Female Drill Sergeant Essay Example for Free

Female Drill serjeant EssayDrill sergeant-at-law (DS) refers to the term that is used in United States military by the ground forces, marine corps and air force. Becoming a drill sergeant can be through volunteering or by selection. The minimum status for attaining this terra firma can only be at the rank of staff sergeant. Once a selected candidate, he/she should attend the Drill Sergeant School where he/she undergoes dressing on various aspects of the drill sergeant position. The historical start up of drill sergeant was in 1962. This followed a directive by the secretary of the soldiers to his secretary who was Stephen Ailes to prompt a survey conduct of the recruiting process of the army corps. This survey took some long time and included surveys from the Air Force, Marine and the navy blue training techniques. Various faults were found in the recruitment process and thus led to the position of the drill sergeant. The basic distinguishing feature for the drill sergeant s was their hats. (http//www. jackson. army. mil/DSS/headgear. htm)However, since its outset in 1962, the position was not held by a feminine until 1972 where distaff drill sergeants were pronounced recruited and even given different hats than those held by their male counterparts. The target of their hat was done by Mildered C. Bailey who was a brigadier general. Beige was the first effeminate drill sergeant hat though it was later replaced with one of low green in 1983. Between 1984 and 1985, a proposal was made for an official switch by the female drill sergeants in having the same hat to what was own by the male drill sergeants.On the same point, a larger group of female drill sergeants who were at TRAining and DOctrine Command (TRADOC) unit leveraged great opposition to the proposal. It was reciprocated by the Army Chief of Staff that the female drill sergeants were to lodge in wearing the same female drill sergeant hats that they used to wear. The female drill sergeant started in the late of 1971 when the continental army commandant received an official approval as permission from the army chief of staff to propagate inclusion of females in the drill sergeant state program.Starting in the February of 1972, the program saw promotion of six female non-commissioned officers in the program. They underwent thorough training after which they were given the mandate of their positions as female drill sergeants. In the United States, the female drill sergeant refers to a non-commissioned officer within the armed forces. She has the duty of participating in the initiation of the recruitment process of new recruits who enters the military. In the recruitment process the sergeant is suppositional to follow the legal provisions and jurisdictions of the practices and customs of the military forces.The inclusion of the female drill sergeants in the army since 1971 was a significance factor that helped in establishment the nature of the army. Equality was sign ified after breaking the traditions that ignored females in the position of drill sergeants. (http//www. armystudyguide. com/content/Drill_Sergeant_Resources/drill_sergeant_information/female-campaign-hat. shtml) Like the male drill sergeants, a female drill sergeant is usually held responsible in the behavior, military education and warfare of the army recruits assigned to her. She is therefore supposed to provide full software documentation during the initial period of the training process.They are paused with various responsibilities of ensuring physical training, weapons training and the military discipline. Their service talking to and the protocols to follow while at their service delivery is guided by the drill sergeant creed which they should follow. Generally, this is a command formula towards their capacities. The three levels of the army, that is the marine, air force and army have different sets of such(prenominal) a creed though their intention is made to serve and s ecure almost the same set of guidelines for the female drill sergeants.Conceptually, female drill sergeants at the three levels of the military army are also subject to different duties and different training requirements. Due to the different requirements of these military professional levels the training take and the roles of the female drill sergeant has been different. However, the general role across the board for all levels for these female drill sergeants has been to monitor the training process of the new recruits and guiding of such training needs. (http//www.wood. army. mil/mncoa/dss/history. htm) Since the provision of female drill sergeants in 1971, the position of female drill sergeants have been legally constituted and especially with the increase demand for army professionals. However, the position has always been competitively bided and requires both physical and academic competencies. The number of the current female drill sergeants has been seen to increasingly e xpand and handsome more opportunity for the female participation in the position.The currently changing social structures and need for human security has endorsed a credited place for the female drill sergeant. The current military environment has even mandated her with supervisory and command powers at her capacity for those she is training. Therefore, historical provision that allowed only male drill sergeants was ignore in 1971 after visualizing the productive capacity that women could play in the military. Elsewhere, the growing demand of equal employment opportunity was significant for this change.Currently, female drill sergeants continue to enjoy equal opportunities like their male colleagues in their position.Reference History of Drill Sergeant. Retrieved on 25th August 2008 from http//www. wood. army. mil/mncoa/dss/history. htm Female Drill Sergeant Campaign Hat. Retrieved on 25th August 2008 from http//www. armystudyguide. com/content/Drill_Sergeant_Resources/drill_serge ant_information/female-campaign-hat. shtml Drill Sergeant School. Retrieved on 25th August 2008 from http//www. jackson. army. mil/DSS/headgear. htm

Existentialism and Choices Essay Example for Free

Existentialism and Choices EssayExistentialists be commonly seen as being distressed with hu human degradation. Something seen as ugly and negatively charged or as related to naturalists. However existentialists are more than than that. In fact, existentialism is the works of a musician or a poet. The clear comment of existentialism is non what is commonly seen as negativity or as naturalists. Sartre tells us it can be defined easily. Existentialism aims at emphasizing the psyche character they are philosophizing. There are two unalike types of existentialists that are confused with each other. The first of the two types is the existentialists who are Christian and the second is the atheist existentialists. Atheistic existentialists make more sense because they are not Christians, nature, or graven image centered. Existentialism prefers hominocentric that is centered on humans not God. As the referee said, they are tired of people talking about metaphysics. Yet both s hare one and only(a) similar thing in common, they both think that humankind precedes essence. Essence is a particular object, it is all around us. Yet as humans, our existence precedes essence because we are not objects in the world.The way we identify ourselves is different from the way other things are identified. The way we identify ourselves from objects and animals differently is the choices we make that defines us. Freedom is what enables us to make choices and is also what sets humans apart from ordinary things and animals. man are always constantly becoming who they are for their self definition is never complete. Sartre believes that a man is nothing but what he makes himself. That is the first regulation of existentialism. The man must be aware of the state of being indefinable as the first step because he is nothing at first.I think, whence I exist is the absolute truth of consciousness becoming aware of itself. Only then pull up stakes that man become something, his actions sets his life. His choices are making himself a part of who he will be in his future. These choices can be overwhelming because these choices come with great function. Here Sartre tells us that a man has a human nature, the concept of the human, is found in all which means that each man is a particular example of a universal concept. There is more to a mans responsibility than to its own individual self for it also applies to all men.There are those, called cowards and stinkers, who do not accept this responsibility by their decision because they are either hiding from it or just refuse to take it. When cowards make choices they raise excuses such as they were influence by others to choose this way. Cowards lets others choose for them and therefore cowards let others identify them the way the others want to. Sartre says that cowardice is the act of renouncing or yielding. Cowards are those with an uneasy conscience. However the stinkers do not want this responsibilit y. They make choices as for their own individual and not for all men.Then there are those who choose responsibility for themselves and for everyone else known as authenticity. They are creating a certain image of man that seems fit to all men. Authenticity is the existentialist lever. It does not let others define them but hold them responsible in choosing themselves and they choose men. Humans are condemned with freedom because we are left forlorn and aban befool. Yet who is making us feeling this way? In this hominocentric belief, the death of God does, his purpose does not serve here. This is why we make choices freely with no principles to bind us.Sartre says there is nothing written of the existence of God and we live in a world filled with men. Humans live in anxiety because there really is no guide to their choices. They live in anxiety because of the worship they are not being right. Men are abandoned and left in human condition. The uncertainty is the reason why life is d readful. Since there is no God, there are universal responsibilities. The feeling of being alone with no God and no feels to help us with our universal responsibilities we are constantly acquaint up with some easy and hard situations in our everyday life. Every situation is different every time.easy situations, you are choosing either the good choices or the sorry choices, as human you normally will choose the good choices. On the other hand, hard choices are dealing with two good choices. Despite the unenviable choices, there are no wrong choices you can easily cancel out and the bigger issue is there is no basis for choices. No one can tell you how to make your own decision except yourself. Reality alone is what really counts, that dreams, expectations, and hopes warrant no more than to define a man as a disappointed dream, as miscarried hopes, as vain expectations. This is where the value system is formed.Your priorities help you isolate the choice that is not a higher valu e than the other choice. Yet when the priorities are not clear, anxiety rises and the pressure can sometimes be overbearing. When feelings interfere with decisions, it can turn into one big circle. You dont know what you are doing unless you precisely feel it, on the other hand, you dont know what you are precisely feeling unless you are doing it. Feelings will get in the way of our judgment of choosing. Existentialists place passion as an excuse and a mans responsibility. Luckily, our moral character eases our decisions for we will rule out choices that seem unfit.We always tend to choose the good as we are choosing the good for all. Sartre is an atheistic existentialist who does not believe in God. Sartre believes that if he was mistaken about the existence of God then life would still be the same as if there was no God. We still will face the great responsibility and be alone with our freedom. There would be no difference, we still have to make our choices alone. No matter if we are a coward, a stinker, or authentic, our future relies heavily on our actions that is forming it. At any moment we dont realize which one can change our life. That is what makes life exciting.

Learning strategies and styles

study strategies and stylesChapter both(prenominal) publications palingenesis2.1 skill Strategies encyclopedism strategies atomic number 18 steps taken by educatees to enhance their own attainment. Strategies be especially square for manner of speaking knowledge beca employ they are tools for alive(p), self- extended involvement, which is essential for victimisation communicative competence. Appropriate actors line acquire strategies result in improved proficiency and longer self-confidence. Throughout history, the best language students project apply strategies ranging from naturalistic language practice techniques to analytic, rule- base strategies. knowledge schema workshops are drawing big crowds at language teachers conventions. Researchers are identifying, classifying, and evaluating language scholarship strategies, and these stews are resulting in a steady stream of articles on the topic.2.1.1 rendering of acquirement StrategiesAccording to Chamot ( 1987), training strategies are techniques, approaches, or deliberate action at laws that students take in night club to facilitate the development and recall of both linguals and content area information. Oxford and Nams (1998) study indicates that breeding strategies is a technical phrase that means any specific witting action or behavior student takes to improve his or her own education. Oxford (1990) considers that any specific action taken by the learner to make learning easier, faster, much enjoy adequate, to a greater extent self-directed, more effective, and more transferable to bare-assed situations is a language learning schema (LLS). Strategies are the conscious steps of behavior utilize by language learners to enhance the acquisition, storage, retention, recall and one of new information (Oxford Ehrman, 1990).The concept of learning strategy is in time a fuzzy one and not behind to have a final definition, though it has been over thirty years since researche rs began the study of learning strategies. A summary of definitions of language learning strategies taken from the youthful literature (Ellis, 1999531) may help us have an overview of it.Chapter Two Literature Review 7Table 2.1 Definitions of Learning StrategiesSource DefinitionsStern (1983)In our view strategy is best reserved for general tendencies or overall characteristics of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of apparent learning behavior.Weinstein and Learning strategies are the behaviors and thought that a learnerMayer (1986)engages in during learning that are intended to influence the learners encoding process.Rubin (1987)Learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly.OMalley and the special thoughts or behaviors that individuals ingestion to help them Chamot (1990)comprehend, learn, or retain new informationOxford (1990) Foreign or indorse language (L2) learning strategies are specific actions, behaviors, steps or techniques students use-often consciously-to improve their progress in apprehending, internalizing, and victimisation the L2.Cohen (1998) Second language learner strategies base those processes which are consciously selected by learners and which may result in actions taken to enhance the learning or use of a second or a foreign language, through and through the storage, retention, recall, and application of information about that language. They encompass both language learning and language use strategies.Wen Qiufang Learning strategies are actions or measures which the students take in order to (2000) study more efficiently. This definition emphasizes two points the goal of using learning strategies is the learners actions, rather than his/her thought. The action can be every exterior or interior.According to Ellis (1999), several lines arise form these varie d definitions of this linguistic term.The first problem concerns whether language learning strategies are to be apprehend of as behavioral (and in that respectfore observable) or as intellectual, or as both. Oxford (1990) considers them as essentially behavioral, while Weinstein and Mayer (1986) thinks of them as both behavioral and mental.The second problem is the precise nature of the behaviors that are to count as learning strategies. Stern (1983) distinguishes strategies as general and more or less deliberate approach to learning, for example, an active task approach and techniques as observable forms of language learning behavior evident in particular areas in language learning, such 8 as grammar and vocabulary. Other researchers, however, have used the term strategy to refer to the kind of behaviors that Stern calls techniques.The third problem is whether learning strategies are to be seen as conscious and intentional or as subconscious. Chamot (1987) refers to them as del iberate actions. Seliger (1984) defines strategies as basic abstract categories of process by which information perceived in the outside institution is organized and categorized into cognitive structures as part of a conceptual network. However, almost researchers consider that what starts out as a conscious tactic may involve into a subconscious strategy.The fourth one is about whether learning strategies are seen as having a direct or indirect effect on interlanguage development. Rubin (1987) asserts that the effect is a direct one. But other researchers, such as Stinger, consider it to be more indirect strategy use that provides learners with selective information, upon which the secret subconscious processes can work.Finally, in that respect are differences in opinions about what motivates of the use of learning strategies. All the definitions above recognize that they are used in an effort to learn the L2, but Oxford (1989) also suggests that their use can have an affective purpose (i.e. to increase enjoyment).Although the definition is not always uniform, there are some basic characteristics in the generally accepted view of language learning strategy. Oxford (19909) summarizes her view of language learning strategies by listing twelve key features. She states that language learning strategiescontribute to the main goal, communicative competence. allow learners to become more self-directed.the role of teachers.are problem-oriented.are specific actions taken by the learner.involve galore(postnominal) aspects of the learner, not just the cognitive.support learning both directly and indirectly.are not always observable.ari often conscious.can be taught.are flexible.Chapter Two Literature Review 9 are influenced by a variety of factors.After identifying the above elements involved in defining language learning strategies. and in order to avoid any confusion caused by different definitions and owing to the research instrument of SILL in this study, Oxfo rds definition (19908) of learning strategies is adopted throughout the this paper, in which learning strategies are seen as specific actions, behaviors, steps or techniques students often consciously use to improve their progress in apprehending, internalizing, and using, since this definition fully conveys the excitement or richness of learning strategies.2.1.2 motley of Learning StrategiesClassification of language learning strategies has primarily followed the possible action of cognition (Macaro, 2001). Cognition refers to how the brain works for information processing and retrieval. Strategies are used to retrieve and store new information in the brain till this information becomes automatic and such strategies are classified into a system by researchers and educators. Classification of strategies has legion(predicate) advantages. Learning strategies have been classified by many scholars (Wenden and Rubin, 1987 OMalley et. al, 1985 Oxford, 1990 Stem, 1992 Ellis, 1994, etc. ). Strategy subsets enable researchers to describe the correspondence between mental processes and strategic processes (OMalley and Chamot, 1990). Strategy inventories may also serve as a valuable reference guide for educational instructors in the process of promoting autonomy in the language learner. Oxfords (1990) Strategy Inventory for Language Learning (SILL) is one such miscellanea system linking groups through a series of self-report assessments and questionnaires. Oxford divides strategies into two major classes direct and indirect.Direct strategies refer to subconscious tasks, which are inherently learnt while indirect strategies refer to conscious strategies. These two classes are then subdivided into six sub-groups of memory, cognitive, compensation, social, affective and metacognitive. These subsets are interwoven with each other, creating an occasional overlap in the strategy groups. According to Oxford (1990), direct and indirect strategies and these six strategy categ ories function as a common support network within which various types of strategies enhance second language learning. Oxfords inventory is designed in a way to suit not yet students learning side as a second/foreign language (ESL/EFL) in America but also students of any country. The inventory has already been translated into many languages and used as an effective tool for measuring strategy mouthfuls and 10 developmental stages in strategy usage (Oxford and Burry-Stock, 1995). The inventory also has a tumefy-understood key structure for strategy categorization and employs a wide drop of strategies, all items of which are checked and rechecked for validity and reliability. However, the SILL categorization system is not without its limitations. SILL has been mainly based on research conducted on either groups of mixed nationalities learning English as a second/foreign language or native speakers of English learning a foreign language in the United States. As a result, Wharton ( 2000) refers to the dangers of ethnocentric bias and applicability regarding the definition of the good language learning strategies as defined by educators and researchers from the United States alone. Some studies have demonstrated that the most frequently used strategies in a foreign language linguistic context in Asia vary considerably from those in the second language context in the United States (Takeuchi et al., 1999 Takeuchi and Wakamoto, 2001). Takeuchi (2003391) recognizes the importance of distinguishing between common strategies and context-specific (or environmental-unique) ones as promoting the survival of learners in the environment. OMalley and Chamot (199099), on the other hand, have differentiated strategies into three categories cognitive, metacognitive and social/affective. Cognitive strategies are specified as learning steps that learners take to transform new material, for instance, inferring contextual guessing and relating new information to other concepts fr om memory. Metacognitive strategies involve consciously directing ones own efforts into the learning task. Social/affective strategies involve interaction with another(prenominal) person or taking control of ones own feelings on language learning. Wenden and Rubin (1987) again classifies learning strategies into two categories cognitive (steps used by learners to process linguistic and socio-linguistic contents) and self-management (planning, admonishering and evaluating), on the basis of their learning functions. Macaro (2001) conceptualizes all language learning strategies as standing in a continuum without a clear line dividing the strategy types into particular areas. Cognitive strategies lie at one end with their inherent, subconscious, automatic tasks and metacognitive/social/affective at the other end with their conscious, evaluative strategies.Much of this categorisation research has been conducted in English as second/foreign language (ESLJEFL) settings. Regardless of how they are classified, the exact number of strategies available and how these strategies should be classified still remain open for discussion. A comparative analysis of various kinds of strategy classifications reported so Chapter Two Literature Review 11 far back up the view that OMalley and Chamots (1990) classification of strategies into cognitive, metacognitive and socio/affective strategies as well as Oxfords six-subset strategy taxonomy are more consistent with use of learners strategies than the direct and indirect dimensions (Hsiao and Oxford, 2002). Purdie and Oliver (1999) discuss the electromotive force dangers of applying results of strategy studies with adults and adolescents to child second language learners. Apart from the psycho lucid and sociological differences that exist between adults and children (Purdie and Oliver, 1999), the approach to second language acquisition among child learners has been associated more with first language acquisition (Larsen-Freeman, 1991).Among them, Oxfords classification (1990) is the most extensive and contingented one so far. Oxfords classification system is developed from Rubins and overlap with OMalleys to a great extent. And in this case study, one of the research questionnaires adopted is Oxfords Strategy Inventory for Language Learning (SILL). Therefore, the framework of Oxfords classification of learning strategy (in Table 2.2) entrust be conducted in the study.Table 2.2 Oxfords Classification of Learning Strategies Creating metal linkagesApplying images and sounds Memory StrategiesReviewing wellEmploying actionDirect Strategies PracticingCognitive Strategies Receiving and sending messages Creating structure for input and payoffGuessing intelligentlyCompensation StrategiesOvercoming limitations in speaking and writingCentering your learningMetacognitive Strategies Arranging and planning your learningEvaluating your learning Lowering your anxiety validating Strategies Affective Strategies Encouragin g yourselfTaking your emotional temperature Asking questionSocial Strategies Cooperating with othersEmpathizing with others(Source Oxford, 199017)12 dElr7bi2.1.3 Researches on Learning StrategiesLearning strategies have been examined by researchers through interviews, questionnaires, diaries, observations and think-aloud protocols. The researches are mainly found in the following three areas (1) classification of language learning strategies, (e.g. Oxford, 1990 OMalley and Chamot, 1990 Wenden and Rubin, 1987) (2) variables affecting language learning strategy, (e.g. Nyikos and Oxford, 1993 Oxford and Nyikos, 1989 Oxford, Nyikos, and Ehrman, 1988 Wharton, 2000 Young and Oxford, 1997) and (3) the effect of strategy training on second language learning, (e.g. Kitajima, 1997 Oxford, 1990). All these studies provide insights into understanding the learning process by learners of a second language and are of the essence(p) in underpinning a framework for second language acquisition. The first area of research identifies strategies used by learners and classifies them according to a system or taxonomy. The second examines potential variables related to language learning strategies such as age, motivation, gender and learning styles. Finally, the third area research explores the effect of explicit dictation in strategies to produce better performance.Research on language learning strategies has been classified into three general categories studies to define and classify strategies, studies to describe strategies in greater detail and the types of tasks with which the strategies are effective, and studies to validate the influence of strategic processing or learning. OMalley and Chamot as well as Ellis (1994) note that most of the researches on language learning strategies haves been cross-sectional and correlational in nature.Early research into language learning strategies was concerned with attempting to establish what good language learning strategies might be . While no explicit claims were made about links between strategies and success, the title of these proterozoic articles implied a relationship What the Great Language Learner can Teach Us (Rubin, 1975), and What toilette We Learn From the Good Languages Learner? (Stern,1975). Researchers were hoping to identify strategies used by palmy learners with the idea that they might be transferred to less successful learners. Notable studies carried out since these early two include Naiman, Frohlich, Stern, and Todesccos (1978) study, Rubins (1981) study and the work done by OMalley, Chamot, Stewner-Manzanares, Kupper, and Russo (1985).Much of the work on language learner strategies has been based on the assumption Chapter Two Literature Review 13 that there are good learning strategies (Rubin, 1975), but some studies (Naerrsson, 1985 Gillette, 1987) find no difference between high and low-proficiency groups on specific strategies. Consequently, the total number or variety of strategies employed and the frequency with which any attached strategy is used are not necessarily indicators of how successful learners will be on a language task (Cohen, 1998). In view of these mixed results more studies are still made necessary.More recently, there have been studies on the benefits of strategy training. The goal of strategy training is to teach students how, when and why strategies can be used to facilitate their efforts at learning and using a foreign language. Strategy training is intended to help students explore ways that they can learn the target language more in effect, as well as to encourage students to self-evaluate and self-direct their learning. The first step in this process is to help learners recognize strategies which they have already used, and then to develop a wide range of strategies, so that they can select appropriate and effective strategies within the context of particular language tasks. A further goal of strategy training is to upraise learner aut onomy and learner self-direction by allowing students to choose their won strategies and to do so spontaneously, without continued prompting from the language teacher. Learners should be able to monitor and evaluate the relative effectiveness of their strategy use, and more fully develop their problem-solving skills. Strategy training can thus be used to help learners strive learner autonomy as well as linguistic autonomy. There are mixed reactions to the language strategies training movement in the literature, mainly because there have been few empirical studies to demonstrate that such training has irrefutable benefits.So far in the researches of learning strategies, a number of models for teaching learning strategies in both first and second language contexts have been developed. These international models share many features. All agree on the importance of developing student metacognitive understanding of the value of learning strategies and suggest that this is facilitated thr ough teacher demonstration and modeling. All emphasize the importance of providing multiple practice opportunities with the strategies so that students can use them autonomously. All suggest that student should evaluate how well a strategy has worked, choose strategies for a task, and actively transfer strategies to new tasks.Anyhow, the previous researches all cogitate on the successful language learners or 14 d7 r7 f.(s C the common subjects. So far few studies have been carried out for the low achievers in language learning. Thus, the research on low language achievers is quite a new area in the studies of learning strategies and learning styles.2.2 Learning StylesLearning style refers to the preferred ways which individuals use to solve problems confronted in their learning. The learners learning styles are often not perceived or used consciously. Learning style plays an important role for everyone to learn, to obtain information, to communicate with others. Knowing their own l earning styles will help students to improve their language learning proficiency.2.2.1 Definition of Learning StyleThe term learning style originates from psychology. It broadly refers to the way in which a learner tries to learn something, based on individual characteristics, used unconsciously and not perceived. Everyone has a learning style, but each persons is as unique as a signature. Each signature appears to be influenced by both nature and nurture. And Keefe (1979 4) defines learning style as characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment Learning style is a consistent way of functioning that reflects underlying causes of behavior. This definition is most comprehensive and acceptable.In 1987, Willing defines learning style as an inherent, permeant set of characteristics related with how learners prefer to learn or to deal with new info rmation. Reid (1995, 69) defines learning style as an individuals natural, ordinary, and preferred way(s) of absorbing, processing, and retaining new information and skills, and a distributive quality in the learning strategy or the learning behavior of an individual. Oxford Ehrnan (1991) define the term learning style as preferred or habitual patterns of mental functioning and dealing with new information. And Dum and Dunn (1993 7) define learning styles as a biological and developmental set of personal characteristics that make the identical instruction effective for some students and infective for others. To make it simple, language learning styles are the styles used in language learning, are the general Chapter Two Literature Review 15 approaches which students are predominantly disposed to use in order to learn a new language (Ehrman and Oxford, 199569), Oxford believes that language learning styles are liable(predicate) to be a direct refection of the individuals overall learning style that is normally applies in most learning or working situations. And in 1984, Reid generates six kinds of learning styles. At the same time, she provided the Perceptual Learning Style Preference Survey to test the characteristics of learning styles of learners.And in psychological researches, the personality types influence individuals learning preference a lot. Thus, to some extent, the personality types of individuals can be taken as ones learning styles. Myers Briggs Type Theory was developed to provide practical application of the theory of psychology types originated by Carl Jung in 1923. It aims to identify individuals preferences, their most comfortable ways of behaving, including learning. And now it is used broadly in many areas to identify ones styles in learning, working, etc. Therefore, in the light of the overview of the definitions of learning styles, we can assume that learning styles are the preference of individuals with respect to how they learn base d on ones own personality types.2.2.2 Classification of Learning StyleMany researchers have tried different ways to investigate learning styles. Among them, some have used muckle to collect data on learners stated learning preferences. In 1984, Reid generated six kinds of learning styles and provided the Perceptual Learning Style Preference Survey. Reids six learning styles are as follows opthalmic learning (e.g. knowledge and studying charts, learning from seeing words in books, and participating class discussion)Auditory learning (e.g. listening to lectures or audio tapes, reading aloud and participating class discussions)Kinesthetic learning (e.g. involving physical responses, role-playing in the classroom, actively participating in activities)Tactile learning (e.g. hands-on learning as in building models writing notes or instructions) free radical learning (e.g. learning with others)Individual learning (e.g. learning alone)16 ff7rlj*bflftiiLater Willing (1987) did another surv ey to investigate the learning styles of 517 adult ESL learners in Australia. According to the collected data, he identified two major dimensions of learning style. One was cognitive and corresponded closely to that of palm independence/dependence. The other was more affective in nature. Based on these two dimensions, Willing describes four general learning styles (Table 2.3).Table 2.3 Willings Classification of Learning StylesGeneral learning style Main characteristicsConcrete learning style Direct means of processing information people-oriented spontaneous imaginative Non-routinized learning uninflected learning style Focuses on specific problems and proceeds by means of hypothetical-deductive reasoning prefers logical, didactic presentationCommunicative learning style Fairly nonparasitic highly adaptable and flexible enjoying taking decisionsAuthority-orientated learning style Depends on other people needs teachers directions and explanations dislikes discovery learning(Source Willing, 198767)Then, a more important classification is given by Oxford. Oxford identifies five learning styles in her Style Analysis Survey (SAS) in 1993. She makes the point that each style preference offers significant benefits for learning and that the important thing is for learners to identify the style preferences for that work and to apply them whenever possible. She notes that learners comfortable zone is their favorite style. The following is a description of the style contrast that appears on the SAS.The use of physical senses for study and work visual vs. auditory vs. hands-onDealing with other people extroversion vs. introversionHandling navigable inquisitive- random vs. concrete-sequentialApproaching tasks closure-oriented vs. openDealing with ideas global vs. analyticIn addition to these prominent classifications, there are still some other classifications given by different scholars. Nelson (1973) distinguishes referential and expressive learners. And Peter (1977) identifies that some learners are analytic (i.e. word-learners processing information through a sequence of stages of acquisition) and some are gestalt Chapter Two Literature Review 17(i.e. sentence-learners who begin with whole sentences which are used to perform function that are important to them). And Reid (1998) goes overview of the classification of learning styles (Table 2.4). It is a full-scale of the main classifications of learning styles of the previous researches.In L2 learning, learners clearly differ enormously in their preferred approach. But it is hard to say which style is the best. Among them, the classification of learning styles by Myers-Brigs Type Indicator will be conducted as the basic classification of learning styles in the following case study. Table 2.4 Reids Overview on the Classification of Learning Styles Right-and Left brained Learning Styles Right-Brained Learns more in effect through visual analytic, reflective, self-retaining lear ning Left-Brained Learns more effectively throught auditory, global, impulsive, interactive learning The Seven ten-fold Intelligence Verbal/Linguistic Ability with and sensitivity to oral and written words Musical Sensitivity to rhythm, pitch, and melody Logical/Mathematical Ability to use numbers effectively and to reason well Spatial/Visual Sensitivity to form, space, colour, line, and shape Bodily/Kinaesthetic Ability to use the body to express ideas and feelings interpersonal Ability to understand another persons moods and intensions Intrapersonal Ability to understand oneself ones own strengths and weaknesses Perceptual Learning Styles Visual Learns more effectively through the eyes(seeing) Auditory Learns more effectively through the ear (hearing) Tactile Learns more effectively through touch (hands-on) Kinestheti c Learns more effectively through complete body experience Group Learns more effectively through working with others Individual Learns more effectively through working alone Field Independent and Field Dependent (Sensitive) Learning Styles Field Independent Learns more effectively sequentially, analyzing facts Field Dependent Learns more effectively in context (holistically) and is sensitive to human relationship. Analytical and Global Learning Styles Analytical Learns more effectively individually, sequentially, linearly Global Learns more effectively through concrete experience and through interaction with other people musing and Impulsive Learning Style Reflective Learns more effectively when given time to consider options Impulsive Learns more effectively when able to respond at once 18is7f4iiC Kolb Experiential. Learning M odel Converger Learns more effectively when able to perceive abstractly and to process actively Diverger Learns more effectively when able to perceive concretely and to process reflectively Assimilator Learns more effectively when able to perceive abstractly and to process reflectively Accommodator Learns more effectively when able to perceive concretely and to process actively Myers-Briefs Type Indicator (MBTI) Extroverted Learns more effectively through concrete experience, contacts with and relationships with others Introverted Learns more effectively in individual, independent learning situations Sensing Learns more effectively from reports of observable facts Intuition Learns more effectively from meaningful experiences Thinking Learns more effectively from impersonal and logical circumstances Feeling Learns more effectively from personalized circumstances Judging Learns more effectively by reflection, deduction, analysis, and process that involve Perceiving closure Learns more effectively through negotiation, feeling and inductive processes tha postpone closure2.2.3 Researches on Learning StylesThere are lots of variable that can affect each learning style. It might be difficult to analyze the overall learning profile of a learner. Therefore, the researchers in this field have mainly focused on learning styles influence on language development, factors affecting learning styles, and how are learning styles related to language learning strategies. The study of learning styles influence on language development and proficiency is perhaps one of the widely conducted studies. Eliot (1995) in studying teaching orthoepy argues that field-independence is found to be a significant predictor of pronunciation accuracy. The potential influence of learn ing styles is also found out in the researchers made by Oxford et al (1992), and Ehraman and Oxford respectively. However, Griffiths and Sheen (1992) argues that the emb

Working Environment of Lloyds TSB

Working Environment of Lloyds TSBIntroductionLloyds TSB group is the UKs biggest organisation. More than 66000 are cause for this organisation in UK and in 27 countries around the globe. The business serves around 16 million customers operating in a function of financial markets, including personal and private banking, corporeal banking, insurance and mortgages.Lloyds TSB is working globally and competes within rapidly changing markets for the delivery of financial function to personal and business customers. Customers expect a high range of services to be available 24 hours a day and delivered with first class customers service. In order t remain top in this demanding market, Lloyds TSB has acquired the services of innovative human resource management policies to ensure Lloyds TSB is a great place to work and that its staff are happy, motivated and committed to give highest levels of cognitive process to the organisation and its customers.In 1998, the Group conducted reseach with employees, which showed that one of their main concerns was being able to balance a demanding job with pop outside commitments, such as family life, hobbies and leisure activities. This direct to the Group designing and introducing a unique flexible working policy, telephone called Work Options one year later. This gave a chance to workers to structure their working arrangements in a way that helps them to achieve a better Work Life Balance. According to this policy all staff has got the right to request a different working pattern form standard 9.00 am to 5.00 pm.Lloyds TSB is widely recognised as one of the best employers for providing flexibility for its staff. Because of this positive and flexible approach, Lloyds TSB is able to pull in, appoint, motivate and prevent the best staff available, which in turn keeps customers happy and keeps the organisation at top of the financial services field.The Changing Work EnvironmentLloyds TSB has always presumptuousness importa nce to change in work environment and this proves the key to drive the bank out from the crises Lloyds TSB has rejected the traditional. Work routine of the 20th century. Lloyds TSB has offered flexible work options to all of its staff and put into place it own procedures to allow every member of staff, not just with young children, the right to request to work flexibly. This Lloyds TSB stands out from other employers.By 2010, it is estimated that 85% of the growth in the UK workforce will be women.62% of the Lloyds TSB workforce is female and around 2,000 staff takes maternity perish each year. Of these, around 87% return to work for the company after their leave. This is an important statistic. In a tightening labour market, business must attract high calibre staff and then control their services. Lloyds TSBs reputation on flexible working is a very important factor in achieving this.The personal credit line case for Flexibility flexile working is not merely of benefit to staff but it makes excellent business environment too. Lloyds TSB believes its ability to spread expeditiously and effectively with the need for flexibility strengthens its position as an employer of choice and enables the group to deliver levels of service that differentiate Lloyds TSB from its competitors. Customers take advantage by getting to deal with professional, friendly enthusiastic and well knowledgeable persons. In an increasingly competitive market place where retailers, supermarkets and other companiescan also offer financial services. Lloyds TSB postulate customer service excellence around the clock to stay in competition.Lloyds TSB developed its own flexible approach in 1999 to help attract and retain the best staff. The Groups own leaver surveys (questionnaires completed by commonwealth leaving the business) showed that flexibility was the main reason for them joining them initially. This is also back up by a national survey which showed that flexible working was a mo re important factor that pays for graduates in choosing an employer. Employees need motivation and commitment. Research shows that people are more productive and experience less stress when they have control over the hours they work.So flexible working helps Lloyds TSB to gain the long line commitment and motivation of well qualified and experienced staff. It is far more expensive to recruit and train new staff than to retain existing ones. Flexible working generates cost savings too.Traditional work patterns usually involved fixed hours between 9.00 am to 5pm. Work beyond these hours was paid by employers overtime rates like time and half or more driving up staff costs. With the introduction of flexibility, Lloyds TSB has been able to extend staff cover at no added cost. In todays world, people with lifestyles require financial services at any time. Peak customer demand does not follow a traditional 9.00 am to 5pm working day either. For Lloyds TSB flexible arrangements allow emp loyees personal benefits to suit their own lives and deliver a more complete service to customers.So from the above it is clear Lloyds TSB was ahead of the game when it came to introducing flexible working patterns. The Group was aware that economic and social changes meant that people often live complex lives in and out side of work. Far sighted management at Lloyds TSB saw the benefits to the business of recruiting and keeping excellent people, who would be willing to build a career in the Group.The impact of credit crunch on Lloyds TSBThe phase means a severe shortage of money or credit and this comes about when banks and other lenders support confidence and are no longer wiling to lend to each other or to other borrowers. According to report published at Yorkshire Post go out 06 May 2008, Lloyds TSB revealed a further 387 million hit from the credit crunch but signalled there would be no need for a cash call to investors.In a another report published in Herald Scotland dated 30 July 2008, writes that credit crunch hammers Lloyds TSB as bank profits subside 70 %But Lloyds TSB has worked according to a certain plan faced the situation well.Continuous Improvement and Lloyds TSBLloyds TSB believes in excellent customers service and smooth and vapourish banking. Lloyds TSB has introduced online banking, provided numerous ATM machines to their customers and made the banking relatively easy and convenient.Lloyds TSB and IT transformationRealizing that the effort to improve its IT capabilities would require faster, deeper change than it could manage in-house, Lloyds TSB partnered with Accenture to create an IT competency that aligns IT delivery with the banks strategical priorities. Processes, tools and methodologies were brought closer to best practise, and the skills and experience of IT staff were improved.Lloyds TSB is making significant progress towards creating a high performance IT environment that aligns IT delivery with the banks strategic prioritie s. The Accenture/ Group IT team is confident that the improving IT initiative will help Lloyds TSB create a high performance business propelled by consistent increase in customer satisfaction and competitive differentiation.

A Current National Health Policy Social Work Essay

A Current National health indemnity friendly Work EssayPolicies be relevant and essential as they onlyow wellness professionals whether employer or employee, to work inwardly their remit and actualize their responsibilities to their clients, patients and their colleagues (Baggott, 2007). Walt and Gibson (1994) identified that health policies be made through complex association of actors, processes and content. The health polity triangle was introduced by Walt and Gibson (1994) as an approach of methodically discerning the various factors that end affect or generate a health insurance. Policy actors pertain to governments or individuals who kitty affect the policy, such as pressure groups and politicians (Walt and Gibson, 1994, cited in Buse et al, 2005). Policy process relates to the formulation or implementation of the policy and how it is communicated to the public or society (Walt and Gibson, 1994, cited in Buse et al, 2005). Policy content refers to material or sub stance within a policy which describes the issue or topic covered, such as social or political which may refer to national or local anesthetic areas (Walt and Gibson, 1994. cited in Buse et al, 2005).This essay provide scrutinise and critique a health policy. It will demonstrate the development of a policy and critique the beneficial worth, stating whether the health policy is achieving the objectives for its initial implementation. It will similarly evaluate and assess the policy content and determine the benefit of this particular health policy within my care for practice. Further much argue whether the health policy has strengths to enhance my practice or weaknesses which may check application to my role as a work nurse.The segment of Health were the policy actors who published the National Service Framework for electric shaverren, Young commonwealth and Maternity attend to in 2004. This policy was instrumental in change health professionals to look at shaverrens func tion in a different manner and address the whole child rather than the childs illness or puzzle they may have and instead look at techniques to prevent the problem from initially occurring (DH, 2004). The national service framework for children, unseasoned large number and maternity services (2004) brought to the attention of policy makers the necessity of action focusing on childrens services, which lead to more than policies and strategies cosmos formulated (Baggott, 2007). One of them creation ruddy lives, brighter futures. The strategy for children and two-year-old peoples health (2009), which states that all children and materialization people should grow up healthy with specific attention directed to the vulnerable which includes looked after children and children in low income families.Healthy lives, brighter futures. The strategy for children and early days peoples health was published in 2009, jointly by the Department of Health and the Department for Children, S chools and Families. This strategy was the Labour Governments plan to improve children and young peoples health and wellbeing (Department of Health and the Department for Children, Schools and Families, 2009). (DH and DCSF, 2009). The Labour governments aim through this outline was for children and young people to have more opportunities by using more easily accessible services, which would benefit them and diminish health inequalities leading to less strain on the countrys financial resources (DH and DCSF, 2009).Healthy lives, brighter futures. The strategy for children and young peoples health (the Strategy) (2009) was the uncreated approach targeting all health professionals and childrens services, which preceded the Healthy Child Programme From 5-19 years old policy in addition was introduced later the same year unneurotic by the Department of Health and the Department for Children, Schools and Families. To achieve the goals set out in the Strategy which targeted health profe ssionals in the community, hospitals and commissioners highlighting the importance of their part in reducing health inequalities (DH and DCSF, 2009). Child poverty is on a decline precisely in the United Kingdom (UK) one in four children are growing up in poverty (Department for Work and Pensions, 2009). Young people and children living in poverty additionally use and rely on more frequently, emergency services which finish add un requisite strain to health services (Centre for Excellence and Outcomes in Children and Young Peoples Services, 2010). Health inequalities are still present, and policy actors such as the British early days Council were there to add their voice to the areas, and problems which they felt still needs addressing for the young people of the UK (British juvenility Council, 2012).The section of the Strategy (DH and DCSF, 2009), which will be controverted/critiqued in great depth will be section five, titled Young People. I work with young people and pile look at the strengths and weaknesses of the Strategy and this area was withal chosen as young people sometimes have that their concerns are dismissed and their opinions are undervalued (British Youth Council, 2012).Adolescence is seen as a vital st advance where young people are leaving behind their childhood and stepping forward into adulthood where they are gaining more independency and in some cases looking after their own health for the first time, rather than depending on their parents or carers (DH and DCSF, 2009). The Strategies established are directed to providing health services for young people which targets their health as well as their psychological wellbeing (DH and DCSF, 2009). Through this transitional period adolescents are developing neurologically, physically, emotionally in addition to psychologically (Moshman, 1999). While young people are testing the boundaries though they are gaining more independence, young people are more plausibly to listen and seek advi ce from their peers rather than adults (Moshman, 1999). In our locality to make school nursing services more accessible to youngrs we provide a drop in clinic, where teenagers can come and discuss health issues or concerns they may have on their own or with a friend.The Strategy has recommended that health services arrogate a more young people friendly service (DH and DCSF, 2009). Youre obtain Quality criteria for young people friendly health service published by the Department of Health, Children and Young People (DH and CYP, 2011). This policy was one of the follow on programmes to the Strategy which gave more in depth recommendations, for providing additional user friendly health services for young people and development for staff to have a more user friendly approach. A project directed by Randall and hill (2012), noted that young patients wanted their nurses to be friendly but still give them their privacy and dignity without drawing unnecessary attention (Randall and Hil l, 2012).Youth workers establish in the community can break through barriers as they are mainly adult workers that can relate to young people as they may work with them daily, when young people attend youth groups or centres (Hilton and Jepson, 2012). Young people attending hospital appointments or in hospital can feel isolated, have low self-confidence or lose their individuality (Hilton and Jepson, 2012). Presently school nurses only work with young people mainly if they have health conditions, to promote health or have Child surety plans. If there were more resources available, in this case time, school nurses could work with youth workers to help elicit fears in young people, in regards to being admitted onto a hospital ward or learning to live with a long-term health conditions. This would empower young people to have additional confidence in health workers, and enable them to feel undaunted about their transition into the adult world (Young, 2006).Policy makers understand a nd recognise the importance of young peoples psychological wellbeing and mental health which is addressed (DH and DCSF, 2009). The issue to provide a service to tackle and deliver bear for young peoples mental health is challenging, as insufficient capital is available to deal with this one particular area on its own (Child and Adolescent psychic Health Services, 2012). This is evident by my employment Council that provides an integrated child support service, which entails education psychology and education welfare, early intervention and behaviour (Southwark Council, 2012). If the child has a more serious emotional or mental health problem that cannot be dealt with by the integrated child support service, the child would be referred to Child and Adolescent Mental Health Services, generally referred to as CAMHS (Child and Adolescent Mental Health Services, 2012).My employment Trust has CAMHS which provides mental health care for four Trusts and also a national and specialist tea m (Child and Adolescent Mental Health Services, 2012). Usually a referral to CAMHS can take from four to eight weeks before the child or young person would be given an appointment (Child and Adolescent Mental Health Services, 2012). This reveals how necessary and important the service which is provided by CAMHS is needed and required, but demonstrates the challenge to respond to the high demand of referrals in a sufficiently and effectively appropriate amount of time (Child and Adolescent Mental Health Services, 2012). CAMHS has a policy of if the child or young person misses their appointment due to any other reason than ill health, they will be stick jeopardize onto the waiting list.The Strategy recommends that young people should have more access to information regarding sexual health (DH and DCSF, 2009). Teenagers are known for assay unsafe behaviours whether it is sexually or experimenting with drugs or alcohol (DH and DCSF, 2009). Teenagers can access health services if the y are still in school or may want to discuss things away from their usual environment by attending sexual health clinics (DH and DCSF, 2009). In my school nursing locality young people are offered a drop in service where they can discuss personal issues presently the service is only offered once a calendar month due to lack of school nurses to run the drop in clinic.Southwark has the eighth highest rate of long term unemployment in England and Wales (Office for National Statistics, 2010). Southwark has 10% more deprived districts than the rest of England, in hurt of income deprivation which affects children living in the borough (Southwark PCT, 2011). Priority is made to safeguarding children which is paramount, and as there are quite a few cases of children in Southwark who have child protection plans (Southwark Council, 2012). Health of children in Southwark is generally worse than the average in England (Association of Public Health Authorities, 2010). Promoting healthy eating c an be challenging, when low income families are trying to provide a healthy meal for their family at a time when they are on a fixed income (Livingstone, 2007).The Strategy recognises that young people are adept at using the internet, and other forms of modern technology to gain access to information (DH and DCSF, 2009). Young people 16 years and above can open a Health Space account, where they can keep their current health records and have more control over their health information (DH and DCSF, 2009).Health space also gives young people guidance on healthy eating and information on different types of illnesses and where teenagers can go to get necessary support if required (Health Space, 2012). As part of the recommendations our school nursing service uses mobile phones to text young people to remind them of upcoming appointments. The policy Youre Welcome Quality criteria for young people friendly health services, identified that young people preferred to receive a text message rather than an appointment letter and to be given the option of attending their appointment with or without their parents (DH and CYP, 2011).An effective approach mentioned by the Strategy is for health to be promoted through advertising. This can be through television or radio commercials and also through posters in prominent areas and campaigns (DH and DCSF, 2009). A campaign which referred to excess drinking was called Know your limits encourage young people not to get drunk as they are not in control of their faculties and emphasised the dangers of being drunk such as getting alcohol poisoning to having unprotected sex (DH and DCSF, 2009).The Know your limits campaign ran from June to September 2009, which included advertising on television, radio and on the internet (Community besidesness Portal, 2009). A survey conducted after the campaign revealed that young people did take notice of the anti-binge drinking campaign (Community evaluator Portal, 2009). While 67% of young p eople said they would think more when out drinking with their friends, but none of the young people said that they would reduce the amount of alcohol they would consume (Community Justice Portal, 2009). This brings into question whether the campaign was effective, and whether another form of advertising would have been beneficial, productive and less costly.Teenage pregnancy rates are decreasing and currently are at the lowest they have been for the last 40 years (Office for National Statistics, 2010). In Western Europe England still has the highest rate of teenage pregnancy, with the majority of the pregnancies unwilled and half of them legally aborted (Swann et al, 2003). The Teenage Pregnancy Strategy launched in 1999, set out guidelines to reduce the amount of teen pregnancies in the UK (DCYPF and PH, 1999). The Strategy made exposed and productive follow on guidelines to the Teenage Pregnancy Strategy, which convoluted methods and approaches on how to reduce teenage pregnan cies and campaigns to promote effectual contraceptive techniques (DH and DCSF, 2009).Young people gray between 16 years to 24 years old still has the highest amount of reported sexually transmitted infections (DH and DCSF, 2009). The Strategy has made clear procedures and techniques on how to decrease teenage pregnancy by gleaning evidence based information from countries such as America where they have had an 86% reduction in their teenage pregnancy rate which they say was due to better quality use of contraceptives (DH and DCSF, 2009). Sex and relationship education is taught in schools by school nurses or by school teachers, but we are limited in some independent and religious schools by what we can teach the children. This would hinder and impede upon school nurses by-line the guidelines which the Strategy would like us to follow, as in some schools we have to negotiate with the head teachers what they will allow us to teach the pupils. For instance, in Catholic secondary scho ols if the pupils are taught sex and relationship education, it is limited to purity, abstinence and waiting till the students are married before having a sexual relationship (Catholic Education, 2012). childhood obesity is defined as weight gained to a significant amount which can affect the childs health (Parliamentary Office of Science and Technology, 2003). The Strategy tried to put in place guidelines to help combat obesity in young people, but the government admitted that they were struggling to find effective ways to tackle the obesity in young people (DH and DCSF, 2009). The Strategy was not precise or adequate with beneficial and practical guidelines to encourage healthy eating in young people (DH and DCSF, 2009). Campaigns such as Change 4 Life were introduced in the same year as the Strategy, with the goal of targeting the whole family into eating healthier and exercising, and postcode directed just for young people (DH, 2009).The Change 4 Life was effective to a certain extent, as it gave school nurses a worthwhile wight to go into schools and work with young children. Posters and leaflets were given to schools to promote the Change 4 life campaign but as for teenagers they found it unrelatable. In addition to the Olympics being held in London, the follow on campaign is Games 4 life (DH, 2011). This was designed at encouraging families to take an active part in the games instead of just watching it all on the television set in their homes (DH, 2011). Games 4 life misses out on the opportunity of targeting young people to get them involved with the Olympics where they could have schools competing against each other.Our experts are examining the Governments NHS reforms in detail and highlighting aspects of the legislation that merit greater scrutiny Right Hon Stephen Dorrell MP, Health Select Committee (2011). touchThe announcement of the NHS reforms by the current Government will have a thought-provoking impact on patients care and the roles which health professionals presently hold. For instance, additional audits will be put in place and this can be questioned about the effectiveness of these audits, as it may perhaps mean more time being spent on completing these audits which would mean less time focusing on service users (Ham et al, 2011).An adverse effect from the NHS reforms was the abolishment of the student education attention allowance scheme. (EMA) Young people in low income families relied on the EMA for funds for their books, and in some cases their travel expenses to college (British Youth Council, 2012). The distribution of the EMA bursary is now controlled by schools, training providers and colleges young people feel that it is biased as they see it as another way for the Government to control their education when the young people should be making more decisions for themselves (British Youth Council, 2012). The NHS reforms will give 80% of the health budget to general practitioners to control and decide where they think health financial resources should be spent (DH, 2011).CONCLUSIONThe Strategy has a positive and negative influence on my practice as a school nurse. There are a number of areas for improvement which has been highlighted, such as promoting healthy eating in schools. This could happen by working more closely with school teachers but there would also need to have more resources put in place. These resources requires having a bigger budget to hire more school nurses, and also more funds to target young people to demonstrate to them, that they are not an age group which society undervalues and fails to appreciate as noted by the British Youth Council (British Youth Council, 2012). By means of additional resources, an increase in the amount school nurses could be hired and we would be able to offer a more effective service to young people and their families.The Strategy recommended various ways of promoting sex and relationship education which is working, as records demonstrat e the decreasing levels of teenage pregnancies and abortions for forty years (Office for National Statistics, 2010). This is advantageous as with the reduction of teen pregnancies the Government as one of the main policy makers, can implement more policies which should enshroud to highlight the needs of young people to help reduce health inequalities and promote their health and wellbeing (DH and DCSF, 2009). Young people attend and are admitted to hospitals all the time. The Strategy did not give enough information on how young people would be supported if they had to attend or be admitted to hospital this could hinder my practice as not enough research has been conducted in this area.The study conducted by Hilton and Jepson (2012), noted the importance of youth workers who could relieve some of the fears of young people and support them when and if they are admitted to hospital. More money spent towards the youth service signifies youth workers liaising and coordinating with scho ol nurses working together to arrange schemes, work on leaflets or have an advice line for young people to contact school nurses. Presently we have a drop in clinic once a month but with more easily accessible contact services, young people would surely use the service if it was user friendly intended especially for their age group (British Youth Council, 2012).The Strategy has recommended some valid points which can be implemented into my nursing practice as a school nurse save there are some areas which have been demonstrated that are quite difficult to apply and facilitate without further resources and manpower to improve on the service which is presently in place for young people. Improvements have been noted and I am sure they will continue to improve while we have policy makers from different parts of the society such as the British Youth Council, who will continue to make society listen to the voice of young people.

Nazi Olympics :: essays research papers

The national socialist majesticsThemeMany events of The national socialist Olympics surround this sporting festival to make it i of the moot events in sport history. Not only does Mandell cover the 1936 Olympic Games themselves but he gives insight to the history of the modern games, participation by the United States, the spot of the games in the Nazi propaganda efforts and portrays heroes and key figures. Mandell wrote about the intersection of sport and politics and how world attracters set the agenda, not the athletes. The Nazis used the 1936 Olympic Games as a way to reinforce their political and racial goals. Although they were founded as part of a vision of world peace, the 1936 games became a stage for political disputes.The Nazi Olympics takes an in depth look at the efforts the Germans made to show the rest of the world that they had again become a powerful nation under the leader of Adolf Hitler. The events that followed the games in Germany, mainly the Holocaust and World War II overshadowed the Berlin games. However, it is very important to note that a world gathering like the Olympics took place in a country that was in the process of eliminating an entire race of people. The games were a huge success in regards to the Nazi regime, they were able to fool the world and strengthen to Germany that they were a peaceful and stable nation. CapsuleIn 1931, the International Olympic Committee awarded the 1936 Summer Olympics to Berlin. The choice signaled Germanys return to the world community subsequently its isolation in the aftermath of defeat in World War I. Two years later, Adolf Hitler became chancellor of Germany and quickly turned the nations flimsy democracy into a one-party dictatorship that persecuted Jews, Gypsies, and all political opponents. The Nazis claimed to control all aspects of German life which also extended to sports. In August 1936, the Nazi regime tried to camouflage its violent racist policies while the country hosted the Summer Olympics. Most anti-Jewish signs were temporarily removed and newspapers toned down their harsh rhetoric. Movements towards the boycott of the Nazi Olympics surfaced in the United States, Great Britain, France, Sweden, Czechoslovakia, and the Netherlands. Debate over participation in the 1936 Olympics was more intense throughout the United States, which traditionally sent one of the largest teams to the Games. Responding to the persecution of Jewish athletes in 1933, Avery Brundage, president of the American Olympic Committee initially considered moving the Games from Germany but he was blind and was determined to accept the invitation to Berlin.

ESSAY ON 3 WAR POEMS -- English Literature

ESSAY ON 3 WAR POEMSNo man wants to go to struggle and no government wants contend but on that point aremany different circumstances that lead to the action of contend. Thoseinvolved in war will allow political and personal views towards it. TheFirst dry land War was greeted with great enthusiasm and patriotismhowever it was the war in which millions died compared to the warsafter. In the past 200 years warfare has changed and with this changethe ideas on war have changed too.Wilfred Owen, Rudyard Kipling and David Roberts are well known warpoets. Using a selection of their poems we hope to analyze the twoconflicting views on war.To understand what influenced the poets we fill to get an idea oftheir social and historical background.The poet Rudyard Kipling was an ex army official so his poems on warcan be trusted. However during Kiplings war days war was not fullymechanized so Kipling cannot really describe the horror of WW1.In his poem For All We Have and Are Rudyard Kipling uses lyric poem andphrases like For all our childrens fate to emphasize the need forwar, Saying if you are not going to fight for yourself than fight foryour children.He than justifies going to war by saying a crazed and driven foe. Ithink by this he means that our foe is mentally disturbed we have tostop him for his own and others benefit. He than says The Hun is atthe gate Meaning that the Germans are coming. If we dont go out andmeet them they will attack us. He also curses the Germans by callingthem Huns.The Huns were originally an ancient tribe who ravaged and plunderedevery where they went. By calling the Germans, Huns Rudyard Kiplingsuggests that they are the same and present a danger to all so we hav... ... the stupidity of the war and uses sarcasticphrases such as It must take guts to drop those bombs on defenceless heap who had no chance to emphasize the unfairness of the war.Roberts also says Your boys didnt have to maim and kill or break thehearts of other mothers by t his disceptation I think he means that Iknow your depressed about the loss of your sons but think of the othermothers whose hearts your sons broke by killing people who like themwere just following orders.In this poem I feel David Roberts challenges the governments decisionto go to war against Iraq by calling this war the shamefullest ofwars and by highlighting the depression and death it has alreadycaused.If you look at the differences between the 3 poems described you willfind that as time want on and war got uglier you started hearing moreof the truth about war.