Evolution of Human Figure in Sculpture Essay Example for Free

Evolution of Human Figure in Sculpture Essay Depiction of human figures have dramatically changed through time. It was in sculpture that human physical dimensions were visibly illustrated. There have been many variations of the human body shown from the prehistoric to the modern period. In this research, three sculpture namely: statute of Gilgamesh, the Moschophoros and the statue of Augustus of Prima Porta will be used to trace the progression of the human body.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gilgamesh was   the main character in the Epic of Gilgamesh wherein he was portrayed as half god and half human. His personality was the representation of all the virtues of humans. In the statue, Gilgamesh was shown holding a lion in a headlock position wherein his arm was protected by the â€Å"chain-mail robe† (Gilmore â€Å"Ancient Sumeria). Meanwhile, the other hand was gripping a snake.   These portrayals symbolized Gilgameshs warrior and royal status. The body was irregularly depicted because of the   disproportion of the upper and lower body.   The torso seemed intentionally elongated making the waist line looked low. However, since the statue is an example of a Gargantuan statue, they type of perspective would make a difference in the alteration of the figures proportions (Gilmore â€Å"Ancient Sumeria).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Calf-bearer or the Moschoporos is the interpretation of a Greek specifically a rich Attican who was about to sacrifice a calf as an offering to the goddess Athena. The figure was clothed with a thin cloak that outlined the structure of the body resulting to a partially nude sculpture. The animal was put around the figures shoulders with his hands clutched on the hooves. More so, muscular details were evident in the abdomen area. Many details were present on the face of the human figure. The curls of his hair took the shape of pearls or corals that framed his forehead while a closed small mouth with a curved beard and â€Å"deep-set eyes† accented the whole face (Atlantis International â€Å"The Acropolis Museum†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The statue of Augustus of Prima Porta signified Augustus military supremacy. Historically, the statue was believed to be created as a sign of the commemoration of the triumph of the Romans against the Parthians. Unlike other Roman leaders, Augustus was   depicted as a mere man and not the traditional deified god (Ramage â€Å"Historical Reflection on the Statue †). The head of the statue contained details that were very recognizable such as the broad head with a Primaporta styled hair, full close mouth, keen ridged eyebrows, smooth round chin and   pointed nose highlighted. The breastplate with intricate graphical details and the hand in an upright position signified his authority. Meanwhile, the presence of the robe suggested the godliness of Augustus and the cupid riding a dolphin emphasized the divinity of the â€Å"founder of Venus and Italy namely the Julian family to Aeneas† (Ramage â€Å"Description of the Statueà ¢â‚¬ ).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Among the three sculpture, the Roman portrait of Augustus was the most defined in terms of human form. It exactly depicted the human characteristics from top to bottom. The statue of Gilgamesh and the Calf-bearer have some distortions in the body image making it look disfigured. In the statue of Augustus, it had a sense of movement while the statue of Gilgamesh and the Calf-bearer appeared stiff. Also, the Gilgamesh lacked the three-dimensionality because of the awkward position of the legs and arms while the Calf-bearer compared to the former achieved more proportion because of the smooth construction of the muscles in the body. It is evident that from the Archaic period to the time of the Romans, human figure developed from a god-like depiction like the Gilgamesh to a more real person represented by Augustus. However, the concept of the sanctity of gods and goddesses were prevalent in the three sculptures. Overall, the sculptures showed the progress in depicting the human body from being disproportionate to a perfect formation of the shape and movement of the whole body. Works Cited Glimore, Tom. â€Å"Ancient Sumeria.†1999. T Byron G Publishing. 27 March 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.anticipation.info/texte/gilmore/Tom  Ã‚  Ã‚  Ã‚   %20Gilmore/www.tomgilmore.com/sumeria.htm. Ramage. â€Å"Description of the Statue.† (October 2005). The Statue of Augustus of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prima Porta   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://web.mit.edu/21h.402/www/primaporta/description/. Ramage. â€Å"Historical Reflection on the Statue.† (October 2005). The Statue of Augustus of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prima Porta http://web.mit.edu/21h.402/www/primaporta/context/reflection/. â€Å"The Acropolis Museum.† (2006). Atlantis International.   27 March 2008     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://madeinatlantis.com/athens/acropolis_museum.htm.

Need for Accounting Standards Essay Example for Free

Need for Accounting Standards Essay Critically evaluate the need for accounting standards and the need for a set of principles on which they are based. Accounting Standards Accounting standards contain a set of rules and governing practices for the treatment of all financial transactions. The main objective of accounting standards is to establish recognition, measurement, presentation and disclosure requirements dealing with financial transactions and key events which are important in the financial statements of companies. These financial statements give end-users important information, as well as an in depth understanding about an organizations performance, position and cash flow. Some examples of users of financial statements include potential investors, employees, suppliers and government agencies. As such, accounting standards provide the basic framework for financial statements to be presented in a fair and credible manner, such that it reflects the true overview of the financial status of an organization. These standards also help to present financial statements in a standardized and coherent manner, so that end-users worldwide are able to extract information and make decisions based on them. Advantages of Accounting Standards One advantage of having accounting standards is that it helps to ease the understanding of financial statements. What this means is that with accounting standards, financial statements reflect the financial position and status of an organization in a clear and coherent manner. With the need to publish financial statements in accordance to accounting standards, it also improves the credibility and reliability of the information present in the financial statements. End users, such as potential investors, top management and stakeholders, are able to make more informed decisions with greater confidence based on the information extracted. Accounting standards also provides guidance for accountants in their line of work. When financial reporting issues arise, accountants may refer to published accounting standards to determine how to publish an event. Some examples of these issues include new accounting transactions and new actions incorporated by an organization. Since accounting standards serve both as a reference and a guideline to accountants, this reiterates the transparency, reliability and credibility of financial statements when they are published based on a common accounting framework. Disadvantages of Accounting Standards A disadvantage of using accounting standards is in its inflexibility. For example, an accountant working in an organization which complies with accounting standards might find himself having a hard time in his line of work. This is because he has to make the organization’s unique experience fit into the guidelines laid out in published accounting standards. Another disadvantage of accounting standards is in its cost to comply with the standard. When a company decides to comply with the new standard, it must first consider the requirements of the standard, and what actions the company must take to implement the standard and the cost to do so. In many cases, this proves to be very costly as implementing and complying with a new standard would require system upgrades and employee training. Principle-based Standards Principle-based standards (PBS) is a framework of generally accepted accounting principles (GAAP) which accountants use for financial reporting. Some examples of the guidelines found in PBS include regularity, consistency, sincerity, prudence, continuity, periodicity and good faith. In PBS, an accountant follows these simple key objectives which help to ensure good reporting. The rules and guidelines set out in PBS only serves as reference and guide the accountant when he is doing his financial reporting. Advantages * Flexible, its broad guidelines allows it to be used in various circumstances * Allows companies to produce financial report using a method that best suit them Disadvantage * Lack of guidelines could lead to variation in financial reporting, making it difficult in terms of comparability Rules-based Standards Rule-based standard (RBS) refers to a list of detailed rules that must be followed when preparing financial statements. The list of rules serves as a checklist when accountants prepare financial statements at the end of a company’s fiscal year. This approach is more favoured by accountants because in preparing the financial reports by following the RBS checklist, it reduces the possibility of being brought to court if their judgements of financial statements are found to be incorrect. Advantages * Having a defined list of rules in preparing financial statement allows standardization, improving consistency which allows comparability between different companies * Easier to audit for compliance purposes Disadvantage * Having to follow a detailed set of rules results in rigidity, each transaction is accounted with respect to each rule. * Accountants have to comply to the rules set forth in RBS or face penalties for non-compliance. Conclusion In conclusion, there is a necessity for accounting standards when companies prepare their financial reports. Financial statements prepared based on accepted accounting standards not only gives users a detailed overview of the financial position of a company, but also assures users that the information they had obtained is reliable, credible and transparent. Question 2 The International Accounting Standards Board’s Framework for the Preparation and Presentation of Financial Statements requires financial statements to be prepared on the basis that they comply with certain accounting concepts, underlying assumptions and (qualitative) characteristics. Five of these are: Matching/accruals, substance over form, prudence, comparability and materiality. Briefly explain the mean of each of the above concepts/assumptions. IASB Framework The International Accounting Standards Board (IASB) framework is drawn up and used in preparing and presenting financial statements. The framework was drawn up and approved in April 1989 and published in July 1989. It was adopted by the IASB in April 2001 and later in September 2010; the Conceptual Framework for Financial Reporting 2010 was approved by the ISAB. (Deloitte, 2012) The purpose of the framework is to lay down guidelines to help ISAB shape the preparation and presentation of financial statements for end users. The IASB Framework acts as a guideline to the Board in establishing future frameworks and as well as a guide to solving accounting issues that are not addressed directly in an International Accounting Standard or International Financial Reporting Standard or Interpretation. The scope of the framework includes the objective of financial report, the qualitative characteristic of useful financial information, the elements of financial statements and the measurement of the elements of financial statements. The focus would be on five of the many qualitative characteristics present in the IASB Framework. The five qualitative characteristics, namely matching/accruals, substances over form, prudence, comparability and materiality would be further discussed in detail as follows: Matching/Accruals Concept Accruals concept is an accounting method that measures the performance and position of a company by journaling economic events regardless of when cash transactions occur. According to this concept, the revenues and expenses are recognized when they are earned or incurred and not when actual money is received or paid. The matching concept is an extension of the accruals concept, whereby revenue earned by the company and the expenses incurred by a company to earn that revenue has to be accounted in the same accounting period. For example, a business records its utility bills as soon as it receives them and not when they are paid, because the service has already been used. The company ignores the date when the payment will be made. Substance over Form Substance over form is the concept that the information shown in the financial statements and accompanying disclosures of a business should reflect the underlying realities of accounting transactions, rather than the legal form in which they appear. This would result in a true view of the affairs of the entity to be presented. Substance over form is critical for reliable financial reporting, particularly in cases of revenue recognition, sales and purchase agreements. For example, a lease might not transfer ownership to the leasee but the leasee has to record the leased items as an asset if it intends to use it for major portion of its useful life or where the present value of lease payment is fairly equal to the fair value of the asset, etc. Although legally the leasee is not the owner, so the leased item is not his asset, but from the perspective of the underlying economics the leasee is entitled to the benefits embedded in the use of the item and hence it has to be recorded as an a sset. Prudence Concept The prudence concept, also known as the concept of conservatism, refers to be cautious when it comes to the recording of business transactions. It is stated that under the prudence concept, the amount of revenues recorded should not be overestimated; neither should the amount of expenses be underestimated. One should be conservative in recording the amount of assets, and not underestimate liabilities. (Steven Bragg, 2011) In terms of profit and loss, anticipated profits cannot be recorded down as profits until they materialize. Some examples of exercising prudence is when company’s inventory should be valued ‘at cost or market price, which is less’, and a provision should set up for an allowance for doubtful accounts. Comparability Concept Comparability is one of the key qualities which accounting information must possess. Accounting information is comparable when accounting standards and policies are applied consistently from one period to another and from one region to another. The characteristic of comparability of financial statements is important because it allows us to compare a set of financial statements with those of prior periods and those of other companies. Financial statements of one entity must also be consistent with other entities within the same line of business. This should aid users in analyzing the performance and position of one company relative to the industry standards. It is therefore necessary for entities to adopt accounting policies that best reflect the existing industry practice. For example, a company which sells mobiles phones values its inventory based on First In First Out (FIFO) method previously, it must continue to do so in the future so as to preserve consistency in the reported inventory balance. A switch to other methods may cause a shift in the value in the inventory, which results in lack of basis of comparability. Materiality Concept It is stated that information is material if its omission or misstatement could influence the economic decisions of users taken on the basis of the financial statements (IASB Framework) Materiality therefore relates to the significance of transactions, balances and errors contained in the financial statements. Materiality defines the threshold or cutoff point after which financial information becomes relevant to the decision making needs of the users. Information contained in the financial statements must therefore be complete in all material respects in order for them to present a true and fair view of the affairs of the entity. For example, the government of the country in which a company operates in working on a new legislation which would seriously impair the companys operations in future. Although there are no figures involved, but the implication on the company would be so great that it would be material for this information to be made known to parties it may concern. References IASB Framework, 2012, http://www.ifrs.org/current-projects/iasb-projects/conceptual-framework/Pages/Conceptual-Framework-Summary.aspx (Cited 23 December 2012) Deloitte IAS Plus, History of IASB Framework, http://www.iasplus.com/en/standards/standard4 (Cited 23 December 2012) Steven Bragg, 13 March 2011, What is the prudence concept in accounting, http://www.accountingtools.com/questions-and-answers/what-is-the-prudence-concept-in-accounting.html (Cited 23 December 2012)

Classroom Behaviour Policy Analysis

Classroom Behaviour Policy Analysis This paper will critically review a Primary schools behaviour policy and practice. In addition, it will address the topic of class room behaviour and how improving this may benefit pupils. Furthermore, how can teachers pre-empt misbehaviour moreover, how can teachers approach the issues of misbehaviour. Furthermore, different theories will be investigated to compare to those being used within the setting. In addition, differences and similarities of global interventional approaches will be investigated. In the conclusion of answering the above questions, a summary will be made to indicate how inclusive learning can be implemented within the classroom environment as well as the role of the educator in these situations. The aims of the policy state that the values and beliefs of the behaviour policy within the workplace suggest that all pupils are encouraged and responsible in displaying appropriate patterns of behaviour and standards of discipline are equal to these patterns. This is accomplished through paradigm, of positive praise and rewards as well as sanctions.ÂÂ  Furthermore, the rationale indicates that it is clear, consistently applied and enforced by all members of staff as a whole setting and community working together. However, the word appropriate is used throughout the policy; no explanation is suggested to the meaning of this vocabulary used within this policy. Furthermore, within this policy which is outdated, only implies what the major offences are and the sanctions that apply to this unacceptable behaviour. This seems to be displaying a negative approach to the dealing with behaviour and therefore not highlighting other unacceptable behaviours that can be displayed by pupils. Within the Primary educational setting rules and procedures are in place for all staff members alike. All staff members are expected that they model correct behaviour by using body language, actions and correct manners of addressing pupils within the class. Each class throughout the setting has class rules as well as whole school rule Golden Rules. These are displayed around the school and visible for all pupils and staff alike. As a result, everyone concerned within the setting should work together and therefore no one should be isolated allowing for full inclusion and a consistent approach. Conversely, this is not the case within practice. This is due the different tolerances of staff members combined with the class rules as these can be seen to give the pupils extra opportunities to display unacceptable behaviour of which is only list half way through the policy (major offences). Furthermore, not all staff although agreed by all staff at the time of publishing follow the discipline procedures therefore, consistence is not obtained by all allowing a weak link and lack of understanding and confusion within the views of some of the pupils (Independent Work Based Research Task 1) Although the WBRT was limited there still seemed to be an underlying issue of what is acceptable behaviour and questions were asked by the pupils regarding why pupils are treated differently although they have displayed the same inappropriate behaviour in accordance with the school rules. Moreover, the pupils indicated that the teaching staff members were inconsistent and did not all use the same strategies. In addition, it has been noted that the use of sanctions seem to be labelled ineffective as staff did not use the sanctions consonantly as stated by one child. The teacher says things and then do not remember to give us punishments so we get away with the bad things we do. Child A Therefore, the rules, sanctions and rewards only work if the consistence remains, (Human Resource Management, Manufacturing Strategy, and Firm Performance Mark A. Youndt, Scott A. Snell, James W. Dean, Jr. and David P. Lepak The Academy of Management Journal Vol. 39, No. 4 (Aug., 1996), pp. 836-866) moreover fully applied at all times by all members of staff. Furthermore, the use of reinforcement together with role modeling and rewards of value to the pupils is essential to behaviour management. A wide range of rewards for positive behaviour can be seen within the policy may imply good practice and inclusion towards both genders yet, can not be seen within practice. For that reason, it may be suggested that the policy is out dated and not in context of the working setting, this is due to the delivery of the sanctions and they are not applied fairly and consistently by all staff. However, planning about behaviour improvement is informed by in house training and the use of statistics and theory to ensure the policy system identifies which matters should be dealt with by classroom teachers and those which require referral to a more senior member of staff. Controversially, numbers of poorly behaved pupils has reduced in numbers, of pupils visiting the Senior Management Team (SMT) in the last twelve months. Indicating higher levels of praise maybe being used to motivate and encourage pupils within the classroom environment. At the same time, pupils are aware of sanctions that will be applied for poor behaviour and what poor behaviour is within the setting as a larger number of classrooms are now displaying behaviour management tips as well as suggestions to support pupils in behaving in the manner that is required within the setting suggested within Steer Report (2005) together with the teachings of Social Emotional Aspects of Learning (SEAL, accessed 2010). He also said that To enable the most vulnerable or disengaged children to gain full benefit from strategies in behaviour management, schools need the capacity to provide high quality support to the child and to the parents. Without that capacity schools will be unable to meet the aspirations contained within the Childrens Plan. In undertaking the making of the behaviour policy the school should have reflected on the ten aspects of school practice which should be effective, and contribute to the good quality of pupil behaviour and guidelines on how this maybe achieved through the use of positive praise and role modelling. Up until 1988 stood no national policy to state what educators should include within the services they provided (Pugh, 1988). However, nine years later the policy agenda stated that all should be entitle to an education of a high standard; this should include positive role models in behaviour. A consistent approach to behaviour management, teaching and learning need to be in place for all staff member including the school leadership team (Senor Management Team, SMT). Achieving this allows classroom management, learning and teaching to be equally effective when using rewards and sanctions together with behaviour strategies and the teaching of good behaviour displayed by all staff members. In order to achieve this staff should receive regular training and personal development and support to keep in line with Government legislation. This maybe why the numbers of major offences have lowered, suggesting it has taken time to implement the policy and for all including staff to adhere to and practice the strategies needed to achieve the desired outcome of positive behaviour management. Furthermore, pupil support systems such as behaviour mentors working together with the Special Educational Needs Co-ordinator (SENCO) within the school, are having a positive effect also. However, it can be seen within practice that they have different strategies in dealing with behavioural issues. Nonetheless, liaison with parents and other agencies is paramount alongside the managing of pupil transition within the setting whether it maybe into a different class, new teacher or indeed a new school as a result of moving to the area. Pedagogy states that practitioners draw on a range of working theories as well as their own experiences on how children learn and how their teaching can support learning. The underpinning Strategies guidance and advice service share this common understanding whilst indicating and ensuring behaviour management can produce a better continuity and progression at all stages of learning for pupils and staff alike. One theory based on the individual psychology of Adler titled Psycho Educational Theory (Watts Critelli, 1997) attempts to promote positive behaviour. The fundamental belief of this theory is that it ultimately establishes the behavioural patterns of an individual (Arthur, Et al 2006). The theory is based upon positive behaviour promotions through development of self beliefs; therefore, can only change once the negative beliefs become positive beliefs (Arthur et al, 2006). Encouraging pupils to promote positive behaviour can also be achieved by allowing pupils and young people to feel they are valued as individuals within the learning environment (Arthur, et al., 2006). However, this is multi part process; the first enabling pupils to negotiate class rules with clear outcomes. The second part is to develop conflicting resolution techniques. The third part is encouragement aimed at all pupils allowing them to feel valued. Finally, self satisfaction within the pupil, this should be achieved through an individualized plan to meet the needs of each student (Arthur, et al., 2006). However, Curwin and Mendler (1999) would suggest a model of responsibility. The model proposes, welcoming warm environments, clearly defined rules and encouraging conflict resolution skills found within the National Curriculum (2000) within the subject of Personal Social Health Education (PSHE) to be a positive way forward in addressing these issues within the Primary school environment. ÂÂ  Curwin and Mendler (1999) suggest that this is a more difficult strategy and is more time consuming to implement, although believe it to be a worthy strategy as it seems to be more effective with higher achievers. Furthermore, lower achievers respond in a similar way to the higher achievers. Classroom management involving, interactive teaching and the use of cooperative methods of learning enables greater expectations for inclusion moreover, less serious misbehavior as measured by suspensions and expulsions from school. Observational learning is yet another theory which can be implemented to encourage positive behaviour. Practitioners model acceptable behaviour at all times, this is seen to be good practice Kauffman, Et al (2006). Pupils receiving rewards in front of others for acceptable behaviour may also increase the desired behaviour. This can be seen within the enquiry school as within the pupils receiving rewards within class.ÂÂ   In addition, this technique may be effective when minor misbehaviour is evident; one strategy is that an educator can ignore the misbehaviour and therefore, rewarding others for their acceptable behaviour may distract the misbehaving pupil (Kauffman et al., 2006). The final theory for promoting positive behaviour is Rewards Theory (Bandura, 2008), by offering students rewards for positive behaviour, such as table points, house points, raffle tickets or stickers which can be collected (Akin-Little, et al 2004). This theory is evident within the Primary schools behaviour policy as well as practice this is indicated within Independent WBRT Rewards and Sanctions. Where pupils are awarded points which, when totaled, allows them to exchange them for goods in increasing value depending on the amount obtained each term. However, this indicated that the use of this form of reward that collecting some form of token in order to exchange for goods in increasing values appealed to learn and motivated them 70% of pupils to try harder. The other 30% stated that they felt that they learnt and really had no interest in the rewards as the reward they strived for was to gain a good job to support them later in life therefore it was irrelevant. This maybe as the school is situated within a deprived area with a high number of parents whom are illiterate and living on low incomes in this form of society this is common. Furthermore, Ofsted (2009) have recognized this within the inspection report, although they stated; This larger-than-average school is the result of the recent amalgamation and therefore newly built nursery, is included in the schools Early Years Foundation Stage (EYFS) provision, moreover, is managed by the schools governing body. The majority of pupils are from White British backgrounds. The percentage of pupils eligible for free school meals is well above average. The proportion of pupils with learning difficulties and/or disabilities in well above the national average and includes those with speech and language, emotional and social, and moderate learning difficulties. (Ofsted, 2009) Furthermore went on to state that the pupils behaved well. And provide good quality, relevant extended services and good support, which underpin its work with parents and pupils. Controversially, this does not enthuse all pupils to behaviour in a manner which is deemed acceptable within the classroom environment and therefore other strategy would be put in place of this, following the old documentation Every Child Matters (2009) as treating the children as individuals. However, studies show positive results if this strategy is used correctly as Akin-Little et al (2004) suggested. An overall view is that educators can prevent unacceptable behaviour by raising positive behaviour standards which in turn may assist in reducing misbehaviour as indicated by Moore, Anderson and Kumar (2005). In addition, it maybe that some behaviour can be interpreted as misbehaviour can actually be escape behaviour as pupils may have had confrontation during a period of playtime or indeed before they have entered the school grounds with situations involving parents. If this is not dealt with first then the child may react in this way. However, another cause of unacceptable behaviour maybe that the work set is not set at the correct level and therefore does not engage to pupil moreover misbehaves to avoid the task. Within practice of the workplace Family Liaison Officers (FLO) are available to inform teaching staff of any changes that may affect pupils learning in any form and therefore, can place pupils with the correct strategies in order for them to remain in society and school with full inclusion. Simply by using the extinction theory and therefore, removing any reward or reinforcement, the pupils was receiving for the undesirable behaviour will also obtain the desired behaviour. Response cost punishment is another behaviourism strategy- used within workplace at playtime behaviour this results in the loss of an event or task which is of interest to them, for example a Golden time, free play and even football pitch allowance. Finally, all pupils can be fully included regardless of which strategies are put into place within any educational setting, if theories such as psycho educational and goal-centered theories were in place. This would support individuals needs enabling the pupils to reach their full potential. Greenspan (2005) supports this factor to create an inclusive classroom and therefore would lead to the staff creating the correct environment for pupils to learn at their fully potential. Topping (1983) would agree in suggesting that it is only the consistency in these intervention strategies that modify behaviour and therefore support behaviour management. This could be achieved by providing children with opportunities and pro-social skills that allow them some control over their environment, especially during particularly stressful periods in their lives. Examples include opportunities to master new skills (e.g. in sports or the arts), to work with others on creative projects, and academic situations in which they can make choices for themselves.ÂÂ  However, this can lead to other pupils not reaching their full potential in learning due to unacceptable behaviour of pupils within the same classroom environment as observed within Independent WBRT Rewards and Sanctions that when a child misbehaves in class and the teacher does nothing shows positive behaviour management it can stop pupils from working as they seem not to have been given strategies to deal with distractions within this environment. This is where it would be good practice to follow the policy and give positive behaviour management moreover, be consistent and parents a nd careers need to be informed. As within the policy and believes of the school parents and careers are deemed an important aspect of the school and the childs achievements. Therefore, the enquiry school works and engages with the local community and families to support learning, children tend to succeed not just in school, but throughout life when this takes place. This is seen to be a fundamental approach which aids in lowering unacceptable behaviour. The role of parents and careers is essential in assisting schools in achieving standards of behaviour. They have a duty to take responsibility for the behaviour of their own child and support the schools decisions in dealing with unacceptable behaviour. However this sometimes can be difficult when fighting against parents who do not support this. Therefore, many schools may have in place a parenting contract (Department of Education, 2010). This is an agreement between the parent or career and the school about the child. This can be seen as a punishment, but really it should be seen as a way of working together to help the child. For example this may occur if your child has been excluded for several short periods of time, as a preventive measure of full exclusion therefore, this can be deemed as an intervention to enhance inclusion of a child to prevent a court hearing. However, by working alongside parents and careers as within the work place by offering parenting skills programmes and support for parents who divorce, who are unemployment moreover other stressful negative events that can disrupt their parenting skills. Approaches within the United Kingdom are different at the same time similar to other countries. It can be suggested that many countries seem to deal with unacceptable behaviour before it occurs with intervention programmes. However, studies state this is dependant on the commitment of the staff (Roland, 2000). Controversially, in Hong Kong suspensions and calling of parents is deemed as ineffective and therefore, adopt strategies such as supporting students in developing self-competency, social skills, and good relationships with parents as well as teachers seems to be a useful, very much like the teaching of SEAL (2010), Restorative Justice moreover, Personal Social Health Education (PHSE) in the UK. Typically have strict codes of discipline and the majority of schools adhere to Demerit Points System which is a record of student offences in disciplinary areas within education, and sometimes comments from tutors on whether he or she can graduate. Three points of minor poor behaviour will result in it becoming one major offence any student has accrued three or more major offences, he or she is automatically suspended from school. The point system can be carried forward to later in life and therefore jeopardize future career prospects for that pupil. Within the USA two approaches seem to be used as whole school approaches to address behavioural discipline. School Wide Positive Behavioural Supports (SWPBS), which is an approach to communicate and teach rules (and reward students for following them) and function-based behavioral interventions Horner, et al, (2005) Social Emotional Learning (SEL), the American SEAL from which our derived incorporates approaches that emphasize self-awareness, self-management, social awareness, relationship skills, and responsible decision making (Osher et al,2008, Watson, 2003). These two approaches differ in their primary aims-developing systems to manage student behaviour against developing student self-discipline. These differences are consistent with the difference commonly made between teacher-centered and student-centered approaches to learning and classroom management (Freiburg, 1999). Discipline, in teacher-centered approaches, the main focus is on external school rules and the use of behavioral strategies, especially positive reinforcement and punishment (Skinner, 2002), to manage student behavior. In student-centered approaches, the main focus develops on the students capacities to control behavior, engaging, and trusting relationships. Whereas, SWPBS programs are teacher centered, SEL (American) programs are child centered. Yet, still, the two approaches are very similar: In addition, both highlight preventions regarding unacceptable behaviours as well as the promoting behavioral and social competencies in positive manners therefore decreasing neg ative, unwanted behaviour (Sprague Golly, 2004). SWPBS is not an original approach as many theories and strategies have be combined however, started from the theory of Skinner, (2002). Furthermore, research indicates that schools can gain clear expectations for learning and positive behaviour whilst encouraging a firm but fair discipline procedure through policy and practice (Mayer, 1995). Whereas, SEL is aimed at developing individual qualities, strengths, and social, emotional, cognitive, moreover moral development therefore increasing positive mental health (Berkowitz, Sherblom et al, 2006). A common feature within both strategies is an authoritative approach within classroom management and a whole school discipline approach on supporting teacher-student relationships and student ownership of learning with the use of rewards and sanction in preventing and correcting behaviour problems, which is evident within the workplace through practice however, is unclear within the Behaviour Policy (2008). If unacceptable behaviour continues parents are contacted and the issues discussed, in following LEA guidelines the Head teacher may decide that a childs behaviour, over a period of time, or after a particular isolated incident represents a threat to health and safety standards in the educational setting, or to the educational progress of other pupils in the school. The child may be excluded from school for a temporary period, or permanently. Controversially, WBRT C indicates that within the history of education the tackling of negative behaviour was achieved in schools by the use of corporal punishment. While a child was in school, a teacher took over the role of a parent, (as we still do today but not in such as harsh way) allowing the delivery discipline or rewards. In practice this meant that students were punished with the physical punishment such as the cane, paddle or strap if they misbehaved. The use of corporal punishment within educational settings has now disappeared from most Western countries, including all European countries. However, mainstream schools in most other countries take non-corporal approaches to misbehaviour through the means of detention and suspension. As within the setting the focus seems in practice to be more about promoting positive behaviour through reward systems and the use of policies having been introduced to support this. In addition, intervention programs such as Social Emotional Aspects of Learning (SEAL, 2010) have been brought into Primary as well as Secondary schools to help lower the unacceptable behaviour moreover the amount of exclusions happening within these settings. Inclusion programs such as Youth Inclusion Program (2000, YIP) can clearly be seen to be in place throughout the UK and having a positive affect on pupils of many different backgrounds. This is due to the cohesion of the community approach within the schools working with parents and outside agencies to support this issue of unacceptable or antisocial behaviour. The reasons for changing the behavioural approach is due to the well being of individuals by regaining well-being the ability to function productively in the society can be obtained.ÂÂ  In addition, this can lower the mental health issues that may occur later in life. Within the work place many strategies can be seen to promote positive behaviour some include; Curwin and Mendler (1999) who would suggest a model of responsibility and the Rewards Theory (Bandura, 1994, cited in Huprich, S, 2008). In conclusion, it can be suggested that a whole school approach is needed in order for the behaviour management to be effective. In achieving this it is necessary to work closely with parent and careers in dealing with poor behaviour that affects other from their learning and reaching the childs full potential. By address issues and setting clear sanctions and rewards and reminding the pupils on a regular basis enables intervention programs to work effectively. However, this can only be achieved if the role modeling is positive and effective teaching is also in place. Therefore, schools can play an important role in preventing problem behaviour, particularly when other parts of the community also become involved in prevention efforts. Many of the factors that increase a childs risk for developing behaviour problems affect their behaviour in school and their academic presentations. Social and academic problems in school in turn make it even more likely that early problems will persist and become worse later in life. A number of approaches are useful and therefore used for reducing negative behaviour and preventing problems later within schooling as well as adolescent years. Many of these involve school programs such as SEAL (2010) celebrating positive achievement by working together with families, careers and community members, to reduce the negativity moreover, increase involvement in positive activities that will improve their life skills.

Essays --

How do life threatening illnesses affect children and their families? All children will likely have many different health problems during infancy and childhood, but for most children these problems are mild, they come and go, and they do not interfere with their daily life and development. For some children, however, chronic health conditions affect everyday life throughout childhood. Even though these are very different illnesses, kids and families dealing with any chronic condition have a lot in common. Learning to live with a chronic condition can be very challenging for a child, for parents, and for siblings and friends. I know that children with these types of illnesses struggle in school and with life. Not only is it hard enough for them to get through school but sometimes the schools don’t corporate by not following their 504 plans. Children have to travel thousands of miles to see a doctor for something that isn’t curable but with the help and dedication of the doctors they are able to use experimental treatments hoping to prolong their life. Ten years ago they had one experimental treatment for pulmonary hypertension and within ten years they were able to develop two more. Some days the kids are so sick they can’t even get out of bed. When my sister was in seventh grade she missed more than fifty days of school. Their medicine is always changing and nothing in their life is ever stable. Children with chronic illnesses are more likely to experience frequent doctor and hospital visits. Some of their treatments may be scary or painful. Hospital stays can be frightening and lonely. Children with chronic illnesses will feel "different" than other children. Their activities may be limited, and, in many cases, their families m... ...erything is spinning wildly out of control. There are new medical terms to learn, and new procedures and routines to master. You want to provide the person with every opportunity for survival without making any mistakes. Life as you know it is put on hold and you rely on adrenalin to get you through the initial crisis. Perhaps the hardest thing to deal with is the overwhelming unfairness of the situation. "This shouldn't happen to kids-especially my family!" But it has and as the reality of the situation sets in, your focus will need to change from the immediate to the long term. You will need to carefully evaluate your lifestyle and be willing to adjust it to your new reality. The circumstances that clamor loudest for your attention may not always be the most important ones to concentrate your limited resources on and you will need to make the most of everyday.

Essay --

Property development is an exciting business. However, it can be challenging. You need to develop an eye for choosing suitable real estate. In addition to that, you’ll have to coordinate with agencies who can add value to residential or commercial properties (http://realestate.answers.com/rentals/the-different-commercial-property-types-in-real-estate). They should be operating in the same area as the estate your eyeing. Say you intend to buy a villa in India. You want to have it remodelled and entice European families on a holiday. A property developer in Goa (http://pankajbuilder.com/) can help you with this particular endeavour. Before you can get started, consider the funds. If you’re like most people, disposable cash isn’t in the millions. To realise your dream of becoming an estate developer, reliable financing is crucial. Calculate the costs before seeking a financial source. These factors all contribute to the total expense. 1. Sale price of an existing property 2. Professional and legal fees associated with the following: - purchase and securing finance - buildi...

The Cell Phone Invention :: Expository Essays Research Papers

The Cell Phone Invention We have all seen and used cell phones. However we have probably taken the technology for granted. The cellular telephone has evolved and improved a lot over the years. Before we get into the history let us first get the definition for 'cellular'. It's called cellular because the system uses many base stations to divide a service area into multiple 'cells' (1). Each base station consists of a tower and at the base is the equipment to send and receive signals. Now that it cleared up we will look back into the history. To find the first "cell phone" in history we look back to 1928. In 1928 the Detroit Michigan Police Department made the earliest significant use Mobile radio in a vehicle in the United States. The system operated at a frequency close to 2 MHz. The channels soon became overcrowded (3). This seems like a small and weak signal but at the time it was evolutionary. Nothing like this had ever been done before. It also seems like a crude method but it was just the beginning. The police, different companies, and public agencies were the only ones that got to use the mobile technology, but in 1945 the technology was made for public use. The mobile equipment was not sophisticated enough to prevent interference (3). The concept of using small cells wasn't looked at until 1947. Research found that this would increase the traffic capacity of mobile phones, however the technology didn't exist at that time (1). Also in 1947 AT&T tried to get the FCC to put aside a large band of radio-spectrum frequencies so that widespread mobile telephone service would become feasible (1). The FCC didn't like the idea and didn't back the technology at the time and limited the amount of frequencies. Twenty-one years later, in 1968, the FCC reconsidered AT&T's offer. They stated that, "if the technology to build a better mobile service works, we will increase the frequency allocation, freeing the airwaves for more mobile phones" (1). This is when AT&T and Bell Labs proposed the first idea of 'cells'. There would be many low frequency towers and calls would be passed from tower to tower as phones traveled across the area. Until this time, we have to realize that cell phone research was not a major or popular area. It was probably seen as a worthless study that wouldn't amount to much if anything.

Foreign Direct investment policies Essay

Recently Egypt has made some impressive reforms in reforming its foreign direct investment policies but there are still some significant barriers. Currently the FDI stands at 12. 2 Billion up from one billion in 2001. Barriers to entry have been eased for foreign investors; the country has dedicated a ministry to propel the number of foreign investors. Egypt streamlined its tax system with a reduction in corporate income tax rate from between thirty two percent and forty percent to a uniform of twenty percent. In manufacturing, foreign investment has been fully liberalized other than in industries related to defense activities. Foreign equity is allowed to participate in privately owned communication and financial services up to one hundred percent. It has become cheaper and quicker for foreigners to register new companies (Ikram et al 1980) In some sectors such as transport, electricity and construction, foreign investment is restricted. For example in construction foreign companies have to set up a joint venture, in which the equity of foreigner is only limited to forty nine percent. Economic Structure and performance The economy of Egypt is undergoing a steady growth in the last quarter of 2008. Egypt’s annual growth domestic product had risen from 7. 3 in 2006 to 8. 6 in 2008. The rate of inflation has also dropped from 18. 3% in 2003 to 3. 21% in 2008. However with the current economic downturn inflation rate in Egypt stand at 10. 87%. With the economic reforms that the government has undertaken, private sector commands over eighty percent of Egypt’s economy. As economic reforms take root, the annual growth domestic percent is likely to accelerate. It has been predicted that it will hit 13. 5 % by 2010. Economist agrees that the economic climate that currently exists in Egypt is the best one for investing. The Egyptian economy as it is now is able to create more opportunity for domestic growth of wealth and also has enormous potential over long term because of the following reasons: strong economic growth of 8. 6% in 2007, incentives and reforms given to foreign investors, low cost of living and availability of cheap labor. Since 2001, Egypt consumer price index, has registered a significant growth from 12. 68% in 2004 to 3. 6% a fact that is attributed to the rise in the value of the Egyptian Pound. The current account of Egypt has also grown from a deficit of 1. 8% of the annual gross domestic product to an estimated 6. 1% in 2007. (CIAO/EIU Partnership 2008) With the high population in Egypt, the county has a wider market of both skilled labor and unskilled labor. The ministry of education has always ensured that the courses offered in both private and public learning institutions are at par with the requirements in the job market. With the assistance of IMF and World, Egypt has embarked on a program that will see the private sector takes a big role in the county. Egyptian government entrenched Law 203, which was to speed privatization of the public sector. Currently the degree of privatization in Egypt is high (72 percent). By 2007, the government had privatized over eighty percent of the 314 public enterprises which it had earmarked for privatization. The ministry of public enterprise in Egypt predicts that by 2010, all the public enterprises that were earmarked for privatization will have been privatized. With privatization of these public enterprises, the benefits accrued to the Egypt economy is an additional savings to the country. The total gain which has so far been realized by privatization is that GDP has grown by 2. 8 %. With the growth in GDP, the country’s infrastructure has also noticed some improvement, because most of the savings that the government is making as a result of privatization is currently being used for development (Sayed et al 2007 pp12-29) The Egyptian’s road network is somehow underdeveloped. It is currently being serviced by a network of over sixty eighty thousand kilometers of both secondary and primary roads. Despite modernizations of roads in Egypt in mid 1980s, most of them are either under construction or are in poor condition. The level of congestion of automobiles has continued to rise due to the increase in the number of licensed automobiles. According to a report released by EIU (2006) country profile, Egypt reported the highest incidences of automobile fatalities in the entire world: it was 44. 8 deaths per one hundred thousand kilometers. In terms of energy Egypt has adequate supply of electricity from Egyptian Electricity Authority which produces over fifteen thousand megawatts of power. Plans are already underway for EAA to increase its power production by more than two thousands five hundred by 2010. Power consumption has reported a constant growth of 6. 1% per year. Telecommunication services are cheaper and modern. According to reports by EIU country profile for 2006/2007, Egypt had more than seven million lines. The lines are increasing at a rate of one million per year. The country has seventy nine internet providers (Economic intelligence unit country profile) Natural and Cultural factors Egypt has a diverse cultural mix which is good for investors. 80 percent of the Egyptian population is Muslims, while Christians and Hindu makes up the remaining percentage. The country observes religious practices like during the holy month of Ramadhan the country is always in a prayer mood. Egypt also has an average temperature of between 13 and 29 degree centigrade. For entry to Egypt, Visa is usually required. EU and U. S nationalities that are traveling or want to invest in Dahab, Taba, Sharm EL Shik and Hurghada are given a free visa stamp upon arriving at the airport Social and political stability Egypt is a democratic country with many political parties. The country has a semi presidential system, where power has been split between the prime minister and the president. In 2005, Egypt changed its constitution to allow for more presidential candidates to take part in the elections. The county also has a good political temperature that is favorable for investors. The country was the first Arab country to embraces political relationship with Israel. It also plays in mediating conflict between different countries in the Middle East. The political life in Egypt is good for investors. Hence U. S businessmen who are currently doing their business there or who want to start doing their business should do so. Recommendation and Conclusion From the analysis carried, the writer of this paper is of the opinion that Egypt is a good country for any American companies who are thinking of investing there or who have already invested there to continue. The writer is of the opinion that Egypt has an attractive and stable market for property investors. The country has an emerging property market in tourist destinations and it is also offering a return that is excellent on property investment. Despite the fact that foreign equity in construction industry is standing at forty nine percent Americans companies should ventures into it because of the high rate of return that this industry commands in Egypt. Reference: Abd al –Salam, Abou Khaf M & Abu Qahf (2005) Foreign direct investment in developing countries, a comprehensive analysis of the determinants, policies, organization & impacts a case study of Egypt. Buckley P (2003) the changing global context of Egypt international Trade CIAO/EIU Partnership (2007) Economic structure of Egypt retrieved from www. ciaonet. org on March 26 2009 Egypt trade summary PDF retrieved from www. ustr. gov/assets/Document_Library on March, 26 2009 Economic intelligence unit country profile 2006/2007 report retrieved from www. eiu. com/index. asp March, 26 2009 Galal A & Lawrence (1998) An Egypt US free trade Brookings Institution Press pp 23 -56 Ikram K & World Bank (1980) Egypt, Economic management during transition period – A mission report sent to Egypt by the World Bank pp 12 -42 Kaudhar- Luis F (2006) Investing in Construction Industry in Egypt Alexandra University Press pp 9 – 30 Marks S & Ken K 2001 a comparative study of foreign direct investment in Egypt Published by USAID pp 9 -14 Olarreaga M & Madani D (2002) Politically Optimal Tariffs- an application of Egypt pp 6 – 29 Sayed S, Idarat A. & Dawliyah (2007) international business in Egypt & Middle East Jordan Publisher 12 -65 Weigel D, Wagle D & Gregory W (1997) foreign direct investment World Bank Publications pp 1 -22