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4 Strategies to Avoid Truck Driver Burnout

4 Strategies to Avoid Truck Driver Burnout Long haul driving is hard. Period. Truck drivers are said to work 70-hour work weeks, but we all know the reality is more like 90. Compared to a normal office worker, clocking in at 40 hours a week, this is already a recipe for exhaustion. Add in the fact that off-duty time, usually spent waiting between loads or at a truck stop, requires a certain amount of vigilance and maintenance of the rig- and isn’t really down time after all. Plus the fact that the human body prefers to sleep at night, in the dark, when the body’s natural rhythm calls for it. And that, to be healthy, one needs better access to healthier food than can be found at truck stops or fast food eateries- and you’ve got a whole lot of drivers barreling down the highway towards depression, exhaustion, poor-health, and the dreaded burn out.Here are four strategies to make sure this doesn’t happen to you, whatever stage you might be at in your trucking career:1. Take vacationsYou might think yo u can’t afford the time off, even if you’ve been allotted it. But really, it’s the other way around; you can’t afford not to take the time off to rest and recharge. It will make you a safer, happier, and healthier driver. Take holidays as well! Family time is important. The normal rhythms of civilian life are too.2. Take breaksYou may get bonus points with your boss, and perhaps an extra couple of bucks, for getting there an hour sooner. But at what cost? Breaks, especially when you’re feeling even slightly fatigued, can be a game changer and a serious morale booster.3. Get regularIf at all possible, try and get on a regular route. You’ll be able to stop in the same places, build yourself a routine, and get on a more regular sleep pattern. If this isn’t possible, put yourself on the spare board on a regular, rotating basis. Falling asleep at the wheel is never worth the risk.4. Embrace the electronicNobody is particularly thrilled wit h these new electronic logs, but they may actually help level the playing field. They’ll take everyone off the road after 70 or so hours, and enforce breaks and rests. You’ll never have to worry that someone else is putting in double hours to make bank. And you can take your much-deserved break in peace.

Humanities Assignment Example | Topics and Well Written Essays - 500 words

Humanities - Assignment Example Despite the strong image factor, the West still makes and sells this kind of music successfully across the globe. Thus, music is a Western construct because the West â€Å"makes† music according to its own definitions and classifications of it. Music and/or dance can do things that are different from visual art by using properties that the latter does not contain and by involving couple, group, or community performance. Barnett (2012) provided five propositions of what music is, which does not only set it apart from other forms of noise, but from visual art as well. Music is organized sound, which is different from the organized hues of visual art (Barnett, 2012, p.7). The audience consumes music through their ears, and sometimes through their ears and eyes, while visual art is entirely for the eyes. Moreover, dance is a performance that sometimes requires two or more people participating in its production. The social aspect of its production sets it apart from visual art that can be very single-artist-driven in construction. Dance can also serve several social functions. Dance and its accompanying music act as a â€Å"lens† through which people can find social celebration and community solidarity (Barnett, 2012, p. 23). Dance can refer to rituals and other dances that serve diverse individual and social functions. Individually, people can dance to express themselves or to heal or curse others. Dance and music are common staples in social events too, such as weddings, birthdays, and funerals. Thus, dance and music operate at a different level than visual arts and can also be very social in its production and outcomes. Tango is an important music and dance in Argentina culture, precisely because it originated from Buenos Aires, Argentina. The urban poor developed tango during the 1890s and because of the socioeconomic conditions of its makers, tango was danced more frequently in brothels during this time (Morales, 2003,

Project Procurement Management Essay Example | Topics and Well Written Essays - 750 words

Project Procurement Management - Essay Example A signed Charter authorizes the Project Team to begin work on the project. Project Schedule gives planned dates for starting and completing activities and milestones. Project schedule could be an addendum to the project charter or be part of the charter document itself to provide a high-level timeline of the project to the management and the stakeholders. The Project charter should contain rough estimates for the management to budget for the project or choose to approve this project over other projects that are in contention for the funding. This could also be included in the charter document itself or be a separate supporting document as an enclosure. Expense item Costs$ Capital costs Hardware $25,000.00 Software $106,000.00 Infrastructure $83,000.00 Installation $12,000.00 Professional Services - implementation and training $200,000.00 Others $53,000.00 Total Capital Costs $479,000.00 First Year Operating Costs Salaries $300,000.00 Computer Operational costs $85,000.00 Contracted Services $200,000.00 Professional services $150,000.00 Others $75,000.00 Total first year operational costs $810,000.00 Total budget cost estimate $1,289,000.00 References: 1. Project Charter defined Authority Documentation Comparing Prince2 with PMBOK http://www.maxwideman.com/papers/comparing/authority.htm 2. What should a project charter contain A Project Charter template http://www.vita.virginia.gov/projects/

Earth is my mother Essay Example for Free

Earth is my mother Essay The author’s purpose in writing was to understand for herself and to be able to present Navajo sandpaintings as â€Å"dynamically sacred living entities whose meanings lie in the process of their creation and use† (page xix). Sandpaintings, created from different colored sands and sacred objects, are not art. They are representations of mythical beings and legends created for the purpose of reestablishing someone’s health and harmony. The study of sandpaintings and their various meanings permits the reader considerable insight into Navajo land-tied religious beliefs, world view, creation myths, society, history, and even concepts of time. The author, Trudy Griffin-Pierce, provides little autobiographical information in the book. She mentions her rootless Air Force upbringing and how her early readings were devoted to books about Native American culture, especially the Navajo. Although she is distantly related to the Catawba Indians of South Carolina, she always felt a kinship with the Navajo and lived for a time with a Navajo family, learning their traditions, history, and language. This bond drew her to Arizona after she completed her undergraduate degree in art at Florida State University. N. Scott Momaday, in his â€Å"Forward†, adds that Ms. Griffin-Pierce is a very creative artist, capable of understanding and discussing the artistic dimension of the Navajo world. She makes the inventive and imaginative Navajo system of belief without our understanding. Ms. Griffin-Pierce received her doctorate in anthropology from the University of Arizona in 1987, where she is currently Assistant Professor in the Anthropology Department and teaches three courses. The information on her website at the University of Arizona reveals that this was her first published book. She has written four newer books, The Encyclopedia of Native America (1995), Native Americans: Enduring Cultures and Traditions (1996), Native Peoples of the Southwest (2000), and Paridigms of Power: The Chiricahua Apache Prisoners of War and Naiche’s Hide Paintings (in press); and two articles, â€Å"When I am Lonely the Mountains Call Me: The Impact of Sacred Geography on Navajo Psychological Well Being†, and â€Å"Navajo Religion†. All of her writings center on the history of Indians in the United States’ Southwest. She is currently studying aging and dementia among Arizona’s Native Americans. In Earth is my Mother; Sky is my Father, Ms. Griffin-Pierce details Navajo religious beliefs, world views, historical myths, societal structure, and astronomical concepts before she discusses the use and structure of Navajo sandpaintings. Basic Navajo religious beliefs are still followed by many Navajos who chose not to assimilate the tenets of Christianity presented to them in the 1800’s. There is no word for â€Å"religion† in the Navajo language. Spirituality, health, harmony, and beauty are inseparable. The universe is an all-inclusive whole where everything has a unique place and beneficial relationship to all other living things. God is the â€Å"Unknown Power† worshipped through His Creation. The Navajo also have a close relationship with the Holy People, with whom they interact daily. (page 34) Navajo religious beliefs are closely tied to their intense longing for and their love of their homeland, which they consider the â€Å"point in space from which all conceptions of the cosmos proceed†. (page xv) The land and the earth is their foundation of all belief, wonder, and meaning in human existence, and the four sacred mountains are the center. There are no permanent religious centers. The Native American Church is a local peyote visionary religion.    The Navajo have a circular concept of time that permits their mythic, spiritual world to coexist with their physical world. The author suggests that the Navajo sacred sandpaintings cannot be understood unless we accept the Navajo’s â€Å"mythopoetic context of layered time, space, and meaning†. (page 7) Navajo spirituality affirms humanity’s place in nature as a whole. Their ceremonies restore the interconnectedness of all life. They believe sickness results from failure to maintain reciprocal responsibilities with the environment, infringement of ceremonial rules, and transgressions against one’s own mind and bodies. Her purpose in writing this book is to share a more humane, more connected view of the world and its contributions in reestablishing humanity’s alignment with the universe. (page 9) Navajos still worship gods and goddesses of specific purposes. Their deities include the Sun; Changing Woman, who brings the earthly seasons; and their children, Hero Twins, Monster Slayer, Born-for Water, First Man and First Woman, First Boy and First Girl, the trickster Coyote, and the Speechless Ones, who cannot utter words. (page 34) These are often depicted in the sandpaintings. Navajos have a concept of the â€Å"Holy Wind†, reminiscent of the Christian Holy Spirit, as a being that exists everywhere and is in all living beings. For them this means that all living beings are related and that humanity has a responsibility to care for other living beings. Curiously, in Navajo Creation stories, the Holy People spoke, sang, and prayed the world into existence with their sacred words. Since everyone has an inner form and is part of the Holy Wind, each has a Holy Person located within. Oneness with the universe creates a responsibility to treat one’s fellow creatures with the same respect one has towards oneself. (page 73). The Navajos were among the last American Indians to migrate from Asia to North America and were late in arriving in the Southwest. They settled in the geographical area bounded by the four Sacred Mountains in the Four Corners area of the Southwest. Their geographical isolation protected them from diseases brought by the Spaniards and provided them with access to stealing their horses, sheep, and goats. They learned weaving from the Pueblos. The Navajo societal structure was and is matriarchal, clan, and family based, and they dwell in isolated family groups structured by the nuclear family, the matrilocal extended family, close relatives, and other relatives. Many Navajo live in frame houses today, but some still choose well-constructed hogans. (page 21) Navajo ceremonial healings involving sandpaintings are conducted by highly trained practitioners called â€Å"chanters† who have learned to sing the elaborate Navajo rituals. The Navajo chanter can cure witchcraft, exorcise ghosts, and establish immunity to illness.   A chanter is a priest, not a shaman, and never enters the shaman’s characteristic trance state. Most chanters are men. Women become diagnosticians, or shamans who acquire knowledge in a trance state. (page 39) Navajo ceremonials are rites (rattle is not used) or chants (rattle accompanies singing. The major rites (Blessingway and Enemyway) use drypaintings with pigments made from plants, including corn, pollens, cornmeal, flower petals, and charcoal. The author explains that Enemyway is a form of exorcism against the ghosts of aliens, violence, and ugliness. The chanting ceremonies (Holyway, Evilway, or Lifeway) use sandpaintings of different colors of sand, ocher and charcoal. Other sacred objects, vegetation, and bowls of water are incorporated into both types of ceremonies. (pages 40-41) There are hundreds, if not thousands, of different sandpainting designs. A sandpainting is a place of entry where supernaturals enter and leave, attracted by their likenesses in the painting. The establishment of this pathway lets the evil or illness in the patient be replaced by the good, or healing power of the supernatural being. (page 43) The healing ceremonies last for several days. It takes four to six people three to five hours to complete a sandpainting six feed in diameter. The workers begin in the center and work outwards. (page 45. The Navajos’ basic concept is that the powers of the heavens and earth are drawn into the sandpainting for the purpose of healing. Time is compressed so that powerful mythic events of the past coexist with the present and restore harmony and well being to the person being healed. (page 58) The sandpainted image is intended to let the sick person project his or her mind through time and space, rising above present earthly limitations.   The Navajo layered worldview becomes meaningless during a ceremony as all layers of heavens and underground become one. The Navajos study the constellations and star arrangements primarily for determination of seasons, and they are not part of the ceremonial core of sandpaintings, even though depictions of mythical gods of creation in the form of constellations may be used. (page 103) One of the more interesting myths is how Younger Brother went to the sky country and met an inner circle of hostile beings whom he left to stay with the friendly Star People in the outer dwellings. These friendly Star People, whom the Navajo call â€Å"The People†, and the hostile beings are still incorporated into sandpaintings. The author concentrated on the â€Å"Mother Earth, Father Sky† sandpainting because it is the most familiar to outsiders and presents the most detailed depiction of the Navajo heavens of sandpaintings in use today. (page 175) She describes the intricate, careful, detailed process involved in making a sandpainting. Mother Earth and Father Sky must be identical in shape and size. The act of creating a sandpainting is healing because it focuses everyone’s thoughts on the principles of balance and order. (page 177) The painting becomes â€Å"alive† to serve its transcendent purpose when the chanter strews sacred pollen on it and blesses those attending. (page 183). The sacred and blessed sandpainting forces the patient to reconnect in time and space to past and present sacred forces and reminds the patient of her connectedness to humans present physically or spiritually. (page 194) This book accomplishes the author’s stated purposes and does discuss the themes in detail. However, the information is disorganized and scattered, making the book itself hard to read. The author’s purpose was to teach the reader how to understand and appreciate the making, content, and purpose of Navajo sandpainting, which she accomplishes. Some of the information presented about Navajo religious beliefs is curiously similar to Christianity, and the author does not sufficiently discuss whether or not these were original to the Navajo who migrated to the Americas or picked up and changed a bit from what Christian missionaries tried to teach them. The Navajo ties to the religious symbolism of their land is remarkably similar to early Hebrew thought, but no mention is made of that. The textual sources used by the author are all documented research papers or books that are fairly recent in date. One would wish earlier sources had been consulted on some issues, but their availability is not known. The author combines quite boring detailed information with her myths and more lively text, making the book itself a challenge to complete. BIBLIOGRAPHY Southwest Studies Program. Biography of Trudy Griffin-Pierce. University of Arizona. http://web. arizona. edu/~swst/faculty/tgpierce. htm. Griffin-Pierce, Trudy. Earth is my Mother; Sky is my Father. Albuquerque: University of New Mexico Press, 1992.

Fashion media communication

Fashion media communication â€Å"Twenty years from now you will be more disappointed by the things that you didnt do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.†- Mark Twain All my life I have dared to go that extra mile to achieve whatever I have wanted. Now that I have become a part of this industry I am living my dream. Fashion and Style are not mere words but an intrinsic part of todays life. Fashion according to me has limitless possibilities and infinite opportunities for the creativity in an individual. It has a wide spectrum, and still a wider scope for experimentation to express that creative urge. Today fashion has acquired global standing. Its language imbibes in itself a blend of cultures. Fashion is the great leveler, the harmonizer. Fashion is the fusion of artistic tastes, its eloquence may be simply elegant or classic. Whether one feels identified to fashion or not, being indifferent to its massive attack is inevitable. Having had the opportunity to study in one of the most prestigious fashion institutes in the country I have been able to imbibe in me the intricate nuances and skills of the fashion world. But I believe in maintaining an explorative attitude as life is a learning process hence I am keen on exploring other dimensions in this field. The various Industry visits which were a part of my curriculum during my graduation and the internship at one of the leading export houses of India aided me to interface between design and technicalities of production and understand the different arenas of the fashion industry. I also had the opportunity to promote the arts and crafts of India by undertaking projects in the cluster developments of the country. I have a flair for designing and the ability to maximize the resources in hand and the confidence and desire to make a name for myself in the field of Fashion Media and communication. The Fashion Design degree from the National Institute of Fashion Technology has instilled in me high levels of creative awareness. An accentuated penchant for excellence gives me the required patience, which is a prerequisite in the field. I do not get bogged down by deadlines; rather I keenly look forward to meet them. Designing and production are certainly not the end of the design process, with promotion of the fashion products being an equally important part which depends mainly upon the creative use of the diverse media involving communication techniques. My bachelors education in Design has endowed me with lasting inputs in areas like Design Process, Fashion forecasting, Product development, Graphic Design, Styling, Fashion management and branding which I believe will help me to further strengthen my abilities and develop in me the art and acumen to carve a niche for my self in the field of Fashion Media and use the appropriate tools to market fashion as the product of artistic creativity. I desire to become a student at your highly acclaimed institute to polish my skills which I inculcated during my graduation through perseverance and dedication and   focus on the core concept of fashion as an inherent part of our society with the objective of making people aware of the importance of fashion as a way of life. I see HE Diploma (Fashion Media and Communication) offered at the London College of Fashion as a means for enabling me the high expertise and skills required in this field. But most importantly, I see it as a means of evolving my own personality and outlook about the fashion world and directing my energy and knowledge towards the efficient and meaningful culmination of my career objectives.Through this course I would want to focus and develop in me the ability to be part of Fashion Media, and use the appropriate tools to project and market fashion as the right mix of artistic creativity and business. I believe in expression and I have chosen fashion as my medium of self expression and would like to use fashion media and communication as a platform to realize my dreams. I strive to be the best, trained by none other than the best. As Archimedes once said â€Å"Give me a firm place to stand, and I will move the earth†.

The Role of Fate in Oedipus the King – Essay Sample

Oedipus the King was written by Sophocles and was is titled Oedipus Rex in Latin. It is one of the most well-known Greek tragedies. As is the case with Greek tragedies—or roughly most tragedies that make their way to stage—fate plays a key role in the events in Oedipus the King. The play is also the origin of the term â€Å"Oedipus complex. † Fate as Antagonist The primary antagonist in this tale is fate. Most tragedies where fate is the driving theme the characters in its web all attempt to escape it.Unfortunately fate can’t be avoided and if it is tempted fate will usually render a far worse conclusion for attempting to deprive it of its will. Laius’ Fate Apollo tells Laius that he and Jocasta would have a son that would kill him. When Oedipus is born, Jocasta sends Oedipus to his own fate and leaves him on a mountainside to die. Jocasta attempts to cheat fate by doing away with her son to save her husband, but Oedipus is found by a shepherd who s aw the whole thing and raised by King Polybus.Laius’ fate comes when he kidnaps the son of King Pelops and basically showed little respect for Pelops’ hospitality by doing so. The Fate of Thebes Oedipus sends Creon to the temple of Apollo to figure out what will become of Thebes and how to do away with the plague. Fate is tempted here by the Oedipus attempting to end the plague when it is not his place to do so. Apollo tells Oedipus that he will end up killing his father and taking his mother. Oedipus believes he will end up killing King Polybus. Oedipus’ Fate Teiresias—Apollo’s blind prophet—tells Creon of Oedipus’ fate.Oedipus is busy trying to find the murderer of Laius. Teiresias cryptically tells Oedipus the nature of his marriage, but Oedipus doesn’t interpret the meaning in Teiresias’ words. He tells Oedipus that the shame of his relationship will bring about ruin and that the insults Oedipus gives to him will be returned as a result of his deed. Oedipus sets himself up for downfall further when he forsakes Teiresias’ word and says he has no special ability.As prophets are basically the mouth of the gods and do their direct  will, Oedipus is in a way committing blasphemy. The provocation leads Teiresias to—again cryptically—tell Oedipus that he is actually on level footing with his children and that the truth with crush him. When Oedipus relays the events to his wife, she tells him to ignore the prophecy and that Apollo’s prophecy didn’t hold up as she believed that her husband was killed by a bandit. Strands of Fate Tied Up Oedipus finds out that Polybus doesn’t die at his hands, but of natural causes so it seems the prophecy didn’t come true.However, Laius is killed by Oedipus when the two argued over who had the right of way on a road. Neither man recognized the other. Oedipus marries Jocasta, widow of Laius making his both wife and son t o her and father and brother to his children. Oedipus finds out about the true nature from a shepherd, finds his wife Jocasta who had hung herself, took her jewelry and smashed them into his eyes. Oedipus ends up blind and destitute and his children cursed by being the product of incest.

Engage In Personal Development Essay

1.1 Describe the duties and responsibilities of own work role. As a Teaching Assistant my main responsibility is to create a safe, happy, positive, stimulating and multicultural learning environment in which children can be cared for. My main duties are listed below: To work as an integral member of the team, creating a safe, constructive and stimulating environment for the children. To meet the children’s individual needs, appropriate to their stage and level of development. To be involved in the setting up and clearing away at the start and end of each session as required. To be involved with the planning of activities. To support literacy and numeracy activities in the classroom. To foster children’s growth of development and self reliance, and to be involved in children’s activities with a view to supporting and extending these activities appropriately. To ensure that toys and equipment are maintained, clean and safe to play with or use. To understand and comply with the Fire Drill Practise. To attend and take part in staff and other relevant meetings. To keep a daily register, first aid box and other relevant records as required. To communicate with parents and carers in a positive, constructive manner. To make time available on a regular basis to discuss the day to day running of the setting with other members of staff. Observing pupil performance and reporting on observations to the teacher Listening to pupils read, reading to them, and telling them stories. I also feel that as an individual I am able to communicate well with children and adults and actually enjoy doing this and hopefully inject a bit of humour into work. Often I am left to decide how or what to do with children as the teacher is tied up doing other things. This means I must use my own initiative and get on with the task in hand. I am able to do this without a  problem. I realise I must always be busy and if this means straightening the books in the book corner or sharpening pencils then this is what I do. I am aware I am expected to follow all the schools policies and procedures and so I have a copy of them all and have read them all. An important policy is of course confidentiality. Everything that happens in the school must remain there – I am not to discuss children school records and background with any outsiders. I am a good listener too and feel I have a sympathetic nature however I also realise I need to be firm but fair. Boundaries are important to chil dren and must be made clear. 1.2 Explain expectation about own work role as expresses in relevant standards. Each work role has its own set of standards the expectations I was given by my class teacher included being reliable and able to build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also I was expected to work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children could feel confident and would be able to boost up their self-esteem. I was also expected to supervise the children which meant following the Child Protection Act and health and safety policy. Children must always be watched closely to prevent and reduce the severity of injury to children. Children often challenge their own abilities but are not always able to recognise the risks involved. As a Teaching Assistant I need to supervise children and identify any risks and minimise injury. The National Occupational Standards for Teaching Assistant offers guidance on the wider aspects of competent performance. It also forms the basis for the NAPTA (National Association of Professional Teaching Assistants) Profiles, which many schools now expect their Teaching Assistants to complete. The Support Work in Schools qualifications at levels 2 and 3 are also based on the National Occupational Standards. Dfe and Ofsted are examples of other models of performance which are accessible to assistants. 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided. Reflective practice is one of the tools which can be used by Early Years Professionals to fulfill their role as ‘change agent’, which is at the heart of the Early Years Professional Status (CWDC, 2008). By structured reflection on current practice the EYP can identify what change is valuable, worthwhile and improving. As part of our job role it is important to carry out reflective practice especially because we work with children/young people and our effectiveness will have an impact on them and their learning. Reflective practice means thinking about and evaluating what you do and discussing any changes which could be made. This means focusing on how we interact with colleagues, children and the environment. It means thinking about how we could have done something differently, what we did well, what we could have done better. How we can improve what we have done. It also means reflecting our own values, beliefs and experiences which shape our thoughts and ideas. This will allow us to obtain a clearer picture of our own behaviour and a better understanding of our strengths and weaknesses- so that we can learn from our own mistakes and take appropriate future actions. I am always trying to improve the quality of my performance and by using reflective practice it allows me to look objectively at my work and figure out how I can improve on it. Reflective practice allows me to support the children better and better- if I have any concerns about how the session went I can look back and work out what more I could have done. I may have used one resource and found it useful and then choose it again with another child. It helps to have something to aim for, it helps with job satisfaction. 2.2 Demonstrate the ability to reflect on practice. From experience reflection on my own practice has given me opportunities to improve greatly on the task next time. It doesn’t mean that I was â€Å"wrong† to begin with it just means that the good parts of the task can be made even better. It really is about striving to improve on what was done. I am in the fortunate position to have a mentor who is excellent at tweaking my tasks and highlighting how I could improve on them. The first day I worked as a TA I was placed in a Reception class where I was to split children into  three groups. One group went to play in the sandpit, another outside on the tricycles and the last group were sent to paint. All the children were happy and content however the painting group became bored very quickly. I soon realised I hadn’t guided the children in any way. When I suggested painting a family member suddenly their interest came back and they were intent on finishing their family portrait before venturing into the sandpit. I realised on reflection that such young children needed direction and instruction in order to maintain their attention on something. I should have done this at the outset but didn’t. This is an example of reflective practice from my very first day in a classroom. This is just one example and as a TA I can honestly say that there is more than one example a day which reinforces what an important thing reflective practice is. I fortunately work in a school that are big into reflective practice and so it isn’t difficult to approach staff if a method of teaching isn’t working well. Very often learning methods need to be tweaked for the individual also. I have often worked with a group who all but one found the task manageable. For that particular child I had to change part of my instruction in order to help with the way they were able to learn. For example one of my children finds that by moving about and learning by touching things helps him to understand concepts being taught to him. I recently changed a counting task to suit him whereby I asked him to count chair legs round a table. The others were happy working with units and an abacus. I now realise that I have developed all my learning strategies through reflective practice. 2.3 Describe how own values, belief systems and experiences may affect working practice. Reflection can be difficult when your own attitudes and beliefs may differ from others. It is important to not let your own attitudes and beliefs affect your work role and to maintain your professionalism at all times. I have tried to look at what I value and consider and how my own beliefs / experiences could affect the way I work below: Background My family structure, its culture and origin will differ from others. I have parents, siblings, grandparents, aunts, uncles, cousins and friends. I can’t imagine life as an only child. My parenting techniques and parenting I  received will differ from those around me. I may not agree with how children are punished at home however I am in no way expected to pass judgement to the children. Moral influences Two children in the class I assist in are not able to be involved in Christmas activities of any sort due to their religious beliefs. At Christmas they were unable to decorate stars and make tree decorations or join in with the nativity and Christmas meal. I sat and made different things with them and kept them entertained during rehearsals however I did feel sorry for them as both wanted to join in with their friends. It was important that I didn’t show my feelings to them though as this would of been very wrong. Other people may struggle with those who have different diet and lifestyles e.g. veganism, vegetarianism. Marriage, war, immigration and emigration are other areas people may have opinions on along with trafficking, smacking, smoking, drinking, unemployment and employment. 3.1 Evaluate own knowledge, performance and understanding against relevant standards. This is about reflecting on and evaluating honestly my own performance, and discovering ways to improve it through skills development. This requires me to identify my strengths and weaknesses and to try to find out what information and support is available to help me develop a plan covering my own personal and professional aspirations, and then put those plans into action. As I mentioned earlier, I monitor my performance regularly to make sure that it is as effective as possible. I luckily get regular and useful feedback on my performance from my class teacher. I usually log where I need to make any improvements so it is clear next time I come to do the task where to make the relevant changes. Recently due to new recommendations the school has needed to change the marking system. We now put a circle not a cross next to incorrect work. Any changes I need to be aware of for my teaching practice.

What Clothes to Bring to College

What Clothes to Bring to College Figuring out what to bring to college is challenging enough before you even start thinking about clothes. (And, lets be honest, its especially challenging if youre a girl.) How can you decide what clothes to bring to college and what to leave at home? While your own fashion sense and clothing needs might differ a bit, there are some guidelines to consider when it comes to bringing clothes to college: Ditch Your High School Garb Dont bring anything that refers to high school or has a high school logo on it. Youll feel like a dork as soon as you realize no one wears anything that has to do  with  high school once they hit college. Bring All the Basics Definitely bring the basics to cover the following: class (jeans, t-shirts, etc.)date/dinner out with friends (guys: nice top/pants, girls: dresses/cute skirts/etc.)something niceguys: not necessarily a suit but a button-down, tie, and nice pantsgirls: little black dress for sure, but leave the prom dress at home Youll need other basics like jackets, sweaters, gym clothes, pajamas, robe (not everyone likes to walk from the bathroom to their room in a little towel), and a swimsuit. Stock Up on Underwear Bring a lot of underwear. This may sound strange, but many students only do laundry when their underwear runs out. Do you want to be doing it every week or every 2 to 3 weeks? Think Seasonally, Not Annually Think about the weather and when youll be seeing your family next. You can always bring summer/fall stuff and then do a clothes swap for winter when you come home a few weeks after classes start, over Thanksgiving  or for the holidays. If you really want to bring everything you wear but dont want to worry about bringing everything you own, focus on what youll wear over the next 6-8 weeks. At that point, you will be better able to gauge what youll want/need/have space for and possibly do a swap as the weather cools down. Pack a Just in Case Box You can always bring what youll need for the next 6 to 8 weeks but leave a just in case box back home, i.e., a box of stuff you may want but arent sure until you know how much space youll have. Then, if you end up wanting it, you can just ask your folks to ship it. You can also use that box for warmer-weather stuff that you can ship as the weather cools down. Pack Light and Save Room for New Stuff Keep in mind, too, that you should err on the side of not bringing too much instead of overdoing it. Once you get to campus, chances are youll sport for a new sweatshirt when theyre on sale in the bookstore, go shopping around town with some friends one weekend, end up with tons of t-shirts from events or clubs on campus, and even swap clothes with other people in your residence hall. Clothes have a tendency of multiplying suddenly on college campuses, so as long as you have some basics with you when you arrive you should be set.

Charles Darwin Essays - Charles Darwin, Coleopterists, Free Essays

Charles Darwin Essays - Charles Darwin, Coleopterists, Free Essays Charles Darwin science Charles Darwin Darwin was born in February, 1809. He left the school at Shrewsbury to the University of Edinburgh to study medicine. In 1827 he dropped out of medical school and entered the University of Cambridge, intending to become a clergyman. There he met Adam Sedgwick, a geologist and John Stevens Henslow, a naturalist. Henslow not only helped build Darwin's self-confidence but also taught his student to be an observer of natural phenomena and collector of specimens. After graduating from Cambridge in 1831, the 22-year-old Darwin was taken aboard the English survey ship HMS Beagle, largely on Henslow's recommendation, as an unpaid naturalist on a scientific expedition around the world. Darwin's job as naturalist aboard the Beagle gave him the opportunity to observe the various geological formations found on different continents and islands along the way, as well as a huge variety of fossils and living organisms. In his geological observations, Darwin was most impressed with the effect that natural forces had on shaping the earth's surface. During the voyage Darwin found himself doubting that all creatures had been created individually when he found fossils closely ressembling each other. In the Galapagos Islands, off the coast of Ecuador, he also observed that each island supported its own form of certain animals; the various forms were closely related but differed in structure and eating habits from island to island. Both of his observations raised questions about the links between different species. After returning to England in 1836, Darwin began recording his ideas about changeability of species in his Notebooks on the Transmutation of Species. He wrote a theory about his findings but did not publish it. Darwin's theory was first announced in 1858 in a paper presented at the same time as one by Alfred Russel Wallace, a young naturalist who had come independently to the theory of natural selection. Darwin's complete theory was published in 1859, in On the Origin of Species. The Origin sold out on the first day of publication and after this went through six editions. His ideas were widely critized by scientists and the Church. Darwin spent the rest of his life based around his theory and arguments against it. He was honored by burial in Westminster Abbey after he died in Down, Kent, on April 19, 1882.

Company Law Essay Example | Topics and Well Written Essays - 2250 words - 3

Company Law - Essay Example In the given problem, though, the place of incorporation of â€Å"Beauty Care Ltd or BCL â€Å"is not given, it is assumed that it has been incorporated in a valid jurisdiction. Hence, it is assumed that it is not a private company incorporated in Hong Kong and a company registered elsewhere, which is suitable for listing in Hong Kong. It should have a past trading record in the last three financial years and its net profit after taxes but before dividend should not be lesser than HK $ 20,00,0000 and in respect of the last two financial years, it should not be lesser than HK$ 30, 00,000. In the last three financial years, a minimum of HK$50 million should have been reported as profit. At least twenty five percent of minimum paid-up capital should be controlled by at least not less than one thousand public shareholders. It is to be observed that above mentioned minimum number of public shareholders shall exclude any employee holdings of the company. However, up to five percent holdings held by employees is permitted to comprise of the twenty-five percent public shareholding spread. By the introduction listing of securities already issued where no marketing arrangements are needed since the securities for which listing is sought are already of such an amount and so widely held that there is enough marketability. Beauty Care Limited (BCL) has to submit an application for listing its shares and it has to go through the formalities of the dual vetting and filing process by both the SFC and HKSE. However, in case if the application is made to HKSE only, then it will forward a copy to SFC. Further, HKSE will be the front-end communicator for the purpose of listing. (Soulier & Best 2005:200). Further, the listing document of an overseas issuer who wishes to have a primary listing in Hong Kong should furnish a summary of the specific regulatory statutory rules or otherwise of the overseas

Organizations and group behavior Essay Example | Topics and Well Written Essays - 2000 words

Organizations and group behavior - Essay Example In accordance with the issues discussed in the paper the increase of competition in all industries has led organizations to search for strategies, which can help them to develop a competitive advantage towards their rivals. In order to identify the key elements of group behavior it should be necessary to understand primarily the characteristics of a group, as part of the organizational life. In accordance with Martin within organizations, different forms of group can be identified: a) individuals working on similar organizational activities may not constitute a group; for example, the lecture staff in the same department of a particular university may not meet or cooperate; these individuals cannot be characterized as a group, b) the sub-sections of certain organizational departments are often parts of formal organizational units and they are likely to help towards the completion of organizational tasks of low importance, c) informal groups within organizations are common for promoti ng specific organizational tasks or ideas; for instance, the case of ‘friendship groupings and task-depended networks’, d) groups related to a particular organizational project can be developed within an organization; these groups, formal or informal, are not permanent, as for example ‘a project group working on the building of a new oil refinery’, e) formal and informal groups can be developed within organizations for completed a particular organizational task; these groups are ‘transient’, as for example a formal group working on the reduction of the organization’s travel expenses by 10%.... within an organization; these groups, formal or informal, are not permanent (Martin 232), as for example ‘a project group working on the building of a new oil refinery’ (Martin 232), e) formal and informal groups can be developed within organizations for completed a particular organizational task; these groups are ‘transient’ (Martin 232), as for example a formal group working on the reduction of the organization’s travel expenses by 10% (Martin 232). The development of group activities within modern organizations has been often related to the trend of firms to imitate the strategies of their rivals (Griffin and Moorhead 2011). In the study of Griffin and Moorhead (2011) reference is made to the risks that such strategy can hide mostly because of the following fact: the use of teams for promoting organizational plans can be beneficial for organizations but the costs involved can be also significant. The case of Ampex is mentioned as an example of the benefits of team development within modern organization: in Ampex, the involvement of teams in organizational activities led to the increase of ‘online customer delivery by 98%) (Griffin and Moorhead 272). In Texas Instruments, the use of teams for developing the daily organizational tasks resulted to the reduction of organizational costs for about 50% (Griffin and Moorhead 272). Also, in Eastman, the development of teams across the organization supported the increase of organizational performance at significant levels; the productivity of the organization was increased for about 70%, a result which was directly related to the involvement of teams in all organizational projects (Griffin and Moorhead 272). In accordance with the above findings, the role of group in the development of organizational performance,