The Lives of Children and the Conscience of a Nation

They are amazing, they are unique and innocent. However, because of the devastating demoralization happening in the society today, they are the ones becoming the victims of the situation of the society today. Certainly, children are the ones who are becoming the main victims of the social changes occurring today. It is undeniable that the situation plaguing the young ones today is indeed alarming, thus requiring attention from the authorities involved in the process of facing the said changes. The youth are the hope of today’s society.This line has long been recognized by many industrialized as well as developing countries worldwide. This is the primary reason why it is evident that government organizations are trying to invest their best possible available assets to the development of the young generation. However, not all of the members of the young generation actually get to have an access on the said programs. Most of them, who belong to the minority groups of the society, are the ones who are in need of these programs. Yet, they are the ones who have lesser access on the said governmental set-ups.As a result, young people who get charged with juvenile delinquency cases are increasing every year. The fact that they have nothing better to do than to simply stay at home or wander around in the stets, they become the target of numerous gangs that are encouraging youths to join them in their unlawful acts If not, many of these youths bring forth several chaotic movements that particularly disturb the entire community. These youths certainly need help. However, one tragic problem is being confronted by the present generation of children and youths.The personal development in general aspect of humanity is being hindered by the challenges of juvenile delinquency. Most of the youths are being misled by outside and detrimental influences such as vices manifesting in gambling, illegal drugs, and bad companies. Most of the youths nowadays are falling into the p itfalls of becoming addictive to drug intoxication, alcoholism, and smoking. Others are sacrificing their educational pursuit for personal development to influences of bad companies such as gangs and groupies resulting to violence and social aggression.In addition, most parts of the generations of youths and children nowadays are falling as victims of social violence such as bullying, gang aggression, rape, harassment, and other abuses. Thus, the children and youths of the present generations are being misled to the adversities of the juvenile delinquency. In a relative context of story-narration entitled Amazing Grace, as written by Jonathan Kozov, the situation of the society today that addresses the problems with the youth and the ways by which they are involved in the different issues of social downfall of morale.The story of Kozol, he portrayed the situation in a more actual picture that related the present problems with the problems of the children on one particular community that he visited for observation. Through this story, the author made it clear that even though children are innocent, it is undeniable that with the considerable influences that they receive from the society that they live in at present affects the behavior that they have towards the life that they are facing in the future.The worse case to consider is that most of the children who are negatively influenced by the social systems are becoming juvenile delinquents; true, with regards this factor of the truth, the rate of those individuals becoming involved in juvenile delinquency issues continue to increase every year. Nevertheless, society has already started moving to address this alarming social problem of juvenile delinquency with the youths and children.Concerned citizens and community groups have already established non-profit organization to aid recovering victims and ex-delinquent in the search for the proper way of developing themselves. These organizations have helped many y ouths and children of this present generation in the recuperation from the horror and adversities of the former delinquent life in the aim of realizing the full potential as significant and relevant individuals within the society aiming for their personal and humanities development in the future.Peer Pressure and the Youth Influences Seeing the sample narration that Jonathan Kozol presented through the context of the story on the â€Å"Amazing Grace†, it could be observed that he pointed out that there are several points of consideration needing attention with regards the capability of the entire society to influence the young minds of the younger generation trying to make the best out of their future does yet. (Kozol, 13) THE researchers felt that they had it all figured out. They had intently examined 200 children from their infancy through adolescence.They analyzed the parents, the home environment and the disposition of each child. Then they predicted which of these child ren would become happy adults. It seemed simple—a happy childhood under a pleasant family environment would produce a happy adult. After waiting till the children became 30 years of age, they re-interviewed them. Furthermore, as the children grow up, the young adults become more prone to different influences from the environment. The people that they deal with everyday become the source of the different values that they take in for themselves as they personally grow up.There are at least four major reasons why young people develop in the behavior that they grow up with. These four major dimensions of development could be noted as follows: †¢ The family and the parents: usually, the young children get the examples of acts from their parents which in turn they carry in themselves as they grow up. It is through this particular process that the young ones are able to comprehend with the impact that their parents are making on them as young adults.†¢ The Environment and the Society: As the young children grow older, the impact of the people living around them aside from their family members begins to leave an impact on their personality. True, the situation has been much more proved by the psychologists that the effect of the family and the society differ from each other. As for a fact, the percentage of effect that the society makes on the individual is far much higher than that of the effect of the family with development of the youngsters. †¢ The psychological need for acceptance: young ones aim to be accepted especially if they have the capacity of being recognized.This is the reason why they usually take sides on those who they seem are able to recognize their capabilities. †¢ The decision making system of the youngsters: They are usually deciding in different ways, most of the time, confusion gets in the way. This is the reason why it is very important that they are given fine attention as they are being assisted with the personal d evelopment difficulties that they are dealing with at present. To understand the four dimensions better, the diagram shall show the necessary illustration to explain better:

China: Civil War and Communist Triumph Essay

* China: Civil War and Communist Triumph CCP gained control of the Manchurian countryside. After the war, the Nationalists appeared to have superior resources. They were recognized as the legitimate government. Nationalist party assassinated Wen (pg. 326) which showed their desperation to retain power. Taiwan suffered worse and they rioted in protest, 1947, but the Nationalist government responded with brutal and bloody repression. The government couldn’t stop the inflation and people had to carry bundles of paper money to shop. The CCP had a disciplined and well-organized political and military leadership. In Jul 1947, communist armies attacked several fronts in Northern China. Lin Biao completely routed the Nationalist party in 1948. In 1949, Nationalist generals surrendered Beijing and Tianjin. Mao Zedong formally proclaimed the establishment of People’s Republic of China. * Japan: The Occupation Ends and Means The Occupation’s mission was to demilitarize Japan and turn the country into a peaceful and democratic state which was under the authority of the Far Eastern Commission in Washington. Japanese government continued to function, but according to the Occupation authorities under MacArthur, Supreme Commander for the Allied Powers. Occupation supplied food and medical supplies and US become seriously concerned with rebuilding Japanese economy is 1947. People were purged, half of them from the military. Outside of Japan, people were tried and sentenced to death. Tojo as well who headed Japan’s wartime government. The emperor was not charged and was pressured to substitute a more open lifestyle like British monarch. Under the new constitution he became a symbol of the nation. Constitution went into effect May 1947.

George Orwell’s 1984 Human Nature Essay Essay

George Orwell’s 1984 is a novel which describes utter and total hate- hate of those who are different, hate of evil and hate of all other humans. It is where love is described as absurd, and totally unnecessary. People are bred to hate, and hate is the primary emotion that people feel. The lack of love and kindness is what brings the society to such a complete totalitarian state. Human beings instinctively crave love and care to thrive and without it no one can truly be happy or free. This works well for 1984 because it is a hate driven society, but the lack of love causes unrest with those who can see the importance of love. By seeking out a relationship in this society it is a certain death sentence and no moral conviction or emotional loyalty is strong enough to withstand torture or betrayal. Physical pain and fear will always cause people to betray their convictions if doing so will end their suffering. It is extremely important for the leaders of this society to control relationships and emotions; the society breeds hatred and disapproves of love in its citizens. There is no way to successfully rebel against this control as the Party surmises. The traitors against the Party belief that love is nonexistent â€Å"[imagine] that there is something called human nature which will. . .turn against [the Party]† (Part 3. Ch. 3, Pg. 282). Unfortunately, the Party has created human nature and it despises those who believe they can fight against their control. They utilize torture to suppress loyalties that attempt to surface between rebels. The potential for loving relationships in this society is highly improbable, because of the oppressive rule and the fear of being found out by the Party bosses. The Party knows that love cannot bloom or should not because they govern emotions. It is accepted that â€Å"men are infinitely malleable.† (Part 3. Ch. 3, Pg. 282) and no one should be able to feel close to another. The Party allows people to get close perhaps, but then uses torture to have them betray each other- which is what will ultimately tear people apart. No one can allow themselves a relationship ruined by betrayal. Not only does the Party make romantic loyalties a crime, it also creates loveless familial relations. Children in families do not show love or affection towards their parents. They are taught by the Party to spy on  their mothers and fathers; to be miniature investigators for treason. The society has become one where â€Å"it was almost normal for people. . . to be frightened of their own children. (Part 1, Ch. 2, Pg. 27) The Party creates a system where children who betray their families are rewarded and so mothers cannot show any love towards their children without fearing treason- which would result in torture. No family can be close to each other as families of the past- everyone has reason to be afraid of each other and worry that they may be turned in by their offspring. A family is not an organism strong enough to bond together without fear of conviction. The Party creates spies in youth, who are afraid of what will happen to them if they do not obey the Party. No longer do families create the rules and impose authority- it is the government that raises children, and families must become terrified of their own progeny. The most important aspect of human nature is that people can bond with each other to create loving relationships. One must find someone to fight with, to rebel against the oppression but in this society any thought of love is shadowed by the knowledge that everyone could be able to betray everybody. The Party does not permit emotional attachment and threats of torture affix themselves to any relationship- if someone loves someone, might the object of their affection just as easily be a spy than a lover? No one can honestly maintain a relationship under the pressure of the Party. In the end, betrayal is the only way to go and it overcomes even the basic human instinct to seek out love. It ends up that eventually love does not conquer all and one can only love their saviour- even if they are Party commanders. Romantic love is an ideal that cannot prevail because it is slowly bred into the hearts and minds of the rebels that this love will only end in misery. The once loving will turn into bitter misers and betray whomever that they believe put them in the torture chamber. Love may be worth â€Å"risking everything for† (Erica Jong) but unfortunately what happens in the end is that â€Å"you don’t risk anything, [and find yourself risking even more]† (Erica Jong). And by risking everything it is an admittance to die. Love and loyalty are not strong enough factors in this society- betrayal is, and by this betrayal one accepts condemnation to die. Love and emotional attachments, the underlying components of human nature, lead one to fear pain and betrayal, as well as separation, ultimately causing one to accept the oppression and fear that allows the Party to thrive. In this society to survive one cannot allow a relationship to be formed. One must be solitary and isolated because it is necessary to have love, yet it is fatalistic to seek it out. Love has become a tool for the Party to manipulate. Human nature demands that families are loving and kind; that a couple can spend time together and that love should freely abound in a society. Yet, human nature is controlled and to love is to fear the torture and threats from the Party. Love is betrayal and human nature is to fight against this betrayal. People may wish to have relations with each other, yet the ultimate realization that comes from the novel is that no emotional ties or moral convictions are able to withstand extreme suffering.

Business-accounting information systems Essay Example | Topics and Well Written Essays - 1500 words

Business-accounting information systems - Essay Example The purpose of this report is to provide a company with an inadequate accounting system the basic elements of an accounting system and which computerized accounting system can provide assistance for the company. Accounting is the information system that identifies, records, and communicates the economic events of an organization to interested users (Weigant & Keiso & Kimmel, 2002, p.2). The identification process involves the recognizing economic events which create activity that affects the bottom line of a business. These activities include expenses, sales of physical goods or services, purchase of materials or inventory, payroll, accounts payables, account receivables, recognition of liabilities and equity investment transactions. The activities must be recorded in a book called the general journal which can be either manual or electronic. The general journal is a simple system which records transactions as two input transactions where a debit and its corresponding credit are recorded for every economic transaction. In all accounting systems the sum of all credits must equal the sum of all debits. The reporting of the financial results of a company is illustrated within its financial sta tements. These must be created at the end of an accounting cycle which is typically a one year cycle. The four basic financial statements are The Income Statement, The Balance Sheet, The Statement of Cash Flow and the Statement of Stockholders Equity. In order for a company to create the end result of the accounting system which is the financial statements, a series of procedures occur over the course of a year which is called the accounting cycle. Appendix A provides a flow chart which illustrates the 9-step process of the accounting cycle. The accounting discipline is self regulated and people practicing accounting must follow a strict set of standards which are called generally accepted accounting

The Value and Contribution of the role of Selling, to the Strategic Essay

The Value and Contribution of the role of Selling, to the Strategic Development of a Company - Essay Example Introduction Zara is a flagship chain store owned of Inditex Group that owns other brands such as Pull and Bear, Bershka and Stradivarius. The first Zara store was opened in 1975 and featured low priced high end products that were mainly sold to women, children and men (Zara 2012). Zara business model aims at contributing to sustainable development of the society. Zara stores aim at saving energy, ensuring less waste and creating an environmentally aware team. Zara products are made with organic cotton, ecological fabrics and PVC-free footwear (Zara 2012). The empowered retail managers ensure customers are kept informed of the new offerings through word-of-mouth since the stores are regularly replenished with new and innovative products. Almost all Zara stores are company owned, and the rest are franchises thus customers entering the stores in any city experience a standardised shopping environment that involves modern, spacious and well-lit stores that are walled with mirrors. Unlik e other clothing stores that spend much of the profits on advertising, Zara spends less than five percent of the sales revenues on advertising (Proctor 2000). Zara’s marketing and selling strategies focuses on product variety, the location of the store and speed of market penetration. Zara replenishes its stores with new items more frequently than any other clothing chain store in the world. Zara has implemented loyalty programs to create a link with the customers and ensure good working relationships with past customers (Ferrell and Hartline 2011). Zara relies on location of the store rather mass marketing in attracting customers and always produces few and scarce fashionable clothes that will have a short lead time in the stores (Proctor 2000). Some factors that have contributed to the success of Zara’s selling strategy include extensive market research that ensures products meet the clients’ needs and relationship selling (Proctor 2000). Zara also offers favo rable prices and after sale services that ensure customer complaints are fully addressed. Additionally, the selling strategy ensures that the stores exemplify a high class and cool shopping atmosphere that is associated with Zara’s products (Kumar 2010). Zara marketing strategy is aimed at increasing the level of concentration and internalization of the brands (Proctor 2000). Some selling trends that Zara has utilized include tele-shopping and e-marketing. The main target market for the products includes the individuals aged between 18 to 40 years and those working in the large cities such as Madrid and London. The consumers sought benefits include the interest to appear trendy and enjoy shopping in a stylish environment (Zara 2012). According to PESTLE analysis, Zara should be conversant with the trading policies while importing the products to the numerous countries. However, numerous changes in taxation policies, exchange rates and recent economic slowdown have impacted ne gatively on the sales of the company. The social environment is positive for Zara since the global population has increased thus creating additional market that is fashion aware and educated. The technological environment has allowed Zara to utilize online shopping carts, bar coding and technology aided designs thus leading to more customer satisfaction and convenience. Zara has also responded well to the ecological environme

Philosophy Essay Example | Topics and Well Written Essays - 1750 words - 4

Philosophy - Essay Example nd analyzing distinguishes human beings from all other creatures including animals, beasts, birds and even latest devised calculation and computation machines. Renowned twentieth century philosopher Alan N. Turing (1950) is of the opinion that digital computation systems render the lengthy and exhausting computation and calculation services far quicker than human brains, and thus they could challenge and surpass human brains in computation performance, even though these machines are unable to make analysis and draw out tangible measurements attributed to humans. The present paper aims to examine the fact, in the light of theoretical frameworks presented by Rene Descartes and A. M. Turing, that whether human made machines, digital computers, robots and androids have obtained the same level of thinking and reason in this era of technological revolution that is attributed and confined to human brain only or human brain certainly outclasses digital computers on the foundation of unique r easoning and deep thoughtfulness which the latest digital computers are unable to observe. The analyses will also be made in the light of Philip Dick’s novel  Do Androids Dream of Electric Sheep for accept of reject the hypothesis articulated by Turing (1950). Nature has blessed human beings with splendid mental capabilities, which have been turned out to be highly supportive for the establishment of their superiority over the fish of the water, beast of the jungle, pet of urban life and the bird of the sky. Hence, man keeps dominance over almost all creatures by dint of the innate mental characteristics and gifted intellect. Turing (1950) displays his reservations regarding the fast pace of developments being made in the world of technology, which not only have given birth to countless inventions and discoveries, but continuous sequence of these inventions may supersede human intellect as well. By this, according to him, people could rely upon machinery even for entering into

Business ethics research paper Annotated Bibliography

Business ethics research paper - Annotated Bibliography Example This paper explores a maximization ratio of the expected return to the standard deviation of return for the portfolio. This paper highlights a full optimization of three possible portfolios. The modern portfolio theory defines an asset as a function that is normally distributed, and risk as the return’s standard deviation. In the case of Exxon and McDonald’s, there are three optimal portfolios. These are; Whenever an investor is given the tree portfolios, the investor is likely to prefer the portfolio with smaller risk. An investor will pursue a high-risk portfolio in a case where he is compensated by returns that are high. On the other hand, an investor in need of high returns will have to accept increased risks. In this respect, the objective would be to maximize the reward to risk ratio (Neubman, 2008). In order to establish the most preferred portfolio from the three, one should find out the number of expected risks and returns that an investor would be willing and able to accept. The expected returns in a portfolio could be given by W1E(r1) + W2 E(r2), where w1 weights in asset A1 and W† are weights in assets A2. E(r1) is the return expected in asset A1. The table below highlights the three portfolios with their risk and return. The efficient portfolio will have any amount of combined assets. The efficient asset allocation, in this case, would be examined using the two risky assets. For instance if a proportion worth $1000 is invested in the two companies, Portfolio 1 explains that 50% of $1000 ($500) would be invested in Exxon, and 50% of $1000 ($500) would be invested in McDonald’s. The return that is expected on this portfolio is an average that is weighted of the return expected on the asset components (Enrick, 2006). The second portfolio explains that 80% of $1000 ($800) would be invested in Exxon and 2o% of 1000 ($200) would be invested in

Pressure ulcer (critical incident analysis) Essay

Pressure ulcer (critical incident analysis) - Essay Example 2006, 472). There are four stages of pressure ulcer occurrence from stage I to stage IV. Stage I involves an intact skin where an ulceration results that indicates a reactive hyperemia. Stage II involves partial skin loss of the dermis and epidermis while stage III entails full thickness skin loss with extension into the subcutaneous tissue. Stage IV entails a full thickness of tissue loss with extension in to adjacent muscles, bones, tendons and joint capsule (Lyder & Ayello 2005, 281). Pressure ulcers develop in risk prone individuals i.e. those who are immobile especially the sick and elderly patients confined to wheelchairs. However, a number of factors influence the tolerance of the skin, the shear and pressure effect thus increases the risk of pressure ulcer development. These factors include protein calorie malnutrition, wetness of the skin as a result of incontinence or sweating and medical conditions limiting blood flow to the skin such as paralysis or neuropathy (Reddy et al. 2006, 977).They are preventable skin conditions, but their rate of occurrence continue to escalate yet at an increasing alarming rate. Between the period of 1995 and 2008 pressure ulcers incidence increased by 80 percent, and the rate is not expected to decline due to poor patient’s acre in the nursing homes and hospitals (Bennett et al. 2004, 230). About 2.5 million patients develop pressure ulcer each year in the United States, while more than a million patients remain affect ed annually (White-Chu et al. 2011, 245). The rate is expected to increase due to the increase of the population at risk i.e. the obese, elderly, diabetic patients (Bader, 2005, 25). Therefore, addressing and preventing the condition is of utmost importance to the public, as it will prevent patients from further harm and reduce the cost of care (Clay, 2008, 12). Pressure ulcers occurrence

Global Network Strategies (Geography of Transport Systems) Essay

Global Network Strategies (Geography of Transport Systems) - Essay Example However, this does not mean that regional and national centers will cease to exist. Some products still require a three-tier distributing that consists of regional, national as well as international centers. Network structure is adapted in order to meet the requirements of IFT demand. This can adapt numerous forms operating at various scales. There are various strategies employed in distribution networks. The choice of one strategy over the other mainly depends on the nature of the cargo and the environment it is operated from. They include point to point distribution, corridor structures of distribution, hub and spoke networks, fixed routing networks and Flexible Routing networks. This is usually used when there is need for satisfaction of specialized and specific one time orders. This often leads to the creation of empty return problems and less than full load. This structure requires minimal logistics but the efficiency is compromised. A good example of point to point network is the point to point transportation system. This system transports containers from one location to a second address. It consists of a transport channel, propeller, operator, numerous containers and an operative communication. The controller is configured to receive instructions for transport between the locations. The controller instructs the operator, who then communicates with the propeller. The propeller moves the cargo to move from the first location to the second. It is important to have a way to between two addresses by use of a channel type system with containers moving rapidly and directly between start points and finish points. It is also important to have a way of monitoring the movement of the cargo in the system and rerouting cargo should there be any delays arise in any section of the system as well as any other complications. Moreover, it is vital to have a system which can allow various container sizes. This is what point to point distribution network offers. The size of the containers can be selected. This helps in meeting traffic and cargo constraints. A system to transport cargo within various containers from the first address to the second consists of various tracks between these addresses to engage and support plurality of the containers. The invention of point to point transportation enabled cargo transportation by the use of containers. Corridor structures of distribution These usually help in linking services, like land bridge that connect container trains to seaboards, with high density agglomerations. Loading and unloading of traffic along the corridors can be done at local and regional distribution centers that act as sub hubs in the distribution system. This is especially applicable in large transport and logistics companies (Rodrigue et al, 2006). Hub and spoke networks These have come with high throughput distribution centers and the emergence of air freight distribution. These are in great favor of parcel services. This structure is only possible if the hub is capable of handling big amounts of consignments where time is important. It requires logistics that are extensive since efficiency comes from the terminal of the hub. A main distribution cente

Gender and Marriage in Chinese culture Research Paper

Gender and Marriage in Chinese culture - Research Paper Example Generally, economic development is an umbrella key to understand environmental concern, gender differences in environmentally oriented behaviors, and environmental knowledge. Making use of interview analyses, I identified a pattern of gender differences where women demonstrated a high participation inside home while are concerned with economic role â€Å"Breadwinner† as opposed to environmental issues. Accordingly, gender differences in environmentally oriented patterns could further be understood in family perceptive where children adhere to witness and understand traditional practices. Most Chinese people believed that marriage customs is subject to the pressures of culture. Recently, I interviewed Angie who created great insights on gender and marriage customs in Chinese culture. Angie, 95 is an elderly woman who lives in one of the village in China. She spends most of her life teaching the young generation about the Chinese culture. In fact, she explained that her life exp erience has tremendously increased knowledge of understanding Chinese culture. From her dialogue, I could tell that Angie had profound information about gender issues and marriage customs in her culture. ... Angie continued to explain that women were less privileged in the society and men only counted the number of sons when questioned about the size of their family. Still, some families sold their daughters to wealthy families as slaves. As the Cultural Revolution took hold, Angie explained that women moved into the workforce, but with lower pay rates than men. To date, the Chinese society continues holding men responsible for providing basic needs while women taking care of their households. This discussion is similar to the broader literature of Jin, Li & Feldman (2006, p. 150) who in their research used theoretic perceptive regarding gender and environmental behaviors of Chinese. The study is further supported by Canchu (2010, p. 75) who argues that early childhood interaction render women to being sensitive to the needs of others, thus being more responsible to take on nurturing roles. By contrast, early socialization leads men to great value of achievement and independence. The vie w about interview dissemination created a platform to understand in depth gender issues in the Chinese culture. It is true with regard to Angie argument that women’s greater share of household duties have reduced their availability in the market place. The reverse effect has offset men and women to differ in their levels of contribution in the marketplace and domestic duties. However, Angie claimed that the Chinese government is emphasizing on gender equality as a major constituent of economic development. Following this, she affirmed that women have emerged in the market place to support their families. Overall, Angie created a platform for me to comprehend Chinese marriage ceremonies and customs. She derived her argument from ancient times to make me understand about Chinese

Presumtion of Innocent Case Study Example | Topics and Well Written Essays - 2250 words

Presumtion of Innocent - Case Study Example Fair interpretation gives fair justice. Further, the rules, which are for guidance of human conduct, must be differentiated from rules of strict regulation. These rules of morality, which guide rather providing for strict regulation, must be recognised and allowed to stand. In the proper administration and enforcement of law, the distinction between criminal and civil matters should be clearly put in place, and in proper enforcement, there should be a clear court system where criminal and civil courts are in place. Whichever way, the rules of law must be clear and the enforcement agencies effective. A system of enforcement of the law lies before the Police and courts of law. These courts of law have been given discretion to award sentence or acquit. In their enforcement of the law, these officers should apply the law universally without fear or favour. The Police role of the Police in enforcement of law is maintaining public order and peace. Whenever the police have reason to doubt the commissioning of a crime, they must move in and prevent such a crime from happening. They must also investigate and prosecute the wrongdoers. The cause of action should be ascertained and the wrongdoers brought to justice. Conclusively, in enforcement of the law both agencies the courts of law and police must coordinate so that they can be able to enforce the law. Each organ should play its duty as prescribed in the law. Both the police and courts have the duty of enforcing the law so as to avoid a state of anarchy. Rules Which are Subject to Interpretation Interpretation is the act or result of interpreting, explanation, meaning translation, exposition etc (Webster's New World Dictionary. (i) Primary Rule (Literal rule) Under this rule the words of an enactment are to be given their ordinary and natural meaning and if such meaning is clear and unambiguous, effect should be given to a provision of a statute whatever may be the consequences. (ii) The Rule laid down in Heydon's case has attained the status of 'Mischief Rule'. The rule enables consideration of four matters in constructing an act: (i) What was the law before the making of the Act (ii) What was the mischief or defect for which the law did not provide (iii) What is the remedy that the Act has provided (iv) What is the reason of the remedy. The rule directs that the courts must adopt that construction which shall suppress the mischief and advance the remedy. Gardier v. SevenOaks (1950) The question in this case was if the cave was included in the word premises under English Statute. The court, Held it included and the statute therefore had application of X's case. (iii) Golden Rule Under this rule, a statute is interpreted in such a way as to remove any inconsistency, absurdity that might arise from a literal interpretation of the words used. Re Sigsworth (1935) The question here was whether x could be apparent heir as per the literal interpret

Personal Responsibility vs Corporate Responsibility Essay Example for Free

Personal Responsibility vs Corporate Responsibility Essay The question has been asked before and I believe it will continue to be asked for many years to come†¦what is the difference between personal responsibility and corporate responsibility? According to business dictionary personal responsibility is The obligation of an organizations management towards the welfare and interests of the society in which it operates. A company by the name of Symantec, defines corporate responsibility as the way in which we operate with full attention to and respect for ethics, the environment, and a commitment to positive social impact. There are moments where it’s hard to distinguish. It doesn’t seem like there is a clear line distinguishing the differences†¦at least to some. It’s our responsibility to make the best decisions possible for ourselves. Nobody is going to know what’s best for us than ourselves. In the movie Supersize me it goes to prove that the food industry is not going to make the decisions that are in our best interest. McDonalds in my eyes is one of those companies that is seems to be more interested in the profit being made by selling big macs than helping the â€Å"fat kid† become healthier so he can stop getting bullied by other children. I don’t believe it’s the industries responsibility to educate us about what we choose to eat. That’s our individual responsibility. We need to educate ourselves and decide what type of lifestyle we want to live. I believe part of the issue is the fact that our society can’t always take responsibility for their actions. Of course if you eat fast food 3 times a day you’re going to get fat and sick. Most people know that†¦or at least reasonable people. The daily recommended caloric intake is 2,000 calories. Let’s take a closer look†¦let’s say you order a double cheese burger 440 calories, medium fries 380 calories, oh and let’s not forget your medium coke at 210 calories. That’s a total of 1,030 calories. That’s more than half of the recommended intake! Another thing to keep in mind is the fact that the recommended caloric intake of 2,000 caloric intake is not for everyone. Caloric intake is based on a person’s weight and height. I know personally I’m not big enough to be able to consume 2,000 calories and not gain weight. We need to remember that we need to eat to live and shouldn’t live to eat. I believe that if enough people educate themselves†¦ourselves about how to properly eat a balanced meal then there would be a greater demand for the corporate industry to give us what we need. What I personally do think the food industry does need to do is change the way they do business.

The Importance Of Observing Children Children And Young People Essay

The Importance Of Observing Children Children And Young People Essay This report discusses and evaluates the role of observation within an education setting. Section 1 details the importance of observing children followed by an evaluation of a range of observational techniques. Section 2 looks at the background of the child being observed in the report whilst section 3 makes reference to the appendix which contains 3 observations demonstrating a range of observational techniques. Section 4 contains an analysis of the childs learning and developing needs. Section 5 makes recommendations to inform the future practice of the setting and its practitioners whilst section 6 reflects on the practitioners role in the observational process. Section 1 : The Importance of observing children. Observation is a fundamental and crucial aspect of the practitioners role and enables them to understand children as learners and as individuals. Observations are an invaluable source of information which allows the practitioner to plan a more appropriate curriculum that supports childrens development according to their individual needs. It is an integral part of the assessment and planning cycle. Observations involve watching children play and take part in activities both inside and outside the classroom. Observations allow the practitioner to acquire knowledge and understanding of what is interesting and motivating to children both as individuals and as groups. Children respond differently to activities, experiences, and areas of provision. They acquire skills, learning styles, friendships, and behavioural patterns which are individual to each child. Observations give the practitioner an opportunity to record this type of information as well as aiding them in determining where the child is on the learning continuum and highlighting any difficulties they may have. This information can have a very positive impact on childrens learning when used effectively in informing the planning process. Observations give vital information regarding the effectiveness of provision. The development of areas within an educational setting takes into account their success with the children that use them. Observations are integral when evaluating such areas as they give a true record of how the children use the area and the effectiveness of it. Childrens behaviour, comments, body language and interactivity with their peers and practitioners give an invaluable insight into the effectiveness of the provision. Practitioners are responsible for facilitating a childs learning. Observations allow the evaluation of the effectiveness of the practitioners role and can inform a practitioner of their professional developmental needs. The planning process takes into account the needs of each individual child and this process is informed through the analysis / assessment of the observations carried out by the practitioner. Without such observations it would be an impossible task to ensure that the planned activities of the setting, the areas of provision, and the methods used by the practitioner were meeting the individual needs of each child. Such is the importance of observation. As Sharman, Cross and Vennis (2007, p.9) state, children and young people are unique and to be aware of their qualities we need to take an interest in what they are doing, listen to what they are saying, learn from what they are telling us. Evaluation of a range of techniques. There are several different techniques that the practitioner may use when observing children and areas of provision. The observation method used will normally be determined by the purpose of the observation. Observation methods include narrative / free description, checklist / pre-coded, time sampling, event sampling, tracking, pie / bar charts, histograms and sociograms. Practitioners may carry out observations as either a participant or a non-participant observer. Each method of observation uses different techniques which may be more suited to observing particular characteristics or behaviours. Free Description / Narrative : Free description or narrative observations involve watching a particular child or group of children or indeed an area of provision. The free description observation should record the name of the child, children or area being observed along with the date, time and name of the person carrying out the observation. Clear aims and objectives must be set prior to the start of the observation and should be detailed on the observation sheet. The practitioner should possess a sound understanding of the purpose of the observation and the benefits associated with it to help ensure that it is completed appropriately. It is important for the practitioner to decide whether they should observe as a participant or a non-participant. The practitioner should be aware of the affects their involvement may have on a childs behaviour if observing as a participant. Similarly, when observing as a non-participant it is very important for the practitioner to draw as little atten tion to themselves as possible. The observation should also contain a conclusion and an evaluation of what has been recorded. Recommendations should then be made to move the childs learning forward. The practitioner records information in the present tense detailing what they observe as they observe it. This is done over a pre-set period of time which may be changed during the observation if deemed necessary. The practitioner should be mindful of the importance of remaining objective when recording details of the observation. It is important for them to ensure that personal opinions, experiences and / or prejudices do not affect their judgement. Each practitioner will however have their own perspectives and therefore it is good practice to use all practitioners within a setting to carry out observations over a period of time. This will help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. Free description observations may be difficult to record as the practitioner may need to write a lot of information down in a short amount of time. There is the potential to miss important information. The practitioners judgement may be influenced by outside factors. Checklist / Pre-coded : Checklist or pre-coded observations may be set out in a variety of formats and are normally lists of particular skills within an area of learning. They require planning and preparation prior to the observation being carried out. Information about one child or a group of children can be recorded using the checklist or pre-coded method. Checklists or pre-coded observations should contain the name and age of the child, the number of adults and children present, the activity being observed, the area where the activity takes place, and the aims and objectives of the observation. The purpose of the observation influences the information contained within the checklist. For example, an observation with an aim of determining the fine motor skills of a particular child may contain such statements as: can hold a pencil with tripod grip or can control a pencil. (WAG, 2011, p.9) These skills may be given a code to aid the practitioner carrying out the observation to complete it more easily. This would be particularly helpful when observing a number of children at the same time. Checklists can also be used to record activities and their progress. It is vital to continuously refer to the aim of the observation when preparing the assessment criteria for the checklist. The practitioner should ensure that the criteria are both relevant and appropriate in aiding the assessment and analysis of a specified purpose. For example, the practitioner must ensure the criteria is age appropriate and provisions available to the child support the skill being observed. As with the free description observation it is extremely important for the practitioner to remain objective. All practitioners should perform similar observations to help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. It is good practice for a particular skill or behaviour to be observed several times before an overall judgement is made. The observation should include a conclusion and an evaluation of the recorded information and recommendations should be made. Checklists and pre-coded observations can be restrictive as they require a simple yes, no or nearly answer to each criteria. The information recorded may not contain much detail or background information of the child. Time sampling : Time sampling is a technique that requires the practitioner to observe the child, children or area over a matter of time. It can be used to monitor behaviour, social interactions and dynamics within groups, language skills, and usage of areas of provision. Time sampling observations can be completed using written descriptions or pre-coded criteria. The practitioner should remain objective when completing the observation and a variety of staff should complete similar observations to ensure reliability. It is also important for the practitioner to be aware of their involvement and the affect this may have on the child or children being observed. This type of observation is very adaptable and can be changed to suit the individual setting. It is a quick method for recording information. It can be used for individuals and groups. There is no requirement for a background knowledge of the child. Time sampling observations do have some disadvantages. They provide information which can be time consuming to analyse. This type of observation may need to take place over a long period of time. There is a possibility that something significant may be missed if it does not happen within the observation time scale. Tracking : Another method of observing is tracking. Tracking can be used to record a childs movements within the setting as well as the time they spend on a particular activity. It is an appropriate method of highlighting the areas of provision a child has a preference for along with the way in which the area is used. Prior to the observation taking place the practitioner should complete a plan of the area and consider how they will record the movements of the child. A code may be used to aid with this. Times may be recorded if required. If it is necessary to record skills this can be done separately. Tracking is advantageous as it can be used in any area of the setting, both indoors and outdoors. It supports the foundation phase curriculum which requires the usage of the outdoors as part of the childs learning and involves less structured, more independent play. It can indicate more popular areas and provisions which allows the practitioner to see the preferences of the child and gives them the opportunity to adapt their planning to suit the childs needs. It can also indicate the attention span of a particular child. Tracking can become quite difficult if the practitioner has to track more than one child at a time. The plan may become untidy and hard to follow if the child visits lots of areas. Tracking is not particularly informative for outside professionals. A detailed description of the childs movements may not be recorded and information can be limited. Sociogram : Sociograms focus on social development. It shows how the child interacts with other children and adults and can demonstrate their popularity. Social observations can quickly show the social development of children. This information can be used by the practitioner to plan activities and experiences to further develop the childs social development. Sociograms, however, do not describe the reasons why something has happened. They only detail what has happened. Event Sampling : Event sampling is used to observe when an event has taken place. This type of observation can be used to record a childs behavioural or emotional development. It can record any event and includes information detailing how and why the event has occurred. This type of observation can help the practitioner to analyse the cause and effect of certain relationships. The data collected may be produced as a chart making it easier for the practitioner to analyse. Event sampling is not suitable for observing infrequent behaviour and only records the specific behaviour as detailed in the aim of the observation. The recorded data may be misinterpreted as the observation may not record any preceding behaviours. Event sampling can be used within an early years setting as it is adaptable and it provides evidence of a particular behaviour. Pie / bar charts : Pie or bar charts can be used to give a visual representation of information recorded by the practitioner. It is an effective method to use with both individual children and groups and makes data easy to read. This type of observation is suitable for early years settings as it is very adaptable and can be used to record information such as: areas of provision used by girls or boys both indoors and outdoors (highlighting childrens preferences), which children participate in a particular activity (e.g. physical), or what children eat during snack time. This information can then inform a settings planning to make it more suitable to the children. Pie or bar charts do not indicate why a particular event has taken place, only that it has happened. They may require a longer set up period than other types of observations and data may be more difficult to interpret. Histogram : Histograms can be used to plot the development of a child over a given period of time. The information gathered is detailed on a bar graph where each type of activity is shown in a continuous fashion. Histograms allow the practitioner to focus on a particular behaviour over a longer period of time. As with sociograms and pie / bar charts, histograms show that a particular behaviour has occurred but does not give the reason why it has happened. Other types of observation may require slightly different formats. Samples of work are sometimes included for assessment purposes. Photographic and video observations are an effective way of documenting the childs learning process. Photographs should always be annotated or cross-referenced to relevant written observations. Practitioners should request written parental permission for using photography and video devices to record and document childrens learning. Section 2 : Background to the individual child. The child is 2 years and 3 months old. She has attended the setting since the beginning of September 2012. She attends 5 morning sessions per week for 2.5 hours each session. She has 1 sibling which is 3 months old. The childs mum has informed staff that since the arrival of the new baby the childs behaviour has become much worse than it was previously. The child has exhibited such behaviour as biting, kicking, hitting, pushing, and screaming when she is at home and also outside. This behaviour is displayed when the child does not get what she wants. The child lives on a council owned estate which is within a Communities First area. Communities First is a community focused programme that supports the Welsh Governments Tackling Poverty agenda. It supports the most disadvantaged people in the most deprived areas with the aim of contributing to alleviating persistent poverty. Communities First works alongside other programmes with an aim of narrowing the education/skills, economic and health gaps between the most deprived and more affluent areas. (http://wales.gov.uk) The area has also been highlighted as a Flying Start area. Flying Start is the Welsh Government targeted Early Years programme for families with children under 4 years of age in some of the most deprived areas of Wales. The core elements of the programme are drawn from a range of options that have been shown to influence positive outcomes for children and their families. These include free quality part-time childcare for 2-3 year olds, an enhanced health visiting service, access to parenting programmes, and early language development. (http://wales.gov.uk) The childs place at the setting is fully funded by the Flying Start Programme. The childs mum does not work and is at home with the children during the day. The childs dad works full time during the week and spends evenings and weekends at home. The childs mum has informed staff at the setting that the child has many cousins. The child sees them on a regular basis. The child is not able to share or take turns with other members of her family and frequently exhibits the inappropriate behaviour mentioned above. Section 3 Evidence of 3 observations using different techniques. Appendix 1 evidence of a free description observation. Appendix 2 evidence of a time sample observation. Appendix 3 evidence of an event sample observation. Analysis of the childs learning and developing needs. Child As mum informed staff at the setting that she does not share or take turns and exhibits inappropriate behaviour when she does not get what she wants. Mum has noticed that Child As behaviour has worsened since the arrival of their new baby. As Dowling (2005, p.105) states, we expect a child to show mixed behaviour when faced with the excitement, but also the threat of a new baby in the family. The free description observation highlighted the behaviour of Child A when she was placed in a position of taking turns and sharing a toy. Child A was observed snatching a doll from child B whilst playing in the home corner of the setting. When Child C tried to push the pushchair which was being played with by Child A, Child A began to scream and pinched Child C on the face. Following a discussion with a practitioner within the setting Child A apologised to the affected parties however, Child A was then observed a short time later displaying the same behaviour. As Dowling suggests children aged 2 2.5 years old are still developing their sharing and turn taking skills. They need to be encouraged and given opportunities to practice these skills through carefully planned activities. Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. The time sampling observation was carried out 1 week after the free description observation. Child A displayed similar behaviour during this observation as they did during the free description observation. Child B was playing with a plastic box in the maths area. Child A had attempted to take the box from Child B and when she was not given the box Child A hit and pinched the arm of Child B. Child A looked around the setting and made eye contact with one of the assistants. Child A lowered her head and looked at the floor. After the practitioner spoke to Child A she apologised to Child B. With help from the practitioner Child A collected a sand timer and waited until the sand had finished running into the other side. Child A was prompted to ask Child B if she could have her turn with the box. Both children complied with the practitioners requests and received praise. Child A smiled and took the box to the carpet area where she had her turn to play with it. As Sharman, Cross and Venice (2000, p.130) states the developmental milestones indicate that a child aged 2 2.5 years is egocentric. They see the world from their point of view. They are not able to share and will hold onto things with determination. Child A is not able to take turns. She is not prepared to wait for her turn. Child A exhibits inappropriate behaviour when she is not given what she wants when she wants it. Child A is able to apologise when supported by a practitioner. She is also able to wait for her turn when supported by a practitioner and a visual timing device which in this case was a sand timer. The third observation was an event sampling observation. This was carried out 2 weeks after the initial free description observation. The observation recorded the behaviour and social interactions of Child A during a morning session. Child A displayed inappropriate behaviour at several times during the day and in several areas of the classroom. She took what she wanted without asking and screamed when a child tried to take an item back or when they tried to take something that she was already playing with. Child A did not speak very much to the other children or to the practitioners in the setting. She apologised when prompted to do so by a practitioner. Child A was not always responsible for the incidents that took place. As Dowling (2005, p.108) says before children start to regulate their behaviour they must begin to learn about cause and effect. Children need to be able to empathise to understand how others feelà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Recommendations to inform future practice. The first observation which was a free description concluded that Child A was not able to share. Child A showed very little understanding of this concept. She exhibited inappropriate behaviour to her peers when presented with a sharing situation. It is important for practitioners to understand how frustrating it can be for young children to share and to understand the concepts. The ability to share is developed over a period of time. Young children find it difficult to understand how others feel as they are not yet able to empathise. Having more than one type of toy can be beneficial for young children as it gives them an opportunity to play in parallel with the same type of provision. Where possible, more than one of each provision should be made available to the children in each area of the setting. As Fisher (1993, p.29) states appropriately resourced and supported, child-initiated activity can bring about some of the most creative and innovative learning in the classroom Planning activities which encourage turn taking will allow the child to practice this skill and would also allow them to begin to realise that they will have their own opportunity to play with a particular item. The second observation, time sampling, concluded that Child A cannot communicate her needs appropriately. Child A has not yet learnt to ask for what she wants. Instead she exhibits inappropriate behaviour such as pinching. Child A is able to apologise to the affected party when prompted to do so by one of the practitioners. She is also willing to wait for her turn when supported by a practitioner and a visual aid demonstrating a set amount of time a sand timer. Encouraging Child A to ask for a particular item and rewarding her with praise when she does will reinforce to the child that it is appropriate behaviour. Skinner suggests that reinforcement of a particular behaviour will prompt a repeat of the same behaviour at a later time. Sharman, Cross and Vennis (2007, p.11) state, children need adults to notice their achievements and provide an environment to support their further development. Games such as dominoes or snap cards will strengthen and support turn taking skills. Other activities which encourage turn taking will allow the child to decide when they have finished playing with a piece of equipment. Some children may be happy to give the item to someone else when they feel they have finished using it. The third observation, time sampling, recorded some similar behaviours as the previous observations. Child A was not able to take turns when using the pencils. It also provided evidence that Child A is able to carry out some instructions such as tidying up. Child A was following an instruction and putting the cars away. She snatched one from another child to put it in the appropriate box. Child A was not able to ask for the car and just took it. Child A was also not able to share the parachute and she screamed when another child tried to hold it. Where a child is not able to take turns, the practitioner should support them by explaining why they should take turns and will use an item to display a set amount of time, for example, a sand timer. Whilst a child waits for their turn the practitioner should support them by suggesting an activity to do. The practitioner will give the child simple choices to allow them to choose an item, game or activity for themselves and this will allow them to feel that they have made their own choice. Reflect on your role in the observational process. Through observations the practitioner is able to learn what the children know, evaluate their needs and plan appropriately to facilitate their learning. Staff training is an integral part of the settings self-evaluation process and allows the practitioner to consider the importance of observing children and developing the necessary skills. The practitioner will organise an allocated observation time and is more aware of the need for incidental observations. The practitioner has a better understanding of the importance of gathering information from a range of contexts, both inside and outside the setting. Observations should be a constant source of vital information concerning both the childrens and the settings development. They should form a fair, rounded and holistic record over a period of time. The practitioner will address their observations during the settings weekly planning meeting and will share information between practitioners. The practitioner further understands the need for the effective implementation of observations and their impact on the future planning of the setting to facilitate the learning needs of all the children. As Fisher (2000. P.19) says, ensure that the planned curriculum is appropriate. This leads to planning that is tailor-made for each child because the foundations of learning are unique. The evaluation of the setting which involves all staff helps to ensure that the learning environment supports children in initiating their own learning. The practitioner is fully aware that observations must be fed into the assessment process for individual children. Parents will be further encouraged to contribute to observations through informal and formal discussions with the practitioner. Proformas will be used to ensure consistency of information within each type of observation. Photographic evidence will be annotated to support observations to document the childrens learning. Sharman, Cross and Vennis (2007, p.2) cites the work of CACHE (2005) who states that play workers exist to support childrens natural play and they do this by creating spaces where play can happen. Then they unobtrusively observe, intervene very occasionally, and then reflect on what they have seen and done. Appendices. Appendix 1 Observation 1 : Free Description / Narrative. Date : 23rd October 2012 Time Commenced : 09:40 Time Completed : 09:45 Number of Children : 3 Area : Ty Bach Twt Name of Child : Child A Age : 2yrs 3mths Aim : To observe the behaviour of Child A during free play. Objectives : To observe and record Child As ability to share. Child A is playing in the home corner of the setting with 2 other children. Child A snatches a doll from Child B. Child B does not attempt to take the doll back. Child A puts the doll in a pushchair. Child C takes hold of the handles of the pushchair and tries to push it. Child A begins to scream and grabs the handles of the pushchair. Child A pulls the pushchair away from Child C. Child C keeps hold of the pushchair. Child A keeps one hand on the pushchair and uses the other hand to pinch Child C on the face. A practitioner intervenes at this point. The practitioner speaks to Child A. Dont do that. It isnt nice. You mustnt pinch. It hurts. Child B was playing with the doll. Can you give the doll back to child B please. Would you like to play with this doll instead? Child A lowers her head. The practitioner asks Child A to look at her. Child A does not respond. The practitioner asks Child A to look at her again. Child A makes eye contact with the practitioner. P-Can you give the doll back to Child B please. You can play with this doll if you want to. Child A gives the doll back to Child B. P-Can you say sorry to Child B for snatching the doll? Child A Sorry. P-Da iawn Child A. You can have a turn of that doll when Child B has finished playing with it. P-Child C wants to play with the pushchair with you. He is your friend. You will make Child C sad if you pinch him. Can you say sorry to Child C please for pinching him. Child A Sorry. P-Da iawn. Merch dda. Can you push the baby together? Thats a nice thing to do. Maen neis i rannu. Child A nods. Child A and Child C push the pushchair across the room. Child A grabs Child Cs hands and pinches them. Child C lets go of the pushchair and Child A runs across the room with it. The same practitioner intervenes. Conclusion : Child A wanted to play with a doll that was being played with by Child B. Child A snatched the doll from Child B and did not ask if she could play with it. When Child C attempted to use the pushchair that Child A was playing with, Child A screamed and pinched Child C on the face. Later, Child A agreed to allow Child C to push the pushchair with her, but after a very short period of time Child A pinched Child Cs hands. Child A ran across the room with the pushchair when Child C let go of it. Evaluation : Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. Recommendations : Give opportunities to practice sharing and turn taking skills through carefully planned activities. Encourage the child to share and remind them that it is nice to share with their friends. Give immediate praise when child shares or takes turns. Appendix 2 Observation 2 : Time Sampling. Date : 2nd November 2012 Time Commenced : 10:20 Time Completed : 10:27 Number of Children : 2 Area : Maths Area Name of Child : Child A Age : 2yrs 3mths Aim : To observe a target child interacting with a child of similar age whilst playing in the maths area. Objectives : To observe and record Child As social interactions. Child A has just entered the maths area and looks at the jigsaw puzzles on the table. Child A approaches the table and starts to take the pieces out of the jigsaw. Another child is already playing in the area. Child B takes a plastic box from a shelving unit and begins to shake it. Child A looks at Child B and the box. Child A approaches Child B and attempts to take the box from her. Child B does not allow Child A to take the box. Child A hits Child B on the arm then pinches it. Child B starts to cry. Child B continues to hold the plastic box. Child A looks around the setting and makes eye contact with a practitioner. Child A lowers her head and looks at the floor. Child A lets go of the plastic box. The practitioner walks over to Child A and kneels down. The practitioner asks Child A to look at her. Child A does not respond. The practitioner again asks Child A to look at her.

Instructional Leadership Supervision Education Essay

Instructional Leadership Supervision Education Essay Abstract: Leadership is a discussion in every issue and everybody recognize how essential and valuable leadership is. Why some companies, teams, and schools do well as other fails? The credit or fault generally goes to the manager, coach, or principal. In school scenario the principal has to accept these consequences, as he occupies a distinct and key responsibility that has an effect on the quality of schooling. The questions about school scenario are (i) what is the main purpose of school (ii) How their students learn in the school (iii) How he coordinates all the activities i.e. students, teachers and curriculum. The focus of this article was on the theoretical basis of the instructional leadership and to review the model to build up the understanding of instructional leadership. Objectives: Following were the major objectives of the study To explain the concept of instructional leadership To review the James Weber Instructional leadership model What is leadership? Leadership is defined differently by different authors (Terry, 1960) called it the activity of influencing people to strive willingly for group goals. In the context of this definition the knowledge, values, structure, and skills are necessary for a principal as a leader to inspire all members of the school community to work together toward the goal of an excellent education for all students. According to (Thomson, 1980) Leadership is best defined as getting the job done through people. This definition means that two things are necessary for effective leadership: accomplishment (getting the job done) and influencing the others (through people). According to (Weber, 1987) leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as a kind of moral and transformational power over the organization. In most definitions of leadership the two functions are generally considered indispensable to its meaning: setting directions and exercising influence. Each of these functions can be carried out in different ways, with such differences distinguishing the many models of leadership from one another.(Yukl, 1994) comments, leadership influences the interpretation of events for followers, the choice of objectives for the group or organization, the organization of work activities accomplish objectives, the motivation of followers to achieve the objectives, the maintenance of cooperative relationships and teamwork, and the enlistment support and cooperation from people outside the group or organization. He further explained the popular distinction between doing things right (management) and doing right things (leadership) as largely meaningless: accomplishing success as a leader, requires doing right things right. What is Instructional Leadership? (Debevoise, 1984) encompasses Instructional leadership as those measures that a principal takes, or assigns to others, to raise growth in student learning and consists of following tasks: describing the purpose of schooling; setting school-wide goals; providing the resources needed for learning to occur; supervising and evaluating teachers; coordinating staff development programs; and creating collegial relationships with and among teachers. Student Learning Instructional Leadership Supervision Teacher Development Teacher Performance Figure -A The above figure depicts that Instructional leadership consists of principal behaviors that set high expectations and clear goals for student and teacher performance, monitor and provide feedback regarding the technical core (teaching and learning) of schools, provide and promote professional growth for all staff members, and help create and maintain a school climate of high academic press. (Hoy Hoy, 2003) explained that the principal must communicate a clear vision on instructional excellence and continuous professional development consistent with the goal of the improvement of teaching and learning. The instructional leaders are listeners as well as talkers; they are collaborators with teachers and students, whose needs present the most important demands in an instructional role. The leadership process is interpersonal as well as dynamics. Particularly it becomes dynamics when the principals are accountable for whole instructional program. As instructional leader the principal is the pivotal within the school who affects the quality of individual teacher instruction, the height of student achievement, and the degree of efficiency in school functioning. According to (Mendez, 1989) there are three major forces that serve to shape and describe a school the public, the staff and the students and that these forces interact through curriculum. The role of the principal is to manipulate these forces in order to maximize the quality of instruction. The three key elements of learning: Teacher, students and curriculum Teacher Curriculum Student Instructional leadership is a complex task, it means that becoming a leader of leaders- learning and working with others i.e. teachers, students and parents to improve the instructional quality and curriculum. A Model of Instructional Leadership This is a model presented by James Weber (1987) which is based on two assumptions. The principal is the main instructional leader. The principal works with the leadership functions that are sometime shared and sometime not sheared. The functions of the Webers model are as under 1. Setting Academic Objectives A principal who is an instructional leader provides guidance for the school program, and describe the objectives to the general understanding. Vision for success (Leithwood, Doris, Alicia, 1993) and his colleagues found in a study that teachers commitment to change in instructional programs was affected the most by leadership that gave direction, purpose, and meaning to their work, e.g. the purpose of the school is to educate all students to high levels of academic performance. The principals responsibility is to ensure that the school has a clear academic mission and communicate it to the staff, which is focused on the academic progress of the students. 2. Organizing the Instructional Program After setting the goals for the school, the next step by instructional leader is to develop the strategies for bringing that goals into reality by allocating the staff, student grouping, and organizing the curriculum. These also involve the collaborative planning between instructional leader, students and parents. e.g. decision to place a student in one class or another. Certainly, the decision to place a student in one or another classroom, study group, or program is a decision that involves teachers, principals and the parents. The following are the some principals behavior that proved generally effective. Listen actively to staff and faculty ideas and produces opportunities for staff to implement innovative coaching arrangements. Make available resources and a encouraging environment for collaborative planning. Organize planning sessions to discuss grouping and scheduling arrangements with staff. Utilize staff recommendations. Keeps staff informed of policy changes. Expands options by varying periods in school day and days in cycle. 3. Supervision and Evaluation The most important task of principals instructional leadership is teachers supervision and evaluation. Instructional leadership means very little unless leaders are willing and able to observe teachers, offer advice about problems, and make formative evaluations that support and pinpoint areas to improve. Supervisors must have the knowledge of curriculum and instruction to know what to look for. According to (Gardner, 1988) To help others believe in themselves is one of a leaders highest duties. Following are the some tips that are effective for supervision. Classroom observations will be used to observe what is actually going on in the class rooms. What is the teacher and what are students are actually performing. Meets with teachers after each visit to discuss what was observed. Encourages teacher to express feelings and opinions about observational data and class activities. Offers teacher alternatives teaching techniques and explanations of class room events. Give praise for specific development of teachers skill if observed. Recommends resources and training programs in areas in which teacher need to improve. 4. Protecting Instructional Time and Program A study by (Cusick, 1973) found that 200 minutes of a students normal school day were spending on routine or maintenance tasks. He noted that the time spent actively engaged with some teacher over a matter of cognitive importance may not exceed twenty minutes a period for five periods a day. This is a high estimate. I would say that if an average student spent an hour to one and half hours involved on subject matter that was a good day. Teachers use instructional time for taking attendance, distributing materials entering and leaving the classroom, late start or early ending or such non classroom activities as field trips etc. grouping practices, instructional strategies, and the size of the class can all determine how time is spent in classrooms. Finally, achievement and instructional time both suffer when students are not in school or find it hard to concentrate because of disciplinary problems in the environment. Truancy and absenteeism can arise from a great variety of social and personal conditions, ranging from poverty and peer group influence to boredom and poor academic background. Discipline problems often emerge from conflicts, misunderstanding about rules, or the absence of clear boundaries for behaviors. Following are some of the behaviors associated in the research with increasing academic learning time (that is, time spent learning). The list focuses two crucial dimensions for learning time: ensuring c lass attendance and allocated time for instruction. For improving attendance Identify problems in enforcing rules on attendance and discipline observe that policies are clearly communicated to the staff members Put together community support particularly with parents Help teachers to set up a reward system for good attendance Distribute duty with teachers in informing parents of class absence. Allocated time for instruction Holds staff meeting to discuss common problems in instructional planning and offer solutions Protects classroom instructional time from interruption Insists on observing schedule Expects teachers to start and end classes on time, using the full allocated time for instruction Streamlines clerical tasks so that teachers can perform them more quickly. Visits classrooms to observe teachers and students 5. Creating a Climate for Learning All the important factors that appear to affect students learning possibly having the greatest influence is the set of beliefs, values, and attitudes that administrators, teachers, and students hold about learning. When a staff commits to support specific values, the concept of school improvement moves from the future to the present, and from the abstract to the concrete. So important is learning climate that it has been defined as the standard, viewpoint, and attitudes reflected in institutional patterns and behavior routine that improve student learning. The attitude that students shape about academic learning come, at least in part, from the adults in the school. It is clear that the norms for learning come from the staffs requirement of students: the amount of time needed for studying, the amount of work assigned, the degree of independent work that students can do, the degree of attentiveness students feel about the work given to them. High expectations are the fulcrum point that instructional leaders can use to get involved teachers, students and parents away from unhelpful unencouraging attitudes. Following are elements which are used to raise or lower the expectations Amount and quality of praise for correct answers Actual amount of teaching that students receive Content covered Teacher encouragement and support Teacher assistance and willingness to help Wait time Response opportunity factor (No of times students are called on) 6. Monitoring Achievement and evaluating programs It is a primary task of instructional leaders to assess and revise the instructional programs in schools. As in the case of supervising and evaluating teachers, whole programs can be reviewed for planning, objectives, success in reaching the objectives, and particular successes and problems. Ultimately the success of any educational program comes down to the performance of the students. Are they reaching the objectives proposed? Where are they failing and why? The more specifically that problems can be identified, the more successfully the learning problems can be remedied or traced to particular objectives, units, or course activities. Supervision and Teacher Development: Ernest Boyer (in Sparks, 1984) observed that when you talk about school progress, you are talking about people development. Thats the only aspect to improve schools unless you mean painting the buildings and fixing the floors. But thats not the school, thats the shell. The school is people, so when we talk about excellence or improvement or progress, were really talking about the people who make up the building. Focusing on people is the most useful way to change any organization. In fact, it can be claimed that organizations do not change, only persons change. It is only when a sufficient number of people within an organization change that the organization can be transformed. So, supervision means helping workers by offering professional advice and technical support in speed up efficiency and improving effectiveness of the process of production and product itself. Support and evaluation are the two major function of the instructional supervision. Support provides the support to improve the teaching process in terms of effective use of text books helping materials and methodologies needed for the individual needs of the students. Evaluation is the process of collecting the information for improvement in instruction and analyzing the data which then be used to improve the quality. If this assumption that people are the key to school improvement is correct, then it follows that the fundamental role of the principal is to help create the conditions which enable a staff to develop so that the school can achieve its goals more effectively. In short, a key to school improvement is the willingness and ability of principals to assume the role of staff developers who make it their mission to alter the professional practices, beliefs, and understandings of school personnel toward an articulated end. Supervision and teacher development go hand in hand. Supervision provides support and help to teachers. Principals have a responsibility to help teachers, improve their practice and to hold them accountable for meeting their commitments to teaching and learning. These responsibilities are usually referred to as supervision. Supervision enhances teacher development. The principal should keep in mind that what actions should be taken to bring about greater understanding of te aching and learning? Principals must encourage teachers to acquire new skills, support them during the inevitable frustrations, and recognize their efforts. Procedures must be in place to gather data on the impact of staff development initiatives, and principals must publicly celebrate indicators of improvement in order to help sustain those initiatives. Supervision is primarily formative and collegial, being concerned with improving teaching effectiveness. It is also important that principals be committed to continuous improvement. Schools can become learning organizations capable of significant change only if those within them recognize that school improvement is a complex, ongoing process rather than a task to be completed. While it is important that principals celebrate the attainment of improvement goals, it is even more important that such celebrations serve as motivators for staying the course rather than signal that the improvement process has ended. Most importantly, principals must not mistake congeniality with collegiality. They must strive to create a culture in which teachers talk about teaching and learning; observe each other teach; plan, design, research, and evaluate the curriculum, and teach each other what they have learned about their craft.

Dc Machine :: essays research papers

2a. i) Startup of a linear DC machine: Startup of a linear DC machine: (See Fig 1.1)   Ã‚  Ã‚  Ã‚  Ã‚   1.  Ã‚  Ã‚  Ã‚  Ã‚  The switch is closed which allows current to flow. The current flows thought the bar, which is given Kirhhoff’s voltage law. Note: The bar was at rest so eind = 0 I = VB-eind = VB/R   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   R R   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2.  Ã‚  Ã‚  Ã‚  Ã‚  While this current flows thu the there is a magnetic force, which induce a force on the wires. Find = i/B 3. The bar will accelerate. When the the velocity of the bar increase, the voltage appears across the bar find = vBl 4. Thus the increase voltage reduces the current flowing through the bar.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I = VB-eind   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   R 5. The result of this action is that eventually the bar will reach a constant steady state speed where the net force on the bar is zero. This happen when eind has risen all the way up to equal the voltage of VB & I=0. At that time the bar will be moving at a speed given by   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Vss= VB   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bl   Ã‚  Ã‚  Ã‚  Ã‚   6. The bar will continue to move forever unless some external force disturbs it. Linear DC Motor or Generator ii) Motor Operation (See Fig 1.2) Since the bar was initially at steady state, application of the force Fload motion will result in a force on the bar in the direction opposite the direction of motion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fnet = Fload – Find The resulting acceleration a = Fed/m is negative, so the bar slows down the voltage eind=v Bl falls, and so I=(VB – eind)/R increase The induced force Find = I lB increase until Find = Fload at a lower speed v. An amount of electrical power equal to eindi is now being converted to mechanical power equal to Findv and and the machine is acting as a motor iii) Generator Operation (See Fig 1.2) The concept of a generator is similar to the motor. When (Fig 1.2) moved rapidly it is a generator but when it move slowly it a motor. In a Generator a force is applied in direction of motion. Now the applied force will cause the bar to accelerate in the direction of motion and the velocity of the bar will increase as the velocity increase , eind = v Bl will increase and will be larger than the battery voltage VB.

Abortion Legalized leads to Assault :: essays research papers

This article â€Å"Pro-Life Laws Lead to Assault† by Steven Ereit is intrusive, and completely opinionated. This article noticeably mentions that many incidents of killings and assaults that have gone on between young teenagers are the direct result of legalized abortion. It is stated in the article by Ereit that having abortion legalized shows teens that killing is one of the solutions to life’s problems. Also that if the soon to be mother doesn’t comply with having the abortion the soon to be father has the right to assault or even kill their wives/girlfriends. The law making abortion legal doesn’t insist on anyone killing to solve the problems in their life. The contemplation of killing for peace comes from that persons own mental state or family background. Ereit’s conclusion is based on his own personal opinions, and is completely invalid.   Ã‚  Ã‚  Ã‚  Ã‚  It’s clearly stated in the article that legalized abortion is stating that killing is the solution to life’s problems. That instead of abortion these teens need help in making good decisions about sex, relationships, and responsibility. Ereit made the point that since abortion was legalized and teens have been notified about this fact they have no need for important information about sex, and relationships.   Ã‚  Ã‚  Ã‚  Ã‚  Teenagers being taught about safe sex, and making smart decisions when it comes towards relationships is based on their environment while growing up. The fact that abortion was made legal has nothing to do with teenagers not making good decisions when it comes to matters of the opposite sex. Parents, Guardians, or important people in that child life are supposed to teach them what’s right and what’s wrong.   Ã‚  Ã‚  Ã‚  Ã‚   Ereit also mentioned that since abortion was made legal, soon to be fathers feel that they have the right to take matters into their own hands and give the mother an abortion. The law making abortion legal in no way gives or states that the father has any rights to abort the baby himself. The decision on what will be done with the child is left strictly up to the mother. The father has no right to that baby until it is out of its mother’s womb.   Ã‚  Ã‚  Ã‚  Ã‚  The article Ereit wrote was totally invalid and a bunch of opinions. There was no valid information to back up what he was saying. Abortion doesn’t teach teens that killing is the solution to all life’s problems.

Impact of Terrorism on Pakistan Economy

The Effects of Terrorism & Tourism on the Economy of Pakistan Pakistan is one of the poorest countries on the planet, ranking 171st in the world on the GDP per capita measure, according to the CIA's World Factbook. Terrorism is a big detriment to Pakistan's development, including its tourism industry. Terror attacks are common in the country, and even Pakistan's former Prime Minister Benazir Bhutto was killed as a result of a suicide attack in 2007. 1. The Effect on Tourism oTourism is underdeveloped in Pakistan.Most of the people who visit the country are people of Pakistani descent who make up the Pakistani diaspora in the U. S. and other countries. Accordingly, the effect of tourism on the economy of Pakistan is negligible. That said, if the security situation improves, Pakistan could become a fairly popular tourist destination thanks to its unique culture and geography (Pakistan boasts a beautiful mountain terrain of the Himalayas, among other attractions). Terrorism Hinders Comm erce oAccording to a presentation of the Lahore School of Economics, terrorism has a negative impact on the national economy of Pakistan.The threat of terrorism not only diverts resources to security spending, driving up costs for businesses, but also creates instability about business prospects in the country. Businesses find it difficult to obtain bank loans and get into long-term contractual obligations. o Insecurity Hampers Investment oInsecurity that results from terrorism hampers the Foreign Direct Investment that goes into Pakistan. Investors fret that terrorism may lead to Islamic extremists taking power, destabilizing social and economic structures in the country.

Narrative

I have is of when I went to Montreal, Canada, to visit my family on my dad's side. It was around the first week of August of 2007, and was my first trip to Canada. Along with going to Montreal, Canada, we also went to Quebec City, Canada, the only city in North America that has stone walls bordering It. We flew In an airplane from Portland, OR to Providence, RI, and then we drove from there to Montreal, Canada. We stayed In my dad's brother's home for the time that we were there.My uncle's name Is Charles, and once we first arrived at his house, we et his daughter named Felicia, and his two twin sons named Tristan and Zachary. Once we were settled in In their house, we went out to the mall nearby and went shopping. We then went back home to eat the homemade spaghetti that Charles' wife, Isabella, had made. After, we decided to have a fashion show for all of the kids of the clothes we had bought earlier that day. Later at night, all of the kids got together and slept in one room and p layed super Moral Brothers against each other on our Nintendo Deeds.During the next couple of days, my family and I also got the chance to explore Quebec City, Canada as well. I got to learn about the Chateau Forefront, a historic and popular hotel which opened in 1893, and the world's most photographed hotel. Quebec City was also filled with fascinating centuries-old architecture and historic sites. While I was there, I saw horse-drawn carriages on the street, street entertainers, and artists working on the street. Also, Quebec City streets were filled with several stores and boutiques that I went to that were filled with souvenirs, paintings, and clothes.At night time, the city was filled with stringed lights, and it was one of the most picturesque places that I have ever seen. To conclude, going to Montreal and Quebec City, Canada, and visiting my relatives was the happiest memory that I have ever had. I treasured going there so much and meeting my family for the times we spent t ogether, for the things I got to learn, and for the places I go to go to. I haven't seen my relatives in Canada or been to Montreal or Quebec City since 2007. Although, this summer, I am going with my family to return there once again and to see my relatives for a long awaited seven year reunion.I will never forget my trip to Canada In 2007, and I can't Walt to make new memories this summer when I return! Narrative By peaches_n_cream it. We flew in an airplane from Portland, OR to Providence, RI, and then we drove from there to Montreal, Canada. We stayed in my dad's brother's home for the time that we were there. My uncle's name is Charles, and once we first arrived at his house, we Once we were settled in in their house, we went out to the mall nearby and went together and slept in one room and played Super Mario Brothers against each other reunion. I will never forget my trip to Canada in 2007, and I can't wait to make new Narrative I have is of when I went to Montreal, Canada, to visit my family on my dad's side. It was around the first week of August of 2007, and was my first trip to Canada. Along with going to Montreal, Canada, we also went to Quebec City, Canada, the only city in North America that has stone walls bordering It. We flew In an airplane from Portland, OR to Providence, RI, and then we drove from there to Montreal, Canada. We stayed In my dad's brother's home for the time that we were there.My uncle's name Is Charles, and once we first arrived at his house, we et his daughter named Felicia, and his two twin sons named Tristan and Zachary. Once we were settled in In their house, we went out to the mall nearby and went shopping. We then went back home to eat the homemade spaghetti that Charles' wife, Isabella, had made. After, we decided to have a fashion show for all of the kids of the clothes we had bought earlier that day. Later at night, all of the kids got together and slept in one room and p layed super Moral Brothers against each other on our Nintendo Deeds.During the next couple of days, my family and I also got the chance to explore Quebec City, Canada as well. I got to learn about the Chateau Forefront, a historic and popular hotel which opened in 1893, and the world's most photographed hotel. Quebec City was also filled with fascinating centuries-old architecture and historic sites. While I was there, I saw horse-drawn carriages on the street, street entertainers, and artists working on the street. Also, Quebec City streets were filled with several stores and boutiques that I went to that were filled with souvenirs, paintings, and clothes.At night time, the city was filled with stringed lights, and it was one of the most picturesque places that I have ever seen. To conclude, going to Montreal and Quebec City, Canada, and visiting my relatives was the happiest memory that I have ever had. I treasured going there so much and meeting my family for the times we spent t ogether, for the things I got to learn, and for the places I go to go to. I haven't seen my relatives in Canada or been to Montreal or Quebec City since 2007. Although, this summer, I am going with my family to return there once again and to see my relatives for a long awaited seven year reunion.I will never forget my trip to Canada In 2007, and I can't Walt to make new memories this summer when I return! Narrative By peaches_n_cream it. We flew in an airplane from Portland, OR to Providence, RI, and then we drove from there to Montreal, Canada. We stayed in my dad's brother's home for the time that we were there. My uncle's name is Charles, and once we first arrived at his house, we Once we were settled in in their house, we went out to the mall nearby and went together and slept in one room and played Super Mario Brothers against each other reunion. I will never forget my trip to Canada in 2007, and I can't wait to make new Narrative I have is of when I went to Montreal, Canada, to visit my family on my dad's side. It was around the first week of August of 2007, and was my first trip to Canada. Along with going to Montreal, Canada, we also went to Quebec City, Canada, the only city in North America that has stone walls bordering It. We flew In an airplane from Portland, OR to Providence, RI, and then we drove from there to Montreal, Canada. We stayed In my dad's brother's home for the time that we were there.My uncle's name Is Charles, and once we first arrived at his house, we et his daughter named Felicia, and his two twin sons named Tristan and Zachary. Once we were settled in In their house, we went out to the mall nearby and went shopping. We then went back home to eat the homemade spaghetti that Charles' wife, Isabella, had made. After, we decided to have a fashion show for all of the kids of the clothes we had bought earlier that day. Later at night, all of the kids got together and slept in one room and p layed super Moral Brothers against each other on our Nintendo Deeds.During the next couple of days, my family and I also got the chance to explore Quebec City, Canada as well. I got to learn about the Chateau Forefront, a historic and popular hotel which opened in 1893, and the world's most photographed hotel. Quebec City was also filled with fascinating centuries-old architecture and historic sites. While I was there, I saw horse-drawn carriages on the street, street entertainers, and artists working on the street. Also, Quebec City streets were filled with several stores and boutiques that I went to that were filled with souvenirs, paintings, and clothes.At night time, the city was filled with stringed lights, and it was one of the most picturesque places that I have ever seen. To conclude, going to Montreal and Quebec City, Canada, and visiting my relatives was the happiest memory that I have ever had. I treasured going there so much and meeting my family for the times we spent t ogether, for the things I got to learn, and for the places I go to go to. I haven't seen my relatives in Canada or been to Montreal or Quebec City since 2007. Although, this summer, I am going with my family to return there once again and to see my relatives for a long awaited seven year reunion.I will never forget my trip to Canada In 2007, and I can't Walt to make new memories this summer when I return! Narrative By peaches_n_cream it. We flew in an airplane from Portland, OR to Providence, RI, and then we drove from there to Montreal, Canada. We stayed in my dad's brother's home for the time that we were there. My uncle's name is Charles, and once we first arrived at his house, we Once we were settled in in their house, we went out to the mall nearby and went together and slept in one room and played Super Mario Brothers against each other reunion. I will never forget my trip to Canada in 2007, and I can't wait to make new