speed in delivery, and pressure for accountability have fueled a growth in project management activities across the organization. Traditional organizations are undergoing significant changes, which are being driven by the advances that information technology is bringing to the business world (Gray, C. & Larson, E., 2003). Project management must include management of product life cycle. Gray and Larson states that the shortening of the product life cycle is perhaps the most enormous force driving changes in the process of managing projects. The average life cycle of all products 50 years ago was in the neighborhood of 15 to 20 years. Now it is estimated that the life cycle for all products is three years. High-technology firm executives estimate that the average life cycle of products to be six months. Short life-cycles increase the number of projects an organization will have to handle simultaneously. A new product creates a need for a new project. Once the product life cycle ends, it is up to the project team to help bring the company up to date with ideas and concepts. Improved knowledge and technology support innovation and innovation results in new projects. Global competition has reached all parts of the world. Surviving and being successful in harsh competition intensifies the need for sustained innovation and process improvements (Gray, C. & Larson, E., 2003). Organizations have to be leaders in innovation and process improvement to win the competition. Organizations are adapting to support more effective project management as projects become the focal point of businesses. The more successful organizations of the future will be the ones that support flexibility, places high importance on projects, and maintain a sustained effort by members to... ...ey times * Have a clear agenda and document actions * Focus on team member similarities * Communicate regularly * Give performance feedback Because leaders/managers can not see team members, it is easy to forget that people are working in context that are different and that they might have different support needs, resources, and demands. There exists a wide array of challenges involving project management with members of a different ethnic or cultural background. Environmental, political, legal, economic, and cultural differences can act as barriers towards completing projects. Due to these factors, it becomes extremely important for the project manager to step in and make an assessment of its team member’s ability to communicate effectively across cultural boundaries. A look into past performance reviews as to how well they work within a team constraint and possible work issues with other employees, should information on potential conflicts that may arise. Project managers should never just look at skill-set as the determining factor in putting together a team, because other intangibles may outweigh an individual’s ability to handle the project.

Fine Arts Education Issues Essay -- essays papers

Fine Arts Education Issues According to the National Art Education Association’s goals for schools, â€Å"all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history,† (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isn’t the fact that there is a lack of fine arts education; there is a lack of specialists teaching fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts aren’t considered core curriculum. The fine arts are thought of as expendable and not as important as mathematics, sciences, language, and literacy, when in fact Gardner’s theory of Multiple Intelligences explains that there are several different ways of learning. â€Å"Gardner has identified eight "accepted" modes of learning: Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences,† (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually equally as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouri's framework for curriculum development in fine arts, K-12. Jefferson City, Mo: The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http://search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network: Music Center Education Division. [Online]. Available: http://www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum: A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p. Fine Arts Education Issues Essay -- essays papers Fine Arts Education Issues According to the National Art Education Association’s goals for schools, â€Å"all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history,† (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isn’t the fact that there is a lack of fine arts education; there is a lack of specialists teaching fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts aren’t considered core curriculum. The fine arts are thought of as expendable and not as important as mathematics, sciences, language, and literacy, when in fact Gardner’s theory of Multiple Intelligences explains that there are several different ways of learning. â€Å"Gardner has identified eight "accepted" modes of learning: Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences,† (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually equally as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouri's framework for curriculum development in fine arts, K-12. Jefferson City, Mo: The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http://search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network: Music Center Education Division. [Online]. Available: http://www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum: A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p.

Reflective Account Essay

Candidate to provide narrative under each statement of how they meet the criteria and list the number of the piece(s) of evidence supplied to demonstrate this. (See also possible examples of evidence sheet). You must provide answers to each question that allow your examiner to properly assess what work duties you are doing or what role you have within your work. It expected that you will need approximately 200 words per question. The more detail you provide the less likely your account will be sent back for more clarification. You must answer each question in your own words and written in the first person meaning â€Å"I do this†. A tip is always to keep in mind the â€Å"who, why, how, where and when† in each answer. The induction process is arguably one of the most important primary processes within the organization. The initial importance is to ensure that the individual is working within the correct guidelines of the company policies and values, Safeguarding regulations and Care Quality Commission standards. It is then extremely important for the service users, so that staff understands and knows each individual and their support plans to ensure that the individual follows a person centered approach to caring for that individual. (1.1 and 1.4) The induction process is a continuous process throughout an individuals stay within the company and home. The induction process inevitably starts with the inductee. To identify and ensure that each individual during the process is inducted sufficiently UBU and the induction of staff look upon the learning types of the individual through job fit analysis. Neil Fleming (2012) states that there a 3 types of ‘learner’, the Visual Learner, the Au ditory Learner and the Kinaesthetic Learner. The Visual Learners learn best by visual stimuli such as graphs,  diagrams and pictures. These individuals will convey messages in a video or picture format rather than the written word. Auditory Learners are individuals who learn and with hold information best when in the written format or spoken, they benefit from lectures, notes, handouts and large paragraphs of information. Kinaesthetic Learners learn best through demonstrations and being hands on throughout the learning process. (3.1) I am in the understanding that this is why there are numerous ways in which we induct individuals to meet their learning styles. We firstly adapt to the Visual Learner by showing tenants files such as the tables, pictorial information about the individual which previous staff and individuals have created. Within the support we also have support plans, risk assessments and other information regarding the tenants for the auditory learners. Finally a 2 week hands on induction putting into practice the information and placing it into real life situations for the kinaesthetic learner. During the hands on shadowing induction we build upon the team strengths and individual strengths we have in a team. If we have individuals who are more sufficient in certain areas we have them induct the individual in that area or have the individual shadow them while they are doing that task. This is important as it builds worker relationships but also allows the individual to understand that within the company and support everyone is there to support each other and the service users. The inductee is then observed by me, my manager and/or the staff which they originally shadowed. We also on occasions where the individual can take control and show the individual the process or things they like to do such as certain walks or activities they like to do, how they get ready or washed. The individual is then empowered in the induction process and can comment on the inductee’s performance. It is also a key indicator in how that person is able to interact and also builds a worker and customer, working relationship. (3.2) I then gain feedback from the support staff through meetings with them personally (3.3) the inductee has then shadowed and been shadowed by other practitioners and the service user when applicable and this is then fed back through their later induction support session. Inductees then complete a 3 Day induction day with the company looking upon motivational tasks, presentations and team work activity to strongly embed the company ethos, agreed ways of working and appropriate values a member of staff should have when supporting the  individuals that we support. (1.2).Fleming also states individuals are simply not either or types of learners but sway to others but incorporate other forms dependant upon the information they are receiving. This p rocess is advantageous in this respect as it is incorporating all types of learner to ensure that the team is storing the correct information about the tenant and giving the correct level of support at the primary level. Through the review process of induction it is discussed with myself and the individual, what previous qualifications they have and, work or life experiences they have which can assist in their knowledge, which method they found easier to learn from, what areas they have found straightforward and difficult from there. Dependent upon their qualifications and experience we look upon what the inductee could input onto the care of the individuals we support and what could be done differently. The inductee is then observed on 3 occasions in the beginning of each area they need to learn and then passed once 3 successful observations are complete. Once the individual has gone through the home, individuals and company knowledge basics a look upon their job description and responsibilities is then looked at, a broad picture of how to move forward with the inductee and what is needed for them to grow within the company either through progression routes or progression in the level of care they g ive to the individual is built upon and moved forward. This includes areas the individual still needs training on, areas in which they are competent and areas and strengths the individual can bring to the support and how to incorporate these new ideas. (2.1, 2.2, 2.3, 3.4, 3.5 and 3.6) The induction process is therefore not simply left to the initial employment stage. The induction process is used when individuals need refreshment of certain stages of the enrolment, which is outlined through support sessions and retraining needs. It is also used if an individual has had or created issues in certain areas and reassessment is needed. It is then used to build on a person’s responsibility the more they progress. The inductee or current staff then go through the format of the induction process for their new responsibility and then pass once the 3 observation processes are complete in the new learnt skill (1.3) This process is circular in theory, so that it can be repeated with the same consistent process so individuals grasp and understand the company policies and procedures, CQC policies and procedures and local authority procedures. It  also ensures that the any area at anyone time can be readdressed to ensure processes are followed for individuals safety and safeguarding when required (1.4 and 1.5) The induction process is therefore an ever changing fluid process that is an adaptable tool within the organisation. It is important that the induction process is taken in this form to be able to be adaptable to changes within legislation, abilities of new staff and new training movements and needs of the company (4.1) It also important to take new forms of induction for example individuals still go through the paperwork and home induction process however as discussed the 3 away day inductions have only been introduced in the last year. This came about through feedback from team managers, local authorities and regional managers that staff had a good in depth knowledge induction but there needed to be more teamwork and with UBUs new goals for inspiring and stepping forward in the social theories of care they wanted staff to embody this way of thinking and working (4.4). This feedback can come in the form of suggestions made to the training managers via meetings held with regional managers. The auditing process from CQC and Local Authorities made as suggestions within final reports which is fed back to training managers (4.3) the company have How is it for you feedback forms that are filled out by the staff at the end of an induction process and then on a yearly basis there after. (4.2) (5.1 and 5.2) Referenced Evidence used in this Unit (List below) Fleming, N. (2012). Introduction to Vark. Retrieved from http://legacy.hazard.kctcs.edu/VARK/introduction.htm Candidate Signature:: Emma Hill Date: 01.07.13 The information within this Reflective Account is a true reflection of the candidate’s role, responsibilities and competence.