Financial Reporting & Analysis Coursework Example | Topics and Well Written Essays - 1500 words

Financial Reporting & Analysis - Coursework Example The researcher of this coursework describes the subject of the conceptual framework in financial accounting as well as on an evaluation of whether the criticism, that is leveled on the conceptual framework for failing to fulfill its main objective depends on outlining the main objectives of conceptual framework and comparison with what is undertaken in the field by the practice. The analysis depends on actualizing that the conceptual framework financial accounting concurrently reflects, represents, mirrors, or measures the normal feature of the pre-existent economic reality. The conceptual framework can further be analyzed in terms of the evaluating the accounting principles, inherent concepts and enhanced or entailed focus of general function financial reporting elaborated in the Conceptual framework. The main idea behind the introduction and development of the conceptual framework lies in the provision of the structure for creating accounting standards that act as the main or sole center for resolving emergent accounting disputes. In conclusion, the researcher sums up his study and opinions and states that the criticism of a conceptual framework for being a failure and not satisfying its purposeful roles is hence notable and real. Lack of certain rules in the frameworks denies the essential regards desired for control of the professional. The framework, hence requires a streamlined approach aimed to mend the framework that would create a real economic approach that is healthy for the accounting profession in entirety

Billing system Essay Example for Free

Billing system Essay The Information Flow Model (IFM) is used to understand the sources and destination of information flow, which is required to execute the business process as shown in Figure 3.5. In IFM, information or data generators and processors are brought together to explain the flow. This could be documents, e-mail, or voicemail. The contents of the flow could be text, images, or diagrams. The purpose of the flow is to take the process further to its logical conclusion. For example, a customer order is to be processed for delivery or to be rejected, and necessary data or information input has to be provided progressively in the process. IFM is generally a high-level model showing main flows, internal flows of information from sources, such as product catalogs, and manufacturing schedules. Customer profiles and accounting information are not shown. These are presumed to be present. In an information flow model, each processing stage is described as one of the following stage classes: 1. Data Supply Ââ€" where data suppliers forward information into the system. 2. Data Acquisition Ââ€" the stage that accepts data from external suppliers and injects it into the system. 3. Data Creation Ââ€" internal to the system, data may be generated and then forwarded to another processing stage. 4. Data Processing Ââ€" any stage that accepts input and generates output (as well as generating side effects). 5. Data Packaging Ââ€" any point at which information is collated, aggregated and summarized for reporting purposes. 6. Decision Making Ââ€" the point where human interaction is required. 7. Decision Implementation Ââ€" the stage where the decision made at a decision-making stage is executed, which may affect other processing stages or a data delivery stage. 8. Data Delivery Ââ€" the point where packaged information is delivered to a known data consumer. 9. Data Consumption Ââ€" as the data consumer is the ultimate user of processed information, the consumption stage is the exit stage of the system. Data moves between stages through directed information channels Ââ€" pipelines indicating the flow of information from one processing stage to another and the direction in which data flows. An information flow model is represented by the combination of the processing stages connected by directed information channels. Once the flow model has been constructed, names are assigned to each of the stages and channels. An information flow model can be used to identify the source of a data quality problem. The effects of a data quality problem might manifest themselves at different stages within an information flow, perhaps at different data consumption stages. However, what may appear to be multiple problems may all be related to a single point of failure that takes place earlier in the processing. By identifying a set of data-quality expectations and creating validation rules that can be imposed at the entry and exit of each processing stage, we can trace through the information flow model to the stage at which the data quality problem occurred. Fixing the problem at the source will have a beneficial effect across the board, as all subsequent manifestations should be eliminated!

MIND Charity Analysis Expansion Plan

MIND Charity Analysis Expansion Plan Evaluation of MINDs Internal and External Environment in  Light of Its Expansion Plans The aim of this report was to analyze the internal and external environments of MIND in relationship to its expansion plan. MIND is one of the leading mental health care providers around the UK and wanted to provide special services to domestic violence victims from the London Borough of Camden. There are various internal factors that determine the success of the organization. These factors include the management, the employees and the investors while the external factors include the government regulations and natural causes. Others include political, economic, ecological, socio-cultural and technological issues. MIND could proceed with its expansion plan but it needed to establish networks on the ground beforehand, carry out more extensive research and legally prepare itself for the launch in the area. Introduction In this report, the first part present the internal environment of the MIND containing the corporate governance, mission and vision statement , stakeholders and analysis organizational structure of MIND . The second part describe evaluation and analyses of the external environment of MIND followed by conclusion and recommendations on how the MIND should manage its enlargement to succeed a professional service in the London borough of Camden . MIND is a mental health charity in the United Kingdom that provides counsel and support to empower mental health patients by carrying out campaigns on service improvement, creation of awareness and promotion of understanding of the mental health issues in the UK.       An organizations corporate governance, mission, stakeholders and vision are the most important aspects of the organization. They are the ones that provide the management with the direction and guidance with respect to what to do when, where and how in order to maintain the public image and performance of the organization (Bartkus Glassman, 2008, p.207). MIND is alive to this facts and that is why it has these important organizational fabrics in place. These form the internal environment of the organization. Stakeholders of MIND Stakeholder refers to an individual or a group of individuals that have justifiable interest in an organization and can either be affected or affect the organization. Stakeholders can be classified as either primary or secondary (Menassa Baer, 2014, p.207). Primary stakeholders refer to individuals or groups that are directly affected by the decisions of the organization and they include investors, strategic customers and employees. Secondary stakeholders on the other hand are those with indirect interests in the organization and they include associations, the media, competition, government and customers (Menassa Baer, 2014, p.208). Stakeholders can also be classified as either internal or external. Internal stakeholders are those within the organization including managers, board of trustees, employees and investors while external stakeholders include individuals or groups that are not within the organization itself but affect or are affected by the operations and performance of th e organization and they include suppliers, regulators, consumers and investors (Menassa Baer, 2014, p.210). The internal stakeholders of MIND include the donors, the Council of Management, Trustees, employees and other investors. On the other hand, the external stakeholders include the suppliers, people with mental health problems and their close families for instance their spouses, government regulators like the Charity Commission, competitors such as SANE and donors. Corporate Governance of the MIND Youssef (2010, p.1) defines corporate governance as a system of practises, processes and rules on which a companys management bases their management functions of planning, controlling, directing and coordinating. It encompasses the process of striking a balance between the interests of the various stakeholders which include the management, the shareholders, the suppliers, the customers, the government, financiers as well as the community. It addresses the issues that emanate from the separation of ownership and control while establishing a distinct relationship between the managers and shareholders of any organisation. Harford, et al., (2012, p.108) state that corporate governance provides a scaffold for achieving the objectives of the company thus comprising every sphere of management including action plans, internal controls, corporate disclosure and measures of performance. The corporate governance framework for MIND is founded on the Board of Trustees which is referred to as the Council of Management and aims at ethical management and transparent use of donations as the MIND is a charity organization that relies on donations for its activities. The MIND President is in charge of the day-to-day running of the organisation and reports to the Council of Management (MIND, 2017b). The president is regarded as the organisations figurehead and primary emissary in charge of promoting the organisations courses. The MINDs president is the embodiment of the organisations credibility, values, authority and trustworthiness (MIND, 2017b). Mission Statement of MIND A Mission Statement is a written statement of declaration that describes an organizations central function, markets and competitive advantage with an unchanging focus over time (Cady, et al., 2011, p.63). Mission statements serve to sieve what is important to the organization and what is not while clearly stating the organizations target markets and how they will be served while communicating a clear sense of direction to the organization (Cady, et al., 2011, p.63). MINDs mission is providing advice and support while empowering individuals with mental health problems (MIND, 2017). Additionally, the organization pushes for service improvement, creation of awareness and promotion of understanding. Vision Statement of the MIND According to Cady, Wheeler, DeWolf and Brodke (2011, p.63), a vision statement refers to a description of what a firm yearns to achieve in its mid- and long-term future in the form of mid-term and long-term goals. Vision statements act as comprehensible guide to selecting current and prospective courses of action. The vision statement of MIND is that the organization wont give up until everyone with mental health problems is accorded support and respect (MIND, 2017). Organizational Structure of MIND The system with which an organization uses to establish a form of structure and hierarchy within its management is referred to as an organizational structure (Dees, 2012, p.232). An organizational structure has clear-cut and definite job descriptions within the company and where each of the job levels are supposed to report. This structure is created to determine the way in which the firm operates and helps in the attainment of the organizational goals for purposes of future growth. The structure is often exemplified by an organizational chart. There are different classifications of organizational structures with each classification depending on the classifiers school of thought (Dees, 2012, p.233). The most common organizational structures include the functional, divisional, traditional hierarchy and matrix organizational structure. The organizational structure at MIND is divisional. In a divisional organizational structure, the leadership of the organization is structured according to the various projects, geographical territories, products, or a combination of several of these. This structure is synonymous with large organizations that either operates in a large geographic area or has several separate smaller firms operating semi-autonomously under the umbrella group to cover different market segments, product ranges or service types (MIND, (2017c). At the peak of MINDs management structure is the Council of Management whose functions include acting as trustees to the charity and directors of the company. However, the organization also has a subsidiary called the MINDs Matter Limited which deals in the organizations trading activities. Additionally, the charity has other connected trustees including the Elliott Charity and the Mary Hemingway Rees Memorial Fund (MIND, 2016, p.23). At the very bottom level of th e management structure is the MIND Network which is made up of local MIND Associations operating as separate entities complete with individual financial activities and related estimates. Advantages of Divisional Organizational Structure There are a number of advantages associated with the divisional organizational structure. First, due to its foundation on a massive delegation of power and authority, the performance of individual sections and divisions within the organization can directly be measured (Bao Wang, 2011, p.81). This is because each of the divisions executes their activities independently. Consequently, unprofitable divisions can be done away with while measures can be taken to provide the necessary support for the profitable divisions. Secondly, the development of division heads ensures that each of the managers takes care of all the functions that are related to the products under their division. Consequently, there is increased accountability for sales and profits for each division. This helps in the skills development among the division heads while enhancing their performance and employee morale for each of the divisions (Bao Wang, 2011, p.81). With autonomous local MIND Associations and the variou s charities within the MIND Management structure, the charity is able to meet its performance goals and objectives as employees are motivated and there is increased accountability among the autonomous structures (MIND, 2017c). Thirdly, a divisional structure shortens the decision-making process as every division within the organization is independent ((Bao Wang, 2011, p.82). Consequently, it is easy to change the size of the business by simply adding or removing divisions as the division heads can execute any decision that affects their division without necessarily consulting with other heads of other divisions. Furthermore, there is more efficient and effective ability with respect to the various coordinating activities between and among the various divisions within the organization as there is role distinction between them. There is equally enhanced flexibility when it comes to responding to alterations and modifications in the local market. Lastly, divisional organizational structure leads to more specialization of divisional expertise among employees. With specific skills being brought on board within the management structure of the MIND, the organization ensures that there is specialization of expert ise which enhances the performance of the MIND. Disadvantages of Divisional Organizational Structure In spite of its numerous advantages that the divisional organizational structure presents to MIND, there a several disadvantages that the structure has that may be detrimental to the organization. First, there is a likelihood of experiencing conflicts between divisional heads as everyone would want to establish their supremacy within the organization by demanding maximum resources for their divisions to gratify their own ego (Bao Wang, 2011, p.84). Secondly, there is a high likelihood of duplication of functions among the various divisions within the organization. For instance, some of the roles undertaken by the MINDs Matter subsidiary could be done by Local MIND Associations. This role duplication leads to misuse of resources within the organization and the cost of operation eventually increases gratuitously. There is equally a reasonable likelihood of the various divisional heads having a selfish attitude as they try to exhibit their better performance even at the expense of other divisions within the organization (Bao Wang, 2011, p.83). When this selfish interest spreads across the organization, it becomes a concern for the various stakeholders within the organization. Office politics are a common phenomenon in firms that practice divisional organizational structure (Bao Wang, 2011, p.86). This may lead to wastage of important time and other resources that would have been used in the strategic thinking that is beneficial to the organization. Additionally, divisions within the organization lead to compartmentalization which in the end results in incompatibilities among company products and services (Bao Wang, 2011, p.87). Since when it was founded in 1946, MINDs organizational structure has proved to be beneficial to the organization. Therefore, it is an effective structure owing to t he numerous advantages that it presents to the organization. An organizations external environment comprises of all the outside that elements and factors that impact the organizations operations (Al-Debei Avison, 2010, p.359). In order for the organization to survive, it must act or react upon these factors. The external environment is subdivided into micro and macro environment with the micro environment being made up of all the elements that directly affect the operations of the firm and the macro environment being made up of all the factors that the firm typically has no control over (Al-Debei Avison, 2010, p.359). The triumph of the firm depends on how quickly it adapts to these factors within the external environment. MIND is set to undertake an expansion exercise aimed at providing specialized services in the area of London borough of Lewisham. The London borough of Camden is one of the 32 local authority districts found within the Greater London administrative area. This London borough is found towards the north-west of London with its principal settlement being Camden. The borough is administered by the Camden London Borough Council. Geographically, the London Borough of Camden is located to the northern of London city stretching from Bloomsbury and Holborn towards the south to Hampstead Heath towards the north. The borough borders the City of Westminster and the City of London on its southern side, Barnet and Haringey towards its north and Brent and Islington to the west and east respectively. External Environmental Analysis using PEST According to Blery, Katseli and Tsara (2010, p.58), PEST analysis refers to one of the concepts in marketing principles that is used as a tool by organizations to keep an eye on the environment in which they are transacting their day to day operations or in which they are planning to launch a new product, service or project. PEST is in fact an acronym standing for political, economic, social and technological. These are the external factors that often influence the various activities the organization undertakes. The tool was created in 1967 by a Francis Aguilar and can work alone or be used in combination with other tools to help organizations and companies to enhance their decision making process and timing (Blery, et al., 2010, p.59). POLITICAL Camden community law centre Squatting law SOCIO-CULTURAL High male and female life expectancy (above 80) High Children conception rate of between 17% 24% High rates of worthlessness among the population High prevalence of childhood obesity of between 19% 22% High rates of children being looked after ECONOMIC Very low economic growth Low number of jobs per resident of working age Business survival rates are satisfactorily over 70% Poor employment rates of below 18% High rates of education levels TECHNOLOGICAL Division of Information Technology Use of technology in policing efforts City-wide IT utilization efforts Political Environment for Camden The political environment for Camden refers to factors such as the trends in government policies and the various relationships between government agencies and the business community. These factors affect the legal framework that MIND will adopt when launching its operations in Camden. Additionally, these factors affect the specific market conditions that affect the behavior of the consumers of the services offered by MIND and the amount of assistance the charity stands to obtain from the area government. With the Labour party having the most representation in the local council followed by the Conservatives and the Liberal Democrats respectively, there is optimism for favorable political environment for the operations of the Charity in Camden. The security status in the area is guaranteed and therefore, the organization can feel safe while undertaking its operations in the region. Additionally, there have been a number of legislations that are aimed at providing the best environment f or the charity (Blery, et al., 2010, p.59). Economic Factors The two year business survival rate in Camden is rated at over 70% but the economic growth rate in the area is very low. The population is highly educated with a sizeable number of people having attained higher education with degrees. The number of jobs available for each resident of the borough of working age is very low leading to high unemployment rates in the area. The London Community foundation has a number of funding opportunities for the Camden region that are aimed at transforming the living conditions of the region. In 2016, the borough received $13.2 from the United States Department of Housing and Urban Development. The grant was meant for the replacement of the substandard housing that was widespread in the region with mixed-income housing. Apart from these grants, there are several other grants that have given out in Camden to support victims of domestic violence. For instance the Camden/Wollondilly Domestic Violence Committee received a $1,000 grant from the NSW government to support the committees projects that aim at creating awareness on domestic violence as well as family violence (Patterson, 2016). Before this, there was the Verizon Foundation grant of $7,500 that was awarded to the Centre for Family Services that is based in Camden and provides human services (Rutolo, 2011). This grant was directed to the establishments domestic violence solution that involved the creation of a teen dating violence awareness video. These therefore provide precedence for what MIND expects to get when it launches its operations in the region with regards to the economic factors of the region. Socio-cultural Environment Aspects of the socio-cultural environment include the lifestyles of the population, the sex distribution, social classes, minorities, emphasis on safety, population growth rate, age distribution and life expectancy. Others include the size and structure of the families, their attitude towards career, work, leisure and retirement among others. The London borough of Camden has high life expectancy for both men and female at 80 years but the children conception rate of 17% 22% is very high for such a region with most of this happening in the rural. More adults feel worthless as attributed to the high rates of unemployment which leads to high dependency ratios. According to Hopscotch Asian Womens Centre, 80% of Asian women in Camden experience sexual abuse, over 60% undergo financial abuse while 50% experienced physical and emotional abuse from their family members (Hotscotch, 2012, p.5). This information presents a dire need for domestic abuse services for people in this area. This the refore presents an opportunity for MIND to launch their product in the area. Technological Environment There has been a lot of technological developments that have happened and these affects the way in which businesses carry out their operations. These technological influences include product and process innovations that affect the way in which businesses transact their businesses. They present opportunities and threats to organizational operations that are important for gaining competitive advantage and are important drivers of organizational expansion. The London borough of Camden has witnessed the double edge of technology. Technology has played an important role in the reporting of domestic violence cases as well as collection of evidence from scenes such as screenshots, recordings and printing abusive emails. However, abusers have equally exploited technology to cover their tracks and commit criminal acts. According to Cogno (2016), there has been a rise in the number of domestic violence crimes in Camden prompting the establishment of a victims centre that is technologically enh anced to help victims recover as well as address other domestic violence related cases. This centre is enhanced by technology. Recommendations for Managing Expansion MIND can expand its operations to cover Camden because the area is in need of domestic violence counseling and assistance from a charity organization of MINDs magnitude. However, there are several recommendations that I believe if the organization needs to succeed in the provision of services in the area, it must consider them. First, there is need for the organization to carry out an extensive background research of the area from time to time to ensure that it sets achievable goals in its operations in the area. Secondly, there is need to align the charity with the regulations and registration requirement for the London borough of Camden in order to avoid litigations that could drain its resources or even stop its provision of services in the area. Thirdly, there is need for the organization to find ways of providing funding for their operations. Charity organizations rely on donor funding and volunteerism to carry out their operations in regions they operate. Additionally, there will be need for the charity to capitalize on the available resources and build networks around the Camden area in order for the organization to establish itself around the borough. Since there are organizations that are already working to address the problem in the area, MIND will be better placed if it sought for partnership opportunities with these organizations. MINDs response toward the internal and external environments is responsible for its success over the years. With its planned expansion to the London Borough of Camden, it is noteworthy that the area really needs the special services that MIND plans to offer to the populations. However, before venturing out, it is important for the organization to ready itself as this expansion will take a toll on its resources. The recommendations outlined in this report will keep MIND on a success path even as it launches operations to support victims of domestic violence in Camden. Al-Debei, M.M. and Avison, D., 2010. Developing a unified framework of the business model concept. European Journal of Information Systems, 19(3), pp.359-376. Bao, T. and Wang, Y. (2011). Incomplete contract, bargaining and optimal divisional structure. Journal of Economics, 107(1), pp.81-96. Bartkus, B.R. and Glassman, M., 2008. Do firms practice what they preach? The relationship between mission statements and stakeholder management. Journal of business ethics, 83(2), pp.207-216. Blery, E.K., Katseli, E. and Tsara, N., 2010. Marketing for a non-profit organization. International Review on Public and Nonprofit Marketing, 7(1), pp.57-68. Cady, S.H., Wheeler, J.V., DeWolf, J. and Brodke, M., 2011. Mission, vision, and values: what do they say?. Organization Development Journal, 29(1), p.63. Cogno, L. (2016). Refuge for domestic violence victims. [online] Dailytelegraph.com.au. Available at: http://www.dailytelegraph.com.au/newslocal/macarthur/refuge-for-domestic-violence-victims-planned-for-camden-or-wollondilly-after-campbelltown-declared-a-hot-spot-for-the-crime/news-story/3bdac7034385a283249c71f546cf708a [Accessed 13 Mar. 2017]. Dees, J.G., 2012. A tale of two cultures: Charity, problem solving, and the future of social entrepreneurship. Journal of business ethics, 111(3), pp.321-334. Harford, J., Mansi, S.A. and Maxwell, W.F., 2012. Corporate governance and firm cash holdings in the US. In Corporate Governance (pp. 107-138). Springer Berlin Heidelberg. Hopscotch, (2012). Survey of Domestic Violence wi thin Camdens Asian Communities. Hopscotch Asian Womens Centre, pp.1 15. Menassa, C.C. and Baer, B., 2014. A framework to assess the role of stakeholders in sustainable building retrofit decisions. Sustainable Cities and Society, 10, pp.207-221. MIND, (2016). Mind (The National Association for Mental Health). Report and financial statements For the year ended 31 March 2016. London, pp.1 75. MIND, (2017). Our mission | Mind, the mental health charity help for mental health problems. [online] Mind.org.uk. Available at: http://mind.org.uk/about-us/what-we-do/our-mission/ [Accessed 13 Mar. 2017]. MIND, (2017b). Our President | Mind, the mental health charity help for mental health problems. [online] Mind.org.uk. Available at: http://www.mind.org.uk/about-us/celebrity-support/our-president/ [Accessed 23 Mar. 2017]. MIND, (2017c). Our impact | Mind, the mental health charity help for mental health problems. [online] Mind.org.uk. Available at: http://www.mind.org.uk/about-us/our-impact/ [Accessed 23 Mar. 2017]. Patterson, C. (2016). Camden/Wollondilly Domestic Violence Committee Receive Grant Chris Patterson. [online] Chris Patterson. Available at: http://www.chrispatterson.com.au/media/n/camdenwollondilly-domestic-violence-committee-receive-grant-161122 [Accessed 13 Mar. 2017]. Rutolo, M. (2011). CFS Awarded Domestic Violence Solution Grant | Center for Family Services. [online] Centerffs.org. Available at: https://www.centerffs.org/cfs-awarded-domestic-violence-solution-grant [Accessed 13 Mar. 2017]. Youssef, M.T., 2010. Corporate Governance An Overview-Around the Globe. pp.1-13

Curricular Aims: Assessment of University Capstone :: Education School Essays

Curricular Aims: Assessment of University Capstone Albert North Whitehead (1929) believed that the raison d’etre of universities was neither for the imparting of knowledge nor for the opportunity for research. Cheaper alternatives for both were and are available to achieve those functions. Instead, he asserted. The justification for a university is that it preserves the connections between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should perform for society. A university which fails in this respect has no reason for existence (p. 93). When Whitehead described the purpose of education in his text, The Aims of Education, he had the luxury of his assertions without the burden of proof. The Academy today, while equally as passionate about the aims of education as Whitehead, must not only describe its reason(s) for existence, it must also provide evidence that those aims which it described as important are ultimately attained by its students. This evidence must be considered and presented both for ourselves (The Academy) and for our â€Å"constituents† (i.e. students, accrediting bodies, employers, donors, and society). The authors assert that three issues are paramount to any assessment of a curriculum in higher education. The first deals with the â€Å"reason for existence† issue raised by Whitehead (i.e. Are we doing the right thing?). The second issue has to do with examination of whether we are accomplishing our goals (i.e. Are we doing the right thing right?). The final issue involves how we can assess whether we are doing the "right thing right." Doing the right thing? Several years ago, Millikin University embarked on the difficult challenge to create a seamless curriculum that provided for intentional connections -- connections between the major and the non-major, connections between the curricular components at each level, and connections between the curricular components over the course of four years. In the development of this comprehensive and cohesive curriculum (dubbed the MPSL -- the Millikin Program of Student Learning), the faculty identified "common threads" of the MPSL. Those common threads are 1) Student learning goals, 2) Core questions, values, and means, and 3) Proficiencies. (See the student learning goals in Table 1 for the specific elements defining each one). The faculty vision for the University is actualized through the effective implementation of these common threads within the curriculum.

A Discussion on the Renaissance Art and Its Influences Essay

1. The Renaissance style is considered as a collective movement related to the reawakening of art – particularly drawing, painting, sculpture, and architecture – that centered in Italy from 1300-1600 (Cunningham and Reich, 2009, p. 265-266).   This movement evolved over the years as people – tired of the medieval life of poverty and sickness – started to develop new world views.   These world views centered on essential and profound questions related to human beings, their lives, and their purposes in lives.   They formed striking similarities to the Greco-Roman intellectual discourses, which were overshadowed during the dark times of the medieval age but rediscovered during the reawakening period of the Renaissance. Experts agreed that the Renaissance movement started in Florence, Italy, then a trading center between Europe and the rest of the world and a platform for exchange of ideas, purchase of arts, and commissioning of literary works (Cunningham and Reich, 2009, p. 267).   In Italy, people began to question tradition and authority, focus on life on earth, shape their own destinies, educate their selves and revisit the classical teachings from Greece and Rome.   Teachings from Italy were then dispersed elsewhere in Europe and the world through the printing press, a revolutionary invention during the Renaissance (Cunningham and Reich, 2009, p. 265). See more: Homelessness as a social problem Essay One example of a Renaissance art that is a symbol of the inner health of the people during that era was Raphael’s School of Athens (Cunningham and Reich, 2009, p. 315).   This painting pictured the great minds who existed in the city of Athens in Greece – Socrates, Plato and Aristotle – who were gathered in what appeared to be a school.   In the painting, the great minds seemed to be enthralled in a lively exchange of ideas.   Experts said that School of Athens attempted to show that the ancient greats of Greece were as good as the Renaissance men of Leonardo, Raphael and Michelangelo.   In fact in the painting, the three Renaissance artists were supposed to be Socrates, Plato and Aristotle. Another example of a Renaissance art that embodied the dynamism and transformation peculiar to the period was the sculpture of Michelangelo of David when the artist was at a relatively young age of 26 (Cunningham and Reich, 2009, p. 286). David was depicted as a civilized and a thinking individual who contemplates on challenges without immediately resorting to unnecessary brute.   David was said to represent the brightness of the Renaissance man.   It was also said to epitomize the confidence that the people then were feeling in influencing their destinies in terms of trouncing evil and gaining victories. Renaissance humanism is a notion that sprang during this period.   This notion placed emphasis on the capacity of human beings to manipulate their future without overreliance on the church (Cunningham and Reich, 2009, p. 287).   Although much of the art works had religious themes, the works portrayed religious icons as humans.   Such portrayal made light of the religious canons imposed by the church.   Instead, the portrayal highlighted the human spirit and its capacity to elevate to great heights.   One example of an art work that displayed humanism was Sandro Botticelli’s Birth of Venus, which depicted the goddess as an innocent woman with the use of pastel colors.   Another example is Simone Martini’s Annunciation, where an angel painted in realistic human dimensions and appearance appeared to tell Mary that she will bear God’s son. The rebirth of the artistic movement in Italy was largely attributed to the successful businessmen in the city of Florence who fed, trained, educated and provided for the basic needs of the artists (Cunningham and Reich, 2009, p. 268).  Ã‚   These patrons commissioned works based on clear-cut agreements. The powers of these businessmen from the Medici family stretched all the way to Rome, allowing many artists to secure contracts to accomplish religious works of arts for the Catholic Church.  Ã‚   The patronage of the Medici family for the artists was crucial to the Renaissance as artists were elevated to a stature important to the beautification and strengthening of the culture of Florence.   When the Medici family declined, artists went to Rome where they received the patronage of the pope (Weekly Lectures, n.d.). 3. Prior to the Protestant Reformation, there had been a fierce and widespread sentiment about the perceived abuses of the Catholic Church (Cunningham and Reich, 2009, p. 240).   People felt that the leaders of the church were leading extravagant lives that contrasted with the generally modest, if not poor, living of the majority of the people.   There were classes within the population that wanted to lead  Ã‚  Ã‚   towards positive change.   People were also weary of being caught in the cross-fire of conflicts between the Catholic Church and Kings, both desired power and wealth. To top these off, people were staring to change their beliefs about the capabilities of human beings during the Renaissance. These situations were the precursors to the ushering of the Protestant Reformation, which was set off by German monk Martin Luther.   Luther questioned the corruption and moral degradation in Rome and in the whole of the Catholic Church through his writings in The 95 Theses.   The Church however was not willing to change its ways.   It then financed the Counter-Reformation (Cunningham and Reich, 2009, p. 297). Immediately, art became the medium of propagating the beliefs of the Protestants, who had their bailiwicks in northern Europe, and Catholics, whose strongholds were in the south.   For the Catholics, art must focus on religious contents with certain symbolisms that magnify the holiness of the contents.   The Catholic art was similar to the art that had prevailed in the Middle Ages.   For the Protestants, Catholic religious contents in arts were idolatrous that must be destroyed through iconoclastic movements during the Protestant Reformation. The Protestant art was similar to the art of the humanist Renaissance artists who depicted contents in realistic settings. As a response to the Protestant Reformation, the Catholic Church introduced a Counter-Reformation.   It instituted a few changes within the church but became more austere in regulating heresy.   Regulations covered the arts, sending Catholic painters to produce religious contents similar to those done during the Middle Ages. Content in arts was the distinguishing factor between the Reformation and the Counter-Reformation.   For the Protestants during the Reformation, paintings centered on mundane activities of everyday existence.   Occasionally, paintings drawn out of scenes from the Bible were made.   However, these paintings depicted the religious contents in a humanistic manner.  Ã‚   Simple scenes found in regular occasions were also contained in paintings.   Generally, the contents did not attempt to glorify contents through symbols. For the Catholics during the Counter-Reformation, paintings focused on idealized religious contents that contained symbolisms of holiness, omnipotence, and great glory.   These religious contents were idealized in terms of appearance and the environment in which they were depicted to move.   Painters did not paint flaws.  Ã‚   They likewise veered from common scenes experienced by common people.   Some of the religious contents depicted in the Counter-Reformation included Catholic saints, sacraments, traditions, and codes of belief taught by the Catholic Church. The arts during Protestant Reformation and Counter-Reformation were divergent largely because of the opposing world views espoused by the Protestants and the Catholics.   On one hand, the Protestants believed that man could shape his destiny and approach God because the sacrifices of Christ were enough to save human souls.   On the other hand, the Catholics believed that intermediaries like saints and the Virgin Mary were needed to help Catholics approach God and enter the gates of heaven. Because intermediaries were needed, Catholics created relics where divine powers were supposed to reside.   A form of these relics is a typical painting created during Reformation.   Catholics worshipped the relics and sought from these relics intervention in order to get the graces of God. Because Protestants believed in the value of man and Christ’s sacrifices, they loathed these relics and called these relics channels of idolatry.

Growing Stronger Toegether â€By Author Collective Triskele Books

Growing Stronger Toegether –By Author Collective Triskele Books Growing Stronger Together An interview with Author Collective Triskele Books Looking at groups like the  Alliance of Independent Authors really makes me pause for thought. 10 years ago, people might have said that being an author was a solitary profession. Now, it might very well be one of the most social ones, especially if you’re an ‘indie.’And I believe this is what everyone loves about author publishing: all the actors involved, especially the authors, are positive, energetic people. And they all share common issues, questions and worries. So quite naturally, they get together and discuss them. This is the premise on which author collectives are born.Today, we interview JJ Marsh and the fellow members of Triskele Books, one of the leading author collectives in the UK, to learn how independent authors can grow stronger together.How do you work together as a collective? Is Triskele an umbrella for the work you each produce independently, or do you collaborate on projects?Both, but mostly the former. We’re a team of self-publishe d writers who work like a small publisher. To date, we’ve published eighteen novels. Although we write in different genres, we all offer editorial advice; consult on cover design, blurb and puff quotes; market on a shared platform; organise events and take responsibility for raising our profile. What US collective Five Directions Press calls â€Å"sweat equity†.How did you get together? What was the genesis of the collective? How long have you been working together?We graduated through a series of online critique sites and finally found a home on a site where people took their writing seriously. A collective seemed the ideal ‘third way’ between trad publishing and going indie. Keeping to the highest standards, but maintaining full creative control.In December 2011, three of us met in London and hammered out an ethos. Four years later, much has changed but the ethos remains the same:High-quality writingProfessional presentationA strong sense of placeHow do you guys communicate? Do you meet in person frequently? Do you talk online?Based in three countries, we only get together two or three times a year. That’s when we talk strategy. For daily business, we use email or our private Facebook page. Complex discussions or differences of opinion are usually resolved via Skype.What is, in your opinion, the #1 skill that you bring to the collective (if there is one that stands out)?Gillian Hamer: The main skills I bring are organisation and reliability. I’m the financial guru of the gang so I’d hope trust is a pretty big asset too.JJ Marsh: I’m the strategist. Forever hassling the others with â€Å"I’ve had an idea!†Liza Perrat:  Compiling and keeping updated book reviewers’ list, being the Goodreads guru and connecting with collectives.JD Smith: It is definitely my skills as a graphic designer working on covers, formatting, website, marketing materials and the overall brand look.Catriona Trot h: I think my instinct is to be a community builder. I love making connections with other writers and finding ways of collaborating, as with the Indie Author Fair (see picture below). I have a passionate sense we’re stronger working together. In the long run, that’s how we’ll break down traditional barriers. What makes Triskele work so well, in your opinion? The fact that you all have different skills? Or that you write in different genres? Or that there’s a true friendship between the five of you?The professional approach. Yes, the skills balance, the breadth of genres and the genuine friendship are crucial factors, but we approached this as a serious business. Triskele Books is NOT a hobby.If you had to pick one, what is the best thing about being in a collective with other writers?Catriona Troth: You are not a lone voice. Not only is it a lot easier to get noticed as part of a group, but you feel less like a snake oil salesman promoting someone else’s work than constantly bigging up your own.Gillian Hamer: SUPPORT.   And under that umbrella - editorial, advisory, monetary, workload support. Perhaps most importantly, friendship.JJ Marsh: People who, via encouragement and example, make me work harder.JD Smith: Mutual support, both in terms of having other people to bounc e your work off and also share all the disappointments and achievements.Liza Perrat:   Sharing a glass of wine, er†¦ sharing all the different tasks related to publishing and marketing a book.And of course, what’s difficult about it?Gillian Hamer: Communication. Under that would fall sub headings of quantity issues and quality time we get to spend together. We’ve never had a problem we failed to sort out, but distance and difference can add extra stress. For me, the benefits outweigh any negatives, many times over.Liza Perrat: Trying to participate as much as possible, so as not let the team down, whilst juggling everything else in life.JD Smith: Not so much agreeing with one another but the vast amount of communication that inevitably occurs when things have to be approved or given the thumbs-up.Catriona Troth: Apart from the workload, which can sometimes feel overwhelming, you do give up a certain amount of freedom. You can never say, stuff that, I’m go ing to do it my way. Every decision ultimately has to be subject to the agreement of the rest of the team. There’s power in that, but constriction too.JJ Marsh: The constant yet necessary evaluations as to whether we’re still on the right track. You’ve expanded the group I think once since you started - what brought this on? Do you want to keep expanding or do you worry you might lose yourselves in doing so?One of our key aims is to support and develop writers – it’s how we grew. However, we need to balance the time and effort that goes into that process. So until 2016, we’re not expanding at all. We’re exploring potential collaborations and alternative ventures but sticking to our ethos, which means pouring all our energies into our own writing and trying to raise the bar.Are there any other collectives out there that you think are worth mentioning? Are you looking into partnering with some of them for cross-promotion, or to create a collective of collectives?Lots! We make a point of seeking other collectives and discovering how they do it. We interview them on our blog. We’ve built relationships with several and now you mention it, a collective of collectives is a terrific idea. Wa tch this space†¦Do you have any plans for 2015? Tell us about them!Connecting with readers – three new releases due out next year. Marketing opportunities - new formats, translations and a short story collection. Building relationships with writers via ventures such as IAF#15. Strategic alliances based on location. Getting sponsored by a Prosecco manufacturer.But top of the list is writing.We formed Triskele with one aim in mind: to become better writers.What do you think about author collectives? Can Indie authors grow stronger if they get together and share resources? Do share your opinion in the comments below!Follow Triskele Books on Twitter and Facebook

Essay on Aed 202 Week1

Essay on Aed 202 Week1 Essay on Aed 202 Week1 Being a middle grade and high school instructor, I have noticed numerous students in different emotional phases within their life. Emotional levels vary from formative years, early childhood, middle childhood and adolescent years. Being teacher, I must be continuously aware concerning my students ‘conducts. There are many emotional qualities that are expected from what I visualize, from students inside my school room. Hatred, anxiety, joy, as well as depression are all integrated with these emotional qualities. As a result of their levels of growth, individuals may have proper or improper emotional reactions. With regards to the length of their school day, each of the individuals encounters pleasure. This will happen if they get Ana for a task, get together with different buddies, or get to enjoy in free time such as break. Anything as simple as a smile or even a laughter could be the suitable reaction from any kind of given instant. Grimace or sad emotions are what the divergent reactions to joy will be. One more emotional trait includes fear. Fear is seen for many students at every stage of school. It doesn't make any difference when they want to try out in the basketball team; it's the very first day of the school year, or time for report cards or development reports. A scared facial manifestation, quiet or a fragment of worry might be a suitable indication of fear. Hatred and/or chaotic conduct may be incorrect reactions with fear. An additional emotional experience

Study of government backed initiatives to promote female participation in Physics and Mathematics The WritePass Journal

Study of government backed initiatives to promote female participation in Physics and Mathematics Introduction Study of government backed initiatives to promote female participation in Physics and Mathematics IntroductionReferencesRelated Introduction This essay aims to explore the UK based initiatives designed to promote female participation within Science, Technology, Engineering and Mathematical (STEM) disciplines focusing predominately on Physics. The essay will consider the different teaching techniques and styles that have been researched and implemented in order to appeal specifically to a female audience and their relative success in terms of encouraging females to pursue both higher education in STEM based disciplines and careers. It is noticeable within numerous records and statistics that women in STEM based subjects are under-represented which has lead to an absence of females actively employed within STEM careers.   In 2008, women made up only 12.3 per cent of the STEM workforce. This is, however, an increase of 2.0 percentage points since 2003 (Kirkup, et al., 2010. Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC) showing that there has been some successful work towards encouraging females towards STEM careers. This under-representation is no more apparent than within the science discipline of Physics, which displays the persistent problem of a lack of girls continuing to study physics beyond the age of 16 (physics is a compulsory part of the GCSE curriculum). It has been recognised that a significant number of girls actually out perform boys at Key Stage 4 within science, but this is not transferred into the desire to study physics into Key Stage 5 (post-16). In 2005, only 14% of girls who were awarded an A* or A for GCSE Double Award Science or physics progressed to A level physics (Hollins et al., 2006). The Institute of Physics have released figures indicating an incremental yearly increase in the number of A level physics candidates between 2006 and 2008 but there has been little change in the proportion of girls that have taken the subject post-16. In 2008, only 22% of the entries for A-level Physics were female (Institute of Physics, 2008). These statistics can be seen clearly in the appendix where the number of female entries in 2008 actually illustrates a decrease in female uptake in comparison to 2007 of -0.3%.   In addition, recruitment to biology has remained relatively stable with more females than males being entered for A-level examinations. Chemistry entries for both male and females are relatively equal and mathematics still sees a top-heavy male count, although less dramatically than physics. There has been an extensive amount of research into the potential reasons behind the consistently low numbers of females within Physics.   The development of institutionalised education in England was based on principles of class and gender differentiation (Purvis, 1981) and many scholars attribute existing gender culture today to their historical roots where it was the norm for middle class girls to undertake roles as wives and mothers of society’s privileged gentlemen. Consequently, physics, with its high mathematical content and often abstract ideas, was a subject thought suitable only to males with girls focusing on the more subjective areas of science such as the moral aspects including religion and how science can be used to improve domestic life. Many still believe connotations of this attitude exist today and while it is important to recognise that although ‘educational policy may change, what students, their parents and their teachers have come to understand a s appropriate ways for girls and boys to be, to know and to behave, will continue to reflect the historical roots of the culture’ (Murphy,P.,Whitelegg,E .,2006).   In addition, research by Alison Kelly (1987) identifies three factors that appear to account for a lack of interest by women in science, namely women see it as likely to be difficult, masculine, and impersonal. A number of modern day initiatives and specific teaching techniques have been coined to address these misconceptions and will be explored, with their relative success critiqued, in the remaining body of the essay. Many initiatives to encourage female participation in science try to address the causes of the phenomena known in academia as the ‘leaky pipeline’. The phrase has been devised to illustrate what statistics clearly show, much like a leaky pipeline, women steadily drop out of the science educational system, which carries students in secondary education through to higher education and then onto a job in STEM. Figure 1 illustrates the risks that may be experienced by women already in the science pipeline upon commencement of a STEM based career. Figure 1: An example of The Leaky Pipeline Source: International federation of university women [image online] Available at:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ifuw.org/imgs/blog/blog_leaky_pipeline.jpg [Accessed 16 April 2011]. Pell (1996) acknowledges that much of the selection between men and women has taken place even before academia is entered arguing that critical phases in the selection towards an academic career include early childhood, adolescence, school years and the job entry period. Pell gives development of self-esteem in early life-course, student-teacher interaction in classrooms leading to lower aspirations amongst girls, fewer female role models, and conflicts with family responsibilities, as some of the reasons for the ‘leak’ in the pipeline.  Ã‚  Ã‚   Blickenstaff. J (2005) argues alternatively that ‘no one in a position of power along the pipeline has consciously decided to filter women out of the STEM stream, but the cumulative effect of many separate but related factors results in the sex imbalance in STEM that is observed today’. Many believe the ‘leakage’ from the pipeline requires a multi-faceted solution, and time is needed to allow modernis ations in teaching and learning to take effect, only then will this be evident within the statistics often used to prove such initiatives have failed. It can be questioned whether the merit of such initiatives can so quickly be analysed and concluded as failures if they have not had sufficient time to evolve. For example, the increase of girls choosing to study physics may only see an increase in numbers once teaching practices, academic relevance of the syllabus and functional support networks are truly aligned together and are sustainable. This issue has been further addressed by Cronin and Roger (1999) who debate the focus of various initiatives aiming to bring women and science together. They conclude that many of these initiatives are flawed as they tend to focus on one of three areas: attracting women to science, supporting women already in science, or changing science to be more inclusive of women and hence the other(s) areas are ignored. A.Phipps (2008) reasons that the â₠¬Ëœimportant initiatives designed to address the problem are under-researched allowing little opportunity for educational practitioners, activists, policy-makers and scholars to analyse and learn from the practices and policies that were developed over the past decade’. Outside of the classroom, many initiatives and organizations have been set up to encourage, support and engage women within STEM careers. One of the most well-known and long running initiatives, Women In Science and Engineering (WISE) was founded in 1984. The aim of WISE, as it is more commonly known, is to encourage the understanding of science among young girls and women and achieve an overall impact capable of promoting STEM based careers as both attainable and stimulating for women. WISE deliver a range of different options and initiatives in order to achieve their inherent strategy and openly work with other organisations, where appropriate, in a bid to accomplish this. They provide many resources for girls, teachers and parents.   These various resources and much more can be found on their website wisecampaign.org.uk/. It has been noted that there is inadequate work appraising the impact of WISE policies since the organization began. Phipps (2008) suggests that ‘althoug h school visits by WISE did have a positive effect on girls opinions of science this was not translated into long term change in their career ambitions’. Alternatively, WISE claim that an increase in female engineering graduates, from 7% in 1984 to 15% today, can be attributed to the success of the campaign believing that the WISE programmes inherent accomplishments can only be measured using the proportions of engineering students and engineers who are female (WISE, 2010). To date, however, there has been no onward tracking of participants from the WISE outlook programme. This leads others to be more critical with Henwood (1996) claiming WISE have ‘inadvertently limited the ways in which girls and women could discuss the challenges they faced’ and with no detailed research evaluating whether various actions and policies by WISE have produced the impact, it can be hard to attribute the growth to WISE without questioning whether these were a result of other elemen ts present at the time. Phipps (2008) echoes this uncertainty stating ‘it is difficult to definitely conclude that WISE policies have been the decisive or contributory factor in encouraging female participation in scientific careers’. The UK government is committed to remedying the current situation assisting with the launch, in 2004, of the UK Resource Centre (UKRC) for Women in SET (science, engineering and technology). This organisation aims to provide practical support and help in order to encourage more women to take up a career in STEM (UKRC, 2007; Wynarczyk, 2006, 2007a). It must be noted that the UKRC is principally concentrated on the participation of women in STEM careers and its responsibility does not include education. The UKRC is prominent in collecting evaluative data to allow the programmes attainments to be monitored, this includes recording the numbers of women with whom it has engaged in its work, in addition to statistics on the outcomes for returners in its programmes (UKRC, 2010). Many have criticized the large number of non-governmental organisations and initiatives involved in the STEM sector stating that the process is disjointed and ungainly with the consequence that some policies and initiatives may be unable to reach their full potential. The STEM Cross-Cutting Programme also concluded that ‘at the current time there are far too many schemes, each of which has its own overheads’.(DfES, 2006a: p.3).   Despite this, the Government has markedly increased its STEM education budget and the activities in which it supports, in an attempt to reverse the current STEM trends. This includes cash initiatives to encourage more physics trained teachers, (Jha,A,. Guardian online 2005 ‘New incentives for maths and physics teachers’ [Available online] guardian.co.uk/education/2007/oct/05/schools.uk2). Within the current UK educational system, educators have been promoting programmes like Girls Into Science and Technology (GIST) and Computer Clubs for Girls (CC4G) for many years in an attempt to get more girls into science. The later is and organisation led by employers and it is not run for profit. The government issues its licenses with the Department for Children Schools and Families (DCSF) currently funding it. Furthermore, the UK Government is providing support for schools to encourage more girls to study physics and to help them to become more confident and assertive in the subject. Methodologies for teaching physics with an emphasis on physics as a ‘socially relevant and applied subject has led to higher attainment for both males and females’ conclude Murphy and Whitelegg (2006). Previous research has also indicated that girls are motivated to study physics when they can see it as part of a ‘pathway to desirable careers’ (Murphy and Whitelegg, 2006) . Successful approaches to making physics more relevant to girls included, as presented in the government commissioned ‘Girls into physics-Action research’: Source: Daly.A   et al 2009, Girls into physics- Action Research, Research brief. Page 2. [Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RB103.pdf However, several challenges are related to these approaches. Some students, especially those of a younger age group, struggle to articulate their careers aspirations and there may also be a knowledge deficiency on behalf of the teachers about possible career options suitable for students that partake in physics courses. This could add pressure onto the teacher as they feel the need to research and bring these elements into their lesson planning and schemes of work (SoW). It is already well documented about the time constraints many teachers experience with regards to sufficient planning and marking time. It could be suggested that with the low number of trained physics teachers available within the educational system at this time and their high demand (Institue of Physics, Physics and: teacher numbers, 2010), that additional content beyond that of the curriculum could put viable trainees off this career and potentially push them into other subject areas where there is less additional material to deal with. Availability of school resources could also be a problem. The ‘Girls into physics action research’ commissioned by the Institue of physics and undertaken by Daly.A., et al (2009) aims to address five key assumptions that girls have about physics identfied in prior research by Murphy,P and Whitelegg,E (2006). This essential practice (figure 2) is deemed to support female participation within physics and it is hoped that it will be adopted as part of the classroom management. Figure 2: Essential practice that supports girls participation in physics Source: Daly.A.,   et al 2009, GIRLS INTO PHYSICS – ACTION RESEARCH, Figure 2, page 6. [Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf The research, also carried out on behalf of the Department for Education (DfES), recommends   numerous ‘top tips’ for successful teaching and learning with these suggestions available to view in the appendix. These tips have been identified by teachers who have shown some success in enagaing female students. Alternatively, B. Ponchaud (2008) conducted a review within schools where the female uptake of physcis was already particularly high. Ponchaud identified several top tips for teachers to use to engage female students. Figure 2: Essential practice that supports girls participation in physics Source: Daly.A.,   et al 2009, GIRLS INTO PHYSICS – ACTION RESEARCH, Figure 2, page 6. [Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf The research, also carried out on behalf of the Department for Education (DfES), recommends   numerous ‘top tips’ for successful teaching and learning with these suggestions available to view in the appendix. These tips have been identified by teachers who have shown some success in enagaing female students. Alternatively, B. Ponchaud (2008) conducted a review within schools where the female uptake of physcis was already particularly high. Ponchaud identified several top tips for teachers to use to engage female students. Table 2: B.Ponchard’s top tips to engage female students in physics Source: Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Antonia Rowlinson from St Anthony’s RC girls’ school implemented the ‘top tips’ without the need to alter the curriculum. Physics was contextualised or illustrated in the areas of interest revealed by Ponchaud’s investigation. For example, within the forces module, questions on friction were set in the context of the then current Strictly Come Dancing television programme. The follow-up survey showed that ‘whilst this new teaching technique had not substantially shifted the students’ perceptions about physics there were improvements. More girls saw physics as relevant to their career aspirations’ (Ponchaud 2008). In conclusion, evidence clearly shows that an under-representation of females is a cause for concern. Girls perceive themselves to be less capable and less interested, than boys, in science and these attitudes can be attributed to historical views of women that are proving hard to dismiss. Many believe that science educationalists have an obligation to alter those factors under their control. One would hope that within time, individual actions by teachers will help girls to break down the challenges experienced within the STEM pipeline and result in equal participation, benefiting society.   Teachers should pay attention to the way they address and present physics, watching out for language and terminology, which has a vast psychological effect for females who may suffer from stereotype threat, where females believe they are not as capable as there male counterparts. I have also explored the idea that girls respond to physics when it is taught in an accessible and socially relevant way but countered this with the argument of teaching time constraints and available school resources. Research that examines the overall successful impact of initiatives and policies aimed at promoting the cause of women in science has provided a mixture of opinions and outcomes that can be open to critique. It seems apparent that although these initiatives specifically target the thoroughly researched reasons why females may disengage from physics and science as whole, they cannot systematically prove that the apparent incremental growth in participation figures are down to the programmes and measures they have put in place. Only recently, has initiatives such as UKRC began to collect evaluative data on the amount of women that have been effected by their work. Some copies have presumed a positive impact for various policies, stating an increase in the proportions of women choosing certain courses as confirmation for different policies success (e.g. WISE, 2010). I have explored such critique on this view including Phipps (2008) who recognises ‘the limited successes and impact of initiatives in general, but tempers this with statements acknowledging the wide range of challenges facing these initiatives’. I believe that when more organisations begin to record and monitor engagement rates as a direct result of exposure to a particular initiative, successful programmes will become more apparent. However, I also realize that many of these organisations have limited funding and capabilities disabling them from doing this as they focus budgets on areas addressing there inherit strategy. Until this is addressed with additional funding, I fear the exact effects of many of these initiatives will never be known and it will remain a subject for academic discussion. References Blickenstaff, J C (2005). Women and science careers: leaky pipeline or gender filter? Gender and Education Vol. 17, No. 4, October 2005, pp. 369–386 Cronin, C. Roger, A. (1999) Theorizing progress: women in science, engineering, and technology in higher education, Journal of Research in Science Teaching, 36(6), 639–661. Computer Club for Girls. Accessed on 16/04/2011 cc4g.net/ Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH, Research brief. [Available online] http://education.gov.uk/publications/eOrderingDownload/DCSF-RB103.pdf Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH,[Available online] education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf DfES, (2006a), ‘The Science, Technology, Engineering and Mathematics (STEM) Programme Report’, HMSO, ISBN: 978-184478-827-9 Henwood, F. (1996), WISE Choices? Understanding occupational decision-making in a climate of equal opportunities for women in science and technology, Genderand Education, 8 (2), 119-214. Hollins, M., Murphy, P., Ponchaud, B. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Teachers’ Guide for Action. London, Institute of Physics Institute of Physics (2010) Physics and: teacher numbers, An Institute of Physics briefing note: iop.org/news/10/sep10/file_44832.pdf Institute of Physics (2008) Year on year increase of physics A-level entrants. Available from: iop.org/policy/statistics/education/file_43198.doc Kelly, A. 1987,Science for girls? Philadelphia, PA: Open University Press Kirkup, G., Zalevski, A., Maruyama, T. and Batool, I. (2010). Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC. Murphy, P. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Physics. London, Institute of Physics Murphy., P and Whitelegg., E (2006) Girls and physics: continuing barriers to belonging, Curriculum Journal, 17: 3, 281 - 305 Pell AN (1996). Fixing the leaky pipeline: women scientists in academia. Journal of animal science, 74 (11), Phipps, A. (2008). Women in Science, Engineering, and Technology: three decades of UK initiatives. Stoke on Trent: Trentham Books Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Purvis, J. (1981) The double burden of class and gender in the schooling of working-class girls in nineteenth-century England 1800–1870, in: L. Barton S. Walker (Eds) Schools, teachers and teaching (Barcombe, Falmer Press). Women in Science and Engineering (WISE). Accessed on 16/04/2011 wisecampaign.org.uk/ Women in Science and Engineering Research Project. A publication by The Scottish Government. Accessed on 16/04/2011 scotland.gov.uk/Publications/2010/12/15144458/6 Wynarczyk, P. (2006), â€Å"An International Investigation into Gender Inequality in Science, Technology, Engineering and Mathematics (STEM)†, Guest Editor, Journal of Equal Opportunities International, Special Issue, Volume 25, issue 8, December. Wynarczyk, P., (2007a), ‘Addressing the â€Å"Gender Gap† in the Managerial Labour Market: The Case of Scientific Small and Medium-sized Enterprises (SMEs) in the North East of England’, Management Research News: Communication of Emergent International Management Research, v.30:11, 12 Wynarczyk, P and Hale 2009, Take up of Science and Technology Subjects in Schools and Colleges: A Synthesis Review. Commissioned by: Economic and Social Research Council (ESRC), and the Department for Children, Schools and Families (DCSF)

What happened to Neandertals Why did they extinct Essay

What happened to Neandertals Why did they extinct - Essay Example Neandertals are the most well-studied representatives of the ancient Homo sapiens.The transition from archaic to modern humans is documented in Europe, however, what has caused the disappearance of these people is still not known to the science. One of hypothesis suggests that Homo sapiens migrated into Neandertal lands and caused their extinction. Homo sapiens had bigger brain and more advanced in technology. Another theory suggests that populations of that time merged and mixed, which resulted in the evolution of the new human species. Archeologists are still not sure which theory is right, even though more Neandertal skeletons have been found compared to other human species. It is well known that Neandertals lived in Europe and Asia more than 150,000 years ago. Neandertals managed to adopt physically and cultural to the ice age conditions, however, their disappearance still cannot be explained.These ancient people are not considered Homo sapiens, and even if they were the represen tatives of human species, they were of the different race. Neandertals disappeared 30,000 years ago and have left only traces of their living. Scientists from advanced countries are analyzing DNA samples from bones trying to find the cause of Neandertal extinction. It is not an easy task because genetic material is much degraded and mixed with other types of DNA. New technologies in this field gives scientists the hope to collect new valuable information from Neandertal's DNA. The first bones of Neandertal were discovered in 1820s in Europe (Green 2006). Later the skulls of a child and a female were found and stored in the museums. The discovery which recognized the existence of human-like species was made in Germany. After examination by paleontologists and medical pathologists, the agreement was reached that those fossils were not of animal origin as well as not of human as of modern Europe. After publication of Darwin's works, the society was convinced that Neandertals were very ancient humans and disappeared in the result of the natural selection process. Neandertals were not humans as the investigation of two skeletons found in Belgium cave demonstrated. It was found out that these two Neandertals were associated with food bones from animals and stone tools which were more advanced. In general, more than 400 skeletons were found and majority of which were excavated in France. At first, Neandertals were described as dull-witted and ape-like creatures. However, the further analysis showed that this depiction was wrong and Neandertals were much like humans (Shreeve 1996). However, the question whether Neandertals were of human origin or whether they were the representatives of other species. The evidence is still searched in the genes and bones. In 2004, the researchers conducted several tests and reached the conclusion that modern humans are much different genetically from Neandertals. Nevertheless, based on the current research, as much as 25 percent of Neandertal DNA is the same as of modern humans. Thus, it is possible that Neandertals did not disappear but rather evolved into the modern human species. Last year, the team of professors at Max Planck Institution have sequenced approximately 1/3 of the DNA from Neandertal bones and hope that within the next two years it will be possible to draft the entire genome and compared it with human. The Neandertal disappearance is critically analyzed by scientists all over the world. Additional information was gathered in 1999 when the skeleton of the four year old boy dating 25,000 years ago was found. This child has the mixture of Neandertal and modern human features (Tattersall 1999). Therefore, he was the hybrid of two species. Scientists note that such hybrid was possible only if the genetic differences between modern humans and Neandertals was not very great. In other words, it means that Neandertals were not the representativ

The American government Its Principles Term Paper

The American government Its Principles - Term Paper Example The government of the United States is today still rooted in these five key principles of government. For instance, citizens of California are practicing popular sovereignty through endeavoring to recall Governor Davis (Ross 52). A debate over limited governance has arisen as the federal regime fights for more freedom to probe the personal lives of alleged terrorists (Ross 52). Bills are being proposed on a daily basis in Congress, which the President has veto power to ensure that federalism, checks and balances, as well as the separation of powers are incorporated in every facet of the Unites States government. The government is separated into three branches that are all governed by this principle. The three branches are the Legislative branch, the Executive branch, as well as the Judiciary branch. The American Constitution itself it governed by these principles, which also works in vice versa. This means that the American Constitution and these principles govern each other. This pa per will discuss the major principles of the American government, such as the rule of law and democracy, among others, and provide and analysis of the pros and cons of the issue making use of sources on both sides. Consent of the governed refers to a phrase of the U.S. Declaration of Independence (Lansford 97). Consent of the governed is synonymous with a political concept where the United States’ government moral right or legitimacy to apply state power is only legal and acceptable when founded on the society or people over which that political power is executed. The concept of consent, in the United States, was always compared to the divine right of rulers and has always been invoked against the authenticity of colonialism. Thinking in a similar way to that of English philosopher John Locke, consent of the governed dictates a nation be established upon the consent of equal and free citizens is a country of happiness

Character Psychology of the Tale of Genji Essay

Character Psychology of the Tale of Genji - Essay Example The depiction of many relationships in this novel, particularly the relationship between Genji and Fujitsubo parallel several aspects of contemporary psychological theories. The theory of the Oedipus complex puts forward that males are inherently attracted to their mother while harboring a sense of aggression toward their fathers. This tension is palpable in many instances in the novel. A central motivation within the Heian court was for individuals to present a daughter to the Emperor or Heir Apparent in order to attain a higher degree of social status. Thus it was typical for the Emperor to engage in polygamous behavior. This process allowed his prestige to be more readily extended among people within the upper aristocracy (Tyler, 2001, xiii). In addition to the Empress, the Emperor had a number of Consorts and Intimates. A hierarchical structure was established with Empress holding the highest status with the Consorts and Intimates progressively lower in rank respectively. Genji is the protagonist in Shikibu's novel. As the Emperor's son, Genji was born to an Intimate that lost her father and had little political sway in the aristocratic circle (Tyler, 2001, xiii). ... Thus Genji serves the Imperial dominion as a senior government official (Tyler, 2001, xiii). While the novel contains many characters, including the women in Genji's life, the narrative returns to a focus on him. One of the main subjects in this novel is the nature of Genji's intimate connections and while he is involved in a number of relationships, there are recurrent themes that pervade the literature. Genji's mother died soon after childbirth and while he lacked the opportunity to know her well, he heard that Fujitsubo, his father's future Empress closely resembles her. Early in his life, Genji begins to adore her and later he has an intimate liaison with her from which their son will subsequently succeed to the throne (Tyler, 2001, xiv). This adoration for the mother figure of Fujitsubo will influence many aspects of Genji's future relationships. While he has relations with Fujitsubo, the nature of their connection is both discreet and brief. Genji is frustrated at the fact that he cannot attain or possess the embodiment of his desires as Fujitsubo is beyond his reach. Essentially, he attempts to recreate this special love in a young girl, Murasaki, who closely resembles her. Motivated by his desire for the mother figure, he personally grooms Murasaki to fill this role. When she becomes of age to marry, they are wed and she becomes the great love of his life (Tyler, 2001, xiv). Her death has a devastating effect on him. He becomes filled with hate as he cannot or will not accept the fact that he has survived her (Tyler, 2001, p. 761). His desire to live is largely diminished with the death of the mother figure. "Yearning too fondly for a twilight one autumn many years ago, I saw the end come at last in a cruel dream at dawn (Tyler, 2006,

Role of Allied Professional (SLP) Module 4 Essay

Role of Allied Professional (SLP) Module 4 - Essay Example The OBRA 90 standard of pharmacy practice calls for pharmacists to give guidance to patients on the use, interactions and any contraindications expected. Doing so reduces the chances of legal liability in their line of work. Thirdly, they should regularly monitor the rate at which the patient is taking his or her medication. Thanks to advancement in technology, there computerized information system that pharmacist can use to record and refer to the information pertaining the patients medication history. Fourthly, it is the responsibility of pharmacists to resolve any problems that arise in relation to patients. These could be medical bill payment problems, discrimination toward the patient as a result of his or her condition (Lamb, 2014). Fifth, pharmacists are required to honor a legally valid prescription presented by the patient from a physician or a doctor. Lastly, pharmacists should be obligated to consult and adhere to pharmacy regulations and set standards. This contributes to patients wellbeing and protection from potential risks associated by certain medication. In the case of Robert Courtney, a pharmacists accused of intentionally diluting chemotherapy drugs to make money by exploiting cancer patients, is a good example of professional trust breach. He confesses of altering over 150 doses of chemotherapy drugs and risking lives of over 30 patients. Courtney does not only violate patient rights, break the law but most importantly betrays the trust of patients seek his expertise (Jaffe, 2001). Altering the sate of a drug is professionally unethical and immoral considering lives are at stake. Pharmacists’ judgment should and only be in the paramount interest of the patient and not Pharmacists’ interest. It is expected of Courtney as a professional healthcare pharmacist, to be the patient advocate but from his action it is clear that he is not concerned with his

Stem Cells Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Stem Cells - Research Paper Example Most other cells in our bodies are capable of either no replication at all, or only limited multiplication. Stem cells however can continue to replicate mitotically in an endless series of cell divisions in which a single progenitor call can give rise to populations of several million cells. 2. stem cells lack the functional characteristics of other cells in our bodies. For example the red blood cells can carry oxygen bound to the hemoglobin. The muscle cells can utilize ATP to contract and relax in response to nerve stimulation. But stem cells cannot perform any of these specialized tasks. 3. when stem cells in our bodies are subjected to the appropriate stimuli, they undergo differentiation, a process by which stem cells give rise to different end-organs and tissues. These cells which arise from the stem cells are functional in the different body processes. Thus stem cells, by differentiation along different lines give rise to all the organs and tissues in our bodies. Research into stem cells has opened gateways in biological studies that would have been deemed unbreachable just a few decades ago. The most astounding results that stem cell research have yielded are in the field of cell based therapies. The theory behind the use of stem cells in this field is that since stem cells are the progenitor calls that have given rise to all the tissues and organs in our body during our embryonic life, they can also be used to replenish the aforementioned organs and tissues should they become damaged or defective during our adult life. Theoretically, the stem cells can be used as a reservoir to supply any type of cells that become defective in our bodies. For example, in diabetics, they can be used to create a new population of beta cells which can be transplanted to the patients pancreas. They can even be used to constitute entire organs, like kidneys, liver, cornea and even the heart for purposes of transplantation. In practical use, cell based therapies have only so far been applied on a limited scale in hematological malignancies, to reconstitute the cell population after intensive chemotherapy meant to eradicate the patients own bone marrow. Their success and popularity as a mode of treatment in these illnesses is widely established. Stem cell research can also yield excessive information about the processes of cell division and differentiation that are involved in the development of the different organ systems of the embryo from the unicellular zygote. These mechanisms are of intense interest to scientists because they play key roles in diseases that are genetically inherited as well as in the development of cancers. If the defects in cell division and differentiation that give rise to certain genetically inherited traits can be identified, and the key growth or induction factors responsible for causing these defects elucidated, then perhaps these defects can be prevented or corrected in the very early stages of fetal life. If the genetic changes

Sustainable management futures Assignment Example | Topics and Well Written Essays - 1500 words

Sustainable management futures - Assignment Example The concept of CSR consists of attractive or good business ethics and is associated with what could be evaluated ethically or morally good (Robins, 2008). According to Waddock (2004) CSR is â€Å"The separation of company responsibilities which associates with a corporate discretionary/voluntary associations with its community and societal stakeholders.† Corporations view integrating an active CSR subsistence as a contrivance to boost their gung ho benefit with exterior and interior stakeholders (Branco & Rodrigues, 2006).This essay examine the CSR activities and behaviour of Sainsbury in its home country and overseas and evaluates it ethical and environmentally responsible behaviour by applying relevant moral theories and sustainability replicas to date and create recommendations. Sainsbury plc is UK’s leading food merchant with interests in financial and non-food services. The group consists of Bells Stores, Sainsbury’s Supermarkets, Sainsbury’s Bank and Jackson’s Stores. It has more than 145,000 employees working under various groups. The business of Sainsbury business is constructed on a dedication to services and quality since 1869 and its main is to give the best products to its customers at an affordable price. In the year 1996, Sainsbury began official reporting with regards to ecological impact. This reporting was further broadened to Corporate Social Responsibility as reply to greater demand among its shareholders. This essay is further divided in various sections that will help us evaluates it ethical and environmentally responsible behaviour by applying relevant moral theories and sustainability replicas to date and create recommendations. Corporate Social Responsibility and Sainsbury CSR means a lot to Sainsbury, as it means offering their consumers abundant range of good and quality food products at a reasonable price. Besides this it also means offering a fair price to it suppliers a reassurance that they have a consumer for their goods. To Sainsbury, this means enriching their communities via career and employment development prospects along with making profits for their shareholders. Moreover the right usage of valuable resources such as electricity and water and perseverance of the local surroundings is yet another aspect for them. Sainsbury’s major CSR objectives are as follows: Perk up energy efficiency Heave colleague responsiveness of energy expenses and ecological effect Transporting produces more economically by reducing the miles travelled by deliverance fleet and utilising electric motor vehicles in its domicile delivery flotilla. In the theoretical structure Sainsbury’s rank greatly for its Corporate Social Responsibility activities particularly with regards ecological issues. Sainsbury’s has spent in energy competence projects, as well as refrigeration, lighting, ventilation and heating showing the corporate enduring financial dedication to CSR actions. Wi th the help of Carbon Trust, Sainsbury has also made a 5 site waste and energy study in order to perk up existing practice in waste and energy management. In addition, in 2010 they drew strategy to alter 20 percent of its house delivery flotilla to electric motor vehicles (Mintel, 2008) which justifies its high score in the theoretical structure for its inbound logistics. Sainsbury’s CSR Strategies The 1st monitoring strategy in order to assist dairy

Role of Allied Professional (SLP) Module 4 Essay

Role of Allied Professional (SLP) Module 4 - Essay Example The OBRA 90 standard of pharmacy practice calls for pharmacists to give guidance to patients on the use, interactions and any contraindications expected. Doing so reduces the chances of legal liability in their line of work. Thirdly, they should regularly monitor the rate at which the patient is taking his or her medication. Thanks to advancement in technology, there computerized information system that pharmacist can use to record and refer to the information pertaining the patients medication history. Fourthly, it is the responsibility of pharmacists to resolve any problems that arise in relation to patients. These could be medical bill payment problems, discrimination toward the patient as a result of his or her condition (Lamb, 2014). Fifth, pharmacists are required to honor a legally valid prescription presented by the patient from a physician or a doctor. Lastly, pharmacists should be obligated to consult and adhere to pharmacy regulations and set standards. This contributes to patients wellbeing and protection from potential risks associated by certain medication. In the case of Robert Courtney, a pharmacists accused of intentionally diluting chemotherapy drugs to make money by exploiting cancer patients, is a good example of professional trust breach. He confesses of altering over 150 doses of chemotherapy drugs and risking lives of over 30 patients. Courtney does not only violate patient rights, break the law but most importantly betrays the trust of patients seek his expertise (Jaffe, 2001). Altering the sate of a drug is professionally unethical and immoral considering lives are at stake. Pharmacists’ judgment should and only be in the paramount interest of the patient and not Pharmacists’ interest. It is expected of Courtney as a professional healthcare pharmacist, to be the patient advocate but from his action it is clear that he is not concerned with his

Sustainable management futures Assignment Example | Topics and Well Written Essays - 1500 words

Sustainable management futures - Assignment Example The concept of CSR consists of attractive or good business ethics and is associated with what could be evaluated ethically or morally good (Robins, 2008). According to Waddock (2004) CSR is â€Å"The separation of company responsibilities which associates with a corporate discretionary/voluntary associations with its community and societal stakeholders.† Corporations view integrating an active CSR subsistence as a contrivance to boost their gung ho benefit with exterior and interior stakeholders (Branco & Rodrigues, 2006).This essay examine the CSR activities and behaviour of Sainsbury in its home country and overseas and evaluates it ethical and environmentally responsible behaviour by applying relevant moral theories and sustainability replicas to date and create recommendations. Sainsbury plc is UK’s leading food merchant with interests in financial and non-food services. The group consists of Bells Stores, Sainsbury’s Supermarkets, Sainsbury’s Bank and Jackson’s Stores. It has more than 145,000 employees working under various groups. The business of Sainsbury business is constructed on a dedication to services and quality since 1869 and its main is to give the best products to its customers at an affordable price. In the year 1996, Sainsbury began official reporting with regards to ecological impact. This reporting was further broadened to Corporate Social Responsibility as reply to greater demand among its shareholders. This essay is further divided in various sections that will help us evaluates it ethical and environmentally responsible behaviour by applying relevant moral theories and sustainability replicas to date and create recommendations. Corporate Social Responsibility and Sainsbury CSR means a lot to Sainsbury, as it means offering their consumers abundant range of good and quality food products at a reasonable price. Besides this it also means offering a fair price to it suppliers a reassurance that they have a consumer for their goods. To Sainsbury, this means enriching their communities via career and employment development prospects along with making profits for their shareholders. Moreover the right usage of valuable resources such as electricity and water and perseverance of the local surroundings is yet another aspect for them. Sainsbury’s major CSR objectives are as follows: Perk up energy efficiency Heave colleague responsiveness of energy expenses and ecological effect Transporting produces more economically by reducing the miles travelled by deliverance fleet and utilising electric motor vehicles in its domicile delivery flotilla. In the theoretical structure Sainsbury’s rank greatly for its Corporate Social Responsibility activities particularly with regards ecological issues. Sainsbury’s has spent in energy competence projects, as well as refrigeration, lighting, ventilation and heating showing the corporate enduring financial dedication to CSR actions. Wi th the help of Carbon Trust, Sainsbury has also made a 5 site waste and energy study in order to perk up existing practice in waste and energy management. In addition, in 2010 they drew strategy to alter 20 percent of its house delivery flotilla to electric motor vehicles (Mintel, 2008) which justifies its high score in the theoretical structure for its inbound logistics. Sainsbury’s CSR Strategies The 1st monitoring strategy in order to assist dairy

UAE School Learning System Essay Example for Free

UAE School Learning System Essay The education structure of UAE was formalized in 1953, with establishment of government funded public school system. Since then, this structure has been implemented across all the seven Emirates. Today, there are 780 public schools with approximate strength of 3 hundred thousand students across the entire UAE. The pattern of school system is formulated on standard western approach that consists of primary and secondary schools (Samaha and Shishakly, 2008). Students start their educational journey by enrolling in primary schools, which takes five years complete. The second stage spans over four years followed by the secondary schools that take another three years to complete. During the same phase, the emphasis of education has also shifted underwent a profound change to reflect the advances made in recent years in fields of information technology, shared learning, collaborative participation and leadership development among students. This paper focuses on these changes experienced by UAE education system that have helped to keep it robust and synchronized with evolving concept of education and pedagogy world wide (Felner et al. 1997). Reasons for Change in UAE School System With the advent of information technology, the former isolated model of education faced challenges that have stimulated it to transform side by side with events of rapid globalization, information technology, knowledge-driven economy, international change towards sustainable social and community developments, increased level of international interaction, competition and collaboration (Samaha and Shishakly, 2008).. Under the immense impact of these changes the UAE educational system also felt the need to incorporate numerous educational reforms and to keep it up to date and upgrade. The efforts of UAE policy-makers and educators to reform education and prepare next generations for meeting challenges of the future must be seen and understood in this context. (Cheng, 2003a, b; Hirsch Weber, 1999; Kogan Hanney, 2000; Mingle, 2000). Consistent with this approach in change is also the understanding that in a fast hanging era that educational reforms can not limit themselves to mere incorporation of information technology in its static form, but that they must absorb the philosophy of continuous action learning, creativity enhancement, and multiple intelligence development as the key elements for continued development of entire student community in view of information technology and evolution of a knowledge-based economy ((Samaha and Shishakly, 2008). Therefore, the concepts of organizational learning, collaborative partnership, shared experience, knowledge management and institutional intelligence are being inculcated the institutional level to oversee their effective transformation from confines of board room to class room(Langer, Colton, Goff, 2003). Another important facet of latest educational reforms is emphasis on creativity and lateral thinking, which are believed to be instrumental in setting up platform for lifelong accumulation of learning, action learning and continued development of intelligence. It is believed that through assimilation of these new approaches, students could be better equipped to meet with the challenges of globalization and technological changes. As a matter of fact, the major thrust of educators, both in policy and implementation, is towards action learning which is construed as fundamental in increasing the learner’s capacity to take a higher learning curve, both from intelligence and knowledge point of view (Felner et al. 1997). Schools as Learning Communities The concept of schools as learning communities has gained ground internationally where educators have come forward with idea of creating a system that would include a focus on academic achievements along with wholesome development of children, covering their emotional, analytical and personality development to help them attain a productive role in the society (Felner et al. 1997). These ideas have come forward from learning form former educational system, whose curriculum, educators felt, created a gap between intellectual, emotional and interpersonal needs of students and academic education. Thus, it impeded their learning and preparatory abilities for adulthood, along introducing a degree of vulnerability against rapid pace of global technical changes. Collaborative Learning: From the experience gained from various models of teachings practiced around the world, educators have learned that collaborative learning is among the most effective tool for imparting effective and lasting teaching to children. The premises behind collaborative learning is that students learn best when they learn together through active collaboration and participation (Felner et al. 1997). Class room research has shown that collaborative learning, which inspires students to learn in small groups is much more effective than any other form of instruction in helping them understand and retain the content. It also imparts greater degree of satisfaction to students. Adult Learning Theory: Understanding the encompassing role of education, educators have also focused on evolving new models of adult learning, in recognition of the fact that maturity and understanding level of adults sits in a completely different zone as compared to children. According to the rules set by Malcom Knowles, adult learning approaches takes in cognizance of that fact that adults are autonomous and self directed and hence the teachers need to create an expansive environment where adults are able to appreciate their own independent role in directing their course of study. Thus participation, leadership and delegation of responsibilities become effective strategies in course of adult learning models, all which aiming to provide maximum degree of self control and reliance (Langer, Colton, Goff, 2003). Meanwhile, educators have also learned to take in the life experience and knowledge factor of adults to further the goals of learning. One of the great benefit with adult teaching is that each adult has, at one point or other, something relevant to share with others, drawn out by his/her own experience pool and knowledge. Thus, the learning gets more effective and comprehensive. Also, adults are very goal oriented and practical (Samaha and Shishakly, 2008).. The time they are investing in education is either their productive time or time away from their family and hence they want maximum utilization and returns for their efforts. Educators, who have learned to appreciate these facts, have truly provided a very meaningful angel to concept of adult learning philosophy (Felner et al. 1997). Community: The present educational model lays a heavy emphasis on concept of community and shared learning. Information technology and internet has played fundamental role in furthering the concept of community where people with similar interest areas, like thinking and shared concepts get together to felicitate each other’s learning in a collaborative approach. Community is a inclusive approach in educational field where one to one instructional approach is replaced by learning through group interaction and active participation and sharing of knowledge among the members of the community. Even the role of educator, at times is not more than a member of the community. Community is an extremely useful concept in field of adult learning, specially for young adults who have high degree of familiarity with informational technology tools. Leadership: Modern educators have shed the ideas of passive education and pedantic teaching. The dynamics of global change have impressed them with creating leadership potential in every student. While certainly, there are no definite copy-book rules to construct a leader (Langer, Colton, Goff, 2003). The difficulties, complexities, and challenges associated with a situation give impetus to leadership qualities in otherwise ordinary people who believe in themselves that they are capable of rising up to the difficulties as well as helping others out of it. Therefore although it might be difficult to ‘teach’ a person quality of good leader, yet one can expect to inculcate leadership qualities by observing styles and principles of successful leaders. Leadership is then about inspiration, motivation, encouragement and direction that pulls people to accomplishments that they would not had managed if left alone (Felner et al. 1997). However, effective leadership is a very challenging domain as it requires some impeccable personal and organizational traits that can be developed and realized through considerable experience, knowledge and self- discipline. There are no fixed guidelines, set of rules and laws that exactly prescribe the traits, qualities and attributes of a successful leader. Quite often the leadership is situational and the leader is required to act purely through intuition and circumstantial requirements. However there are certain essential skills and characteristics that are rather mandatory for effective leadership are (Day and Halpin, 2004)