Does Milkshake Tastes Funny Essay Example

Does Milkshake Tastes Funny Paper Tastes Funny Synthesis George Stein Is a working student who Is looking for a stable Job that would provide for his financial needs. Finding out that Eastern Dally Is hilling, he quickly applied and found out that this might be one of the better Jobs he could find. The salary was above the normal in the industry, the working environment was not that stressful, and the schedule would allow him to attend his school during the day. After being accepted in Eastern Dairy, he was assigned at the freezer where he would stack containers of mix. However, since there is a limited number of manpower during the sight shift, everybody pitched an extra hand where work might be needed. One night the pipe that transports the mix line used for making shakes were clogging up badly and persistently with maggots. Should their group stop operations and continually unclog the pipes, they would not be able to deliver the necessary products on time costing the company more money. Paul, who often make the decisions during the night shift, told George that they should Just remove all five filters so that they could meet the deadline. He said It would be safe because the homogeneity would be able o collect all the sold materials that will go through the filters and the pastries would kill all the bacteria that may exist on their product. We will write a custom essay sample on Does Milkshake Tastes Funny specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Does Milkshake Tastes Funny specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Does Milkshake Tastes Funny specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This made George uneasy and think what he should do Point of View George Stein the immediate action should come first from George because he must initiate things so that actions may or may not be done about the situation. Operations Manager he or she would be able to properly assess the situation as to what is an acceptable or not acceptable steps to take Problems Identified Lack of quality control, quality management, and quality assurance systems that old ensure compliance to quality standards. Lack of modern health, safety and environment (HOSE) policies, procedures, and controls that would ensure compliance to environmental standards. No formal training for employees before deployment to work Expectations from employees are not clear Statement of the Problem What necessary steps should George Stein do in order to deliver the product on time without sacrificing quality? Objectives Implement quality control, quality management, and quality assurance systems that would ensure compliance to quality standards. Implement policies, procedures, and intros on modern health, safety and environment would ensure compliance to environmental standards. Communicate to employees the foregoing policies and procedures and set expectations to employees Areas of Consideration (SOOT) Strength Eastern Dally Is unloaded and the wages paid to employees were over twice the minimum wage George had been paid on his previous Jobs. Easy Camaraderie wealth teen workup Labor relations seems amicable Weaknesses Poor management and Organizational structure No formal trainings or instructions given to newly hired employees before plowmen to work No managers assigned during night shift to supervise the work of employees Expectations from employees are not clear Poor maintenance of warehouse where milkshake ingredients stores self appointed shift leader didnt seem too concerned on the current situation of the company commendation Formulate quality control and quality management system to ensure that quality of products, stuff behavior and administration are under control. Design a monitoring situation. The company should assign manager who will to monitor the activity of employees and quality of production. Create Authority. Set direction for the organization and align employees on the direction set by management. The goals set should be specific, measurable, attainable, realistic and timely. Motivate people to achieve the goals. Create ethical concept and corporate social responsibility to employees. Improve the organizational culture. Implementation Policies and procedures in proper handling and storing of inventories should be implemented to minimize theft, waste, and spoilage of inventories. Appoint person who will be responsible in controlling quality of materials used in process and the finished products sold by the company. Employees should be trained on health and fatty standards from procurement of raw materials, storage, handling, manufacturing and distribution of finished products. Before deployment to work, newly hired employees should undergo formal training to communicate the companys rules and procedures, policies, expectations, goals, targets and company culture. Learning Points This case provides an example of how a lack of a code of ethics or ethical training within a corporation can lead to negative consequences. The major players in the case are the night shift employees of Eastern Dairy, and the management of this company that set up the rules and expectations for the night shift.

12 Expository Essay Topics on Sanxingdui Culture

12 Expository Essay Topics on Sanxingdui Culture The ancient Chinese Sanxingdui culture is one of the mysterious cultures which researchers are still trying the best to learn about till this day. Understanding this fact, your instructor may recommend that you write an expository essay so that you can learn beyond your textbook and find new sources of information on this subject. Be forewarned: writing expository essays involves meticulous research about your chosen topic. As your essay cannot cover very broad themes, try to focus on a specific aspect instead. This lends your essay a logical flow and internal consistency. Besides, a few threads of ideas running through the text are easier to manage as compared to complex and multi-layered concepts. If you are assigned an expository essay on Sanxingdui culture, here are 12 facts you can use to come up with a topic for your essay and even use while writing it. If you would rather take a shortcut, check out our 20 expository essay topics on Sanxingdui culture. Here are the most useful facts about Sanxingdui culture: The village of Sanxingdui located in the Sichuan province of China was the stage of a major archeological find. In the year 1986, two huge sacrificial pits were unearthed. With this discovery, a lost chapter of Ancient Chinese history was also discovered. The pits were created by an ancient civilization which flourished in the region some 3000 5000 years ago. The Sanxingdui archeological site is located in the city of Guanghan, 40 km away from Chengdu. It has been internationally recognized as one of the most important ancient remains worldwide. The major factors which make it unique are its lengthy period of the reign, vast size and rich cultural contents. The discovery has turned Sichuan into a focal point in the study of ancient China. The pits were not the first time a major find had been unearthed. The first signs of the presence of an ancient civilization were discovered in 1929. A farmer digging in the area accidentally discovered a huge collection of well-preserved jade relics. Lots of Chinese archeologists tried to find more remains after the discovery, but nothing turned up. After decades of failure, two large pits were discovered in 1986, containing a large amount of artifacts, all of which had been broken, burned and then buried. The objects found in the pits were remarkable and showed that people had advanced technical and artistic skills. Archeologists found sculptures which had animal faces. Masks with open mouths, grinning teeth, and dragon ears were also found. Moreover, sculptures of snakes, dragons and different birds, a huge wand, a large sacrificial altar, a bronze tree 4 meters in length, rings, axes, and knives among hundreds of small objects were excavated. Of these objects, the most impressive one is probably the 2.62-meter tall bronze humanoid statue. Carbon dating of the artifacts shows that they belong to the time period between 12th – 11th centuries BC. The bronze statues were made using an advanced casting technique which involved mixing lead, copper and tin to create an alloy of superior strength and malleability. This enabled the people of that area to create statues of stunning length. The artistic style of all the artifacts found is quite unique. No other ancient Chinese culture is known to possess a similar style. Archeologists have linked the Sanxingdui culture with the ancient kingdom of Shu. They have also linked the artifacts to early legendary kings. However, the references to the Shu period are not very accurate because historical records for this period are scant. Sanxingdui at its prime was a metropolis; it covered an area of three square kilometers. Its people had a highly developed agricultural system and were capable of making wine and creating ceramics. The making of sacrificial tools and mining were common trades as well. Archaeological findings from the excavation sites show that the settlement at Sanxingdui was suddenly abandoned sometime around 1000 BC. The culture was at the peak of its development, which is why this unexplained end is a mystery which has not been solved yet. Archeologists and historians believe that these pits served as sacrificial sites. The ancient Shu people sought to appease to the earth, heaven, mountains, rivers and other gods by offering sacrifices to them. In fact, the artifacts found there, such as the human-like bronze statues and masks with animal-like faces, were representations of the gods worshipped by these people. Till this date, not much is known about the lives of the people of this ancient culture. The site does not contain any inscriptions. This Bronze Age civilization has gone unrecorded in ancient texts and, by all estimates, remained relatively unknown to the world. The discovery of the site created a fundamental shift in the way historians thought about Ancient China. Traditional views held that there was a single center of civilization in northern China, but Sanxingdui proved that multiple regional centers existed. The Sanxingdui culture most likely worshipped the sun and also their ancestors. There have been signs which point to the likelihood that ancestral and religious temples existed simultaneously. This leads historians to conclude that power was shared between the priest and the king. The Sanxingdui civilization is significantly different from the Xia-Shang Zhou civilization, and therefore enriches the pluralistic characteristic of Ancient Chinese civilizations. These facts can be used in your expository essay to illustrate the uniqueness of the archeological site and the Sanxingdui culture. If you need more information, you can check out the sources listed at the end of this page and learn more about this fascinating culture. If you need more help with the technicalities of writing an expository essay, check our guide on how to write an expository essay on Sanxingdui culture. References: Holloway, A. (2014). The Ancient Artefacts of Sanxingdui That Have Rewritten Chinese History. Epoch Times. Retrieved from http://printarchive.epochtimes.com/a1/en/sg/nnn/2014/09%20September%202014/495/SEPTEMBER19-OCTOBER2_18_lowres.pdf DONG, R. W., DONG, J. (2008). On Outstanding Eyes of Bronze Statuaries in Sanxingdui Relic. Journal of Chengdu University of Technology (Social Sciences), 2, 006. CHEN, C., YIN, M. (2005). Symbolic Research of the Bronze Trees from Sanxingdui [J]. Sichuan Cultural Relics, 6, 006. Ge, Y., Linduff, K. (1990). Sanxingdui: a new Bronze Age site in southwest China. Antiquity, 64(244), 505-513. http://dx.doi.org/10.1017/s0003598x00078406 Xing-shi, L. I. U. (2005). Sanxingdui Civilization and Ancient Geographic Environment [J]. Journal of Changdu University of Technology Social, 1, 000. Xu, J. (2003). Defining the Archaeological Cultures at the Sanxingdui Site. Journal Of East Asian Archaeology, 5(1), 149-190. http://dx.doi.org/10.1163/156852303776173006 Hui, W. (2007). The Character of Sanxingdui Bronze Head Picture and the Origin of the Chu History Book TAOWU [J]. Journal of Historiography, 4, 007.

Green Building Materials Term Paper Example | Topics and Well Written Essays - 1250 words

Green Building Materials - Term Paper Example A green building utilizes resource like energy, water, land, materials etc more efficiently than traditional buildings. Moreover, a special emphasis is given in ensuring occupant health and in reducing wastage and environmental degradation. The resources like recycled materials, renewable resources, salvaged building materials, some durable materials etc come under the green building materials. Today, billions of tons of raw materials are used for the construction activities every year, and that has resulted in extensive depletion of non renewable natural resources throughout the world. In this regard, renewable green building materials have become a necessity in conserving the declining non-renewable resources. According to Howe and Gerald (2010, p. 232), in traditional construction, a large amount of construction and demolition (C&D) wastes are getting disposed in the landfills every day. In green building practices, salvaged or recycled materials are used which contribute in bette r waste management. Some of the traditional building materials produce toxic chemicals which are harmful to human health. There is also massive carbon foot print production during various construction and operation process within the buildings. The use of green building materials in construction can maximize efficiency and minimize wastage, and it offers a healthy place to live with less impact on environment. Green building materials have several advantages that make them more favourable to be used in construction than the traditional building materials. To be specific, green building materials are of low cost, environmentally friendly, and safe in several respects. To begin with, when compared to traditional building materials, green building materials offer several financial benefits. Construction of green building does not necessarily need to be expensive. Some of the green products are available at a cost less than or equal to that of traditional

Human Resource Essay Example | Topics and Well Written Essays - 2000 words - 2

Human Resource - Essay Example Current paper focuses on two particular aspects of Human Resources Management: Acquisition and Development of employees. Reference is made to a major competitor in the UK market: TESCO. The recruitment and selection process of the organization has been examined and evaluated. At the same time, the training and development programs of the firm are presented and analyzed in order to understand their contribution in the growth of the organization. It is concluded that the organization’s plans in regard the Acquisition and Development of its employees are unique, at the level that highly emphasis is given not just on the attracting of highly qualified staff but also on the continuous development of employees, according to their needs and potentials. 2.0 HRM – overview and presentation of key aspects 2.1 Role of HRM in modern organizations HRM is considered as a key sector in organizations operating in all industries. In the literature the elements of HRM have been extensive ly analyzed in order to understand the role of the above framework as a critical element of organizational environment. According to Sims (2007) the term HRM is used for describing ‘the rules, the principles and the processes used in organizations for managing their human resources’ (Sims 2007, p.5). In other words, the contribution of HRM in organizational growth can be vital, securing the high employee performance, as related to high organizational profits. It should be noted that HRM focuses not only on the management of the relationship between the organization and its employees but also on ‘employees’ needs and employees’ development’ (Sims 2007, p.5). In this way, the potential of employees to respond to the needs of the organization is increased. Considering employees not only as units supporting organizational processes

One of the themes of block 5 is the way in which characters may be Essay

One of the themes of block 5 is the way in which characters may be portrayed in prose fiction, and in drama. Select two characters from different works studied - Essay Example Euripides and Shaw bring out these traits by allowing the characters to express their feelings, giving them social status which goes a long way in defining them as individuals and exploring their sensitivity. In this regard both writers have used direct as well as indirect methods of characterization. Euripides uses the technique of exposition to give an insight into Medea’s character and to provide a history of her background thus far. The nurse delivers this introduction and at the very onset, we are able to divine her personality and a glimmer of the devastation she is capable of wreaking on those who unwisely cross her. According to the nurse, â€Å"Her mind thinks in extremes†¦ She’ll not put up with being treated badly†, she is a creature of violent passions and has committed horrifying acts in the name of love, but now her ardent love has soured and â€Å"She’s a dangerous woman† (Euripides, 2006)1. Thus his Medea creates a powerful impression even before she comes on stage. Euripides uses the essential tool of drama – dialogue, to allow Medea to express her feelings and plans for revenge. Thus the audience manages to get first-hand information about her inner-most thoughts and emotional state. Further he allows her actions to speak for themselves. It is Medea’s ability to act on schemes devised by a mind twisted by the suffering inflicted on her person that makes her particularly dangerous. Euripides makes her character convincing by revealing suitable provocation that goads her onto such dastardly excesses like murdering her own children. Euripides uses indirect characterization as well in his portrayal of Medea. The other characters react to her personality, thereby offering fresh insight into her character. For example there is a scene where Creon exiles her out of fear for the safety of his family. He tells her, â€Å"†¦ you’re a clever

Social Performance with regards to Business Ethics and Labor

Social Performance with regards to Business Ethics and Labor Marriott International Introduction When companies strike an outstanding social performance, the community tends to remember the significance of the companys management and operation. Marriott International Incorporation is recognised as one of the top leading hospitality industry with over 6000 hotels in 120 countries worldwide (Marriott 2017). Marriotts success comes from their core values, where they believe people comes first and by providing excellent customer service, it will keep the business consistent. This essay will discuss the negative and positive aspect of Marriotts social performance and examine the impact of its performance upon society and particular stakeholders. The involved stakeholders in this essay are hotel owners, employees, customers, and suppliers. This essay will also highlight Marriotts achievements for embracing diversity and its required improvement on forced unionisation for the workers. This essay will conclude on evaluating Marriotts social performance as a whole with regards if it succ essfully fulfilled societys expectation and on how the company operates when confronted with labor issues. A labor case against Marriott International Many hospitality industries are currently facing challenges to maintain its position in this competitive market. A labor issue that occurred in 2002 made Marriott faced an adverse effect for the companys development. It broke a promise of its vision statement, where which emphasise its employees should be provided an opportunity to work and feel welcomed to Marriott (Sorenson 2013). In 2001, a case disclosed that Marriott International wanted to secure two of its flagship hotels, Marriott Marquis and Marriott Financial Centre in New York City union free whilst, the less-known Marriott-managed properties were proposed to be an unionised workforce (Randles 2013). Marriott formed this secret agreement with its hotel workers union in New York and was sued for over $500 million by a hotel owner (Voris 2013). In early 2001, the former hotel owner, Madison 92nd Street Associates LLC, of Courtyard by Marriott Madison East (Randles 2013) had a business interest that involves a management agreement with Marriott to manage Madisons hotels under the Courtyard Marriott name (Meyer 2015). However, at that same period of time, Madison was uninformed about the ongoing secret agreement Marriott had with its New York hotel workers union. When Courtyard was opened for business in 2002, Courtyard hotel was classified as a union workforce. According to the lawsuit, Madison had assumptions with regards to the management agreement, where Madison thought Courtyard would have been declared as a non-unionised workforce due to the fact that Marriott was known as a union-free workforce company (Longstrerth 2013). As a result of Courtyard employees unionsised, the post effects were reported that there was an increase in labor and operating costs (Randles 2013). Labor costs are the biggest expense for hotel managers. Hence, Courtyard started facing bad financial performance annually as there was an increase in $2 million on the companys operating costs (Longstrerth 2013). Courtyards economic development was unstable as the hotel started losing big amounts of revenues and profits. By 2011, Courtyards managers faced a bankruptcy phase and were desperate for bankruptcy protection (Voris 2014). With the labor unionisation agreement, it led to a drastic impact on Courtyards stakeholders. The workers were obliged to union work rules and policies, where they faced any form of heavy labor, while being subjected to poor working environment (Randles 2013). Certain union policies had effects on the satisfaction of its workers and produced low work quality. According to the lawsuit, workers in New York pro perties (Randles 2013) experienced the benefit as a union-free workforce and gained competitive advantage. The unequal treatment of its stakeholders in different hotel properties showed a misstep to reflect its social responsibility, which was ensuring its employees are comfortable at work. Marriott disregarded its commitment to ethical business practices and neglected their Principles of Corporate Social Responsibility. Marriott Internationals Business Ethics and Cultural Diversity In todays business climate, every hospitality company aims to create a positive impact on its employees, suppliers, hotel owners and society. Due to higher expectations from society, hospitality industries that are unable to reach its customer satisfactory level could potentially lead to poor business. However, at Marriott International, the company strongly believes its stakeholders should be valued as Marriots first priority and to always feel welcomed (Marriott 2017). The establishment of Formal Diversity Programs on 1989 (Marriott 2015) has made a significant development upon the businesss company today. The outcome from these Supplier Diversity Programs, called Exchanges has shaped Marriott into a diversified hospitality industry, which provides working opportunities predominantly for minorities, women and people with disabilities (Wiggins 2016). By 2002, Marriott observed progress from their Supplier Diversity Programs, where $150 million of its total procurement was spent from Marriott with minority and women business suppliers. (PR Newswire 2003). The connection between Marriotts identity and procurement has an important part for the companys reputation. Marriott is known for strong work ethics with deeply rooted values, where they respect differences and embraces inclusiveness (Marriott 2017). The companys procurement strategy should then follow that ethical identity. At Marriott, suppliers play an essential role as it provides the products and services customers expect. Suppliers that uphold different values and principles from Marriott would face difficulty cooperating with them. Marriott believes a strong connection with its suppliers will maintain a substantial business liaison between stakeholders while receiving economic growth and a positive image for the company. According to Marriotts sustainability report, for nearly 9 years, Supplier Diversity Programs has spent approximately $4.5 billion with diverse suppliers, starting from 2003 until 2014 (Marriott 2015). The National Minority Supplier Developmental Council, US Hispanic, National Gay and Lesbian Chamber of Commerce, and the Womens Business Enterprise National Council are some of the 4000 diverse organisations that are currently in partnership with Marriott (Marriott 2017). Throughout Marriotts business years, the company has been constantly recognised for its ethical business standard. With unity in his heart, the Executive Chairman, J.W Bill Marriott, Jr. has earned the Hospitality Industry Diversity Institute (HIDI) award on February 11, 2002 (PR Newswire 2003). From Marriotts business approach on promoting diversity and value inclusion, its associates was known for their work and was honored with the J.W. Marriott, Jr. Diversity Excellence Award (Marriot 2017). Recently, Great Place to Work ® and Fortune acknowledged Marriott for being one of the 50 best workplaces for diversity (Wiggins 2016). The foundation of Marriotts success revolves around its dedication to a global diverse workforce and its superior business ethics. For 25 years, Marriott has formally devoted its company towards diversity and inclusion and for 10 years of this commitment was also executed by the Board Committee (Sorenson 2013). Marriott was founded under the philosophy that (Marriot 2012) the value for its guests comes from the value Marriott gives towards its employees. Marriotts culture made a magnetic impact upon its stakeholders, especially to its customers and society. It attracts its guests to keep coming back to Marriott hotels and the company earns recommendation from our loyalty guests to other new guests. Good ethical policies enable its customers to form long lasting business relations with Marriott and the company will then gain strong loyalties with its stakeholders.

Health of Children

| |Healthy minds | | |Promoting emotional health and well-being in schools | | | | Contents Executive summary1 Key findings4 Recommendations6The role of schools in providing for pupils with mental health difficulties7 Whole-school approaches to promoting good mental health10 Recognising and providing for individual needs17 Working in partnership with other agencies17 Relationships with parents24 Informal arrangements27 Provision through professional referral31 Notes34 Further information35 Publications35 Websites36 Executive summary This report examines the vital role played by schools in promoting the emotional well-being of their pupils.It analyses practice based on evidence gathered from visits by Her Majesty’s Inspectors (HMI) to 72 schools and reports on the impact of the guidance provided to schools four years ago by the Department of Education and Skills (DfES) and the National Healthy Schools Standards (NHSS), agreed in 1999. [1],[2] Both clarify the importance of goo d provision to ensure that schools meet the needs of pupils with mental health difficulties. Schools’ lack of knowledge of the DfES guidance results from a missed opportunity to improve the quality of provision for pupils with mental health difficulties.The large number of schools visited for this survey who were not working towards meeting the NHSS is of serious concern. Only just over half of them were aware that such standards existed. Of these, only a very small minority of schools were working towards or had met the criteria for providing for pupils’ emotional health and well-being. One barrier was the low level of awareness of the importance of the issue. It is unsurprising, therefore, that training for staff on mental health difficulties was found to be needed in three quarters of the schools.Most training tended to focus on strategies for managing pupils’ behaviour rather than on promoting positive approaches to relationships and resolving conflicts. Des pite such a lack of awareness in schools of mental health issues, there was good practice in one third of the schools in the survey, including: †¢ an ethos which valued and respected individuals †¢ a serious approach to bullying and pupils’ difficulties with relationships, and swift resolution of problems †¢ good arrangements for listening carefully to pupils’ views †¢ the involvement of parents in identifying problems and making provision for their children.Good joint working between health services, social services and schools was at the heart of effective planning and provision for individual pupils. Although multi-agency working was becoming better established within local education authorities, it was unsatisfactory in a quarter of the schools. Schools, parents and pupils were not always aware of how they might gain access to services. The best arrangements included regular meetings attended by a range of professionals, where work was coordinat ed, referrals made and difficulties followed up.Health services, social services and schools used different terms to describe mental health difficulties. The lack of a common language added to difficulties in recognising and meeting pupils’ needs. Schools identified about one in twenty pupils with mental health problems, although the Department of Health suggests a figure nearer one in ten. Arrangements for pupils to refer themselves for support and help were popular with them, as well as effective. This was particularly so where a pupil was struggling emotionally but where the school had not noticed changes in the pupil’s behaviour.Mentoring and support from peers was also very effective at providing a listening ear and opportunities for positive friendships. The report concludes that schools should make the promotion of pupils’ emotional health and well-being a priority and ensure all staff are aware of the guidance available. Key findings were nearly all prim ary or special schools and pupil referral units (PRUs). Secondary schools found it most difficult to make arrangements for multi-agency working a priority and they rarely took the lead in improving this aspect of their work.The lack of common language between education, health and social services professionals contributed to the difficulties in establishing good partnership working. Recommendations Local authorities and other agencies should: †¢ ensure that services for pupils with mental health difficulties are co-ordinated effectively within their area and that access to services is clear to schools, parents, children, young people and other service users †¢ commission, where appropriate, the services of voluntary organisations. Schools and other settings should: use the DfES national guidance on mental health difficulties to develop clear procedures, that are known and used by all staff, for identifying and supporting pupils †¢ ensure that issues concerning mental health are tackled successfully, either through the National Healthy School Standard (NHSS) programme or the PSHE curriculum †¢ establish arrangements for preventing bullying and promoting positive relationships and monitor their effectiveness †¢ work together to ensure that the DfES guidance is disseminated to all staff.The role of schools in providing for pupils with mental health difficulties 1. Many services play an important role in promoting pupils’ emotional health and well-being, including health services, social services, voluntary organisations, early years provision and schools. However, the notion of mental health difficulties carried a considerable stigma for many pupils and their parents. This, together with the need to attend a clinic, created difficulties for Child and Mental Health Services (CAMHS) in working with young people and their parents.A few pupils in the survey said that they did not wish to attend clinics for their appointments and did no t want to be labelled as mentally ill. Schools, therefore, play an important role in supporting children and young people in this area. 2. Guidance provided by the DfES in 2001 aimed to help teachers and others, working alongside mental health professionals, to promote children’s mental health and to intervene effectively. [3] It provides a useful description of the nature of pupils with mental health difficulties and a thorough overview of the issues relating to joint working between health services, social ervices and education. It suggests helpful strategies for schools to use. Few schools, however, were aware of the guidance which should have provided a good opportunity to improve the quality of provision for pupils with mental health difficulties. 3. A survey referred to in the DfES guidance indicated that about 10% of pupils experience clinically defined mental health difficulties. The schools visited, however, identified only between 4% and 6% of pupils overall with so me form of mental health difficulty, indicating some under-identification.This might go some way to explaining why schools struggle to manage the behaviour and attendance of some pupils, if they are not correctly identifying their difficulties and providing for them. 4. The 1999 Mental Health Foundation publication Bright futures defined children who are mentally healthy as able to: †¢ develop psychologically, emotionally, intellectually and spiritually †¢ initiate, develop and sustain mutually satisfying personal relationships †¢ use and enjoy solitude †¢ become aware of others and empathise with them †¢ play and learn develop a sense of right and wrong †¢ resolve (face) problems and setbacks and learn from them. [4] 5. Health services, social services and schools all use different terms to describe pupils and their conditions. There are many definitions of the term ‘mental health difficulty’ ranging from the highly categorised, commonly u sed by many health services, to those based on more descriptive terms which are prevalent in schools and other educational settings. 6. ‘Mental health’ and ‘mental health difficulties’ are more commonly used terms within health and social care.Schools and local authorities are increasingly using the term ‘emotional health and well-being’ in relation to both the care they take of pupils and the curriculum they provide. 7. The lack of shared definitions and understanding of mental health problems, however, makes it difficult for schools to identify and discuss these pupils. In a small proportion of primary schools, boys were pinpointed as more likely to exhibit mental health difficulties, but most schools reported no pattern. Some secondary schools identified more girls who were depressed, self-harming or who had eating disorders.However, no real gender differences were apparent and boys and girls were equally likely to have mental health problem s which were evident in school. Whole-school approaches to promoting good mental health 8. The best schools promoted good emotional health and well-being by valuing and respecting every individual. In the schools visited, those which embodied a value system that embraced all children identified fewer children with mental health problems. These schools promoted many and varied opportunities for pupils to share their thoughts and feelings.They used the curriculum to develop pupils’ listening skills and an understanding of other people’s points of view: this culture permeated school life. Case study A primary school in a disadvantaged area had a caring and supportive ethos in which the personal development and emotional well-being of pupils was very effectively promoted. There was a strong emphasis on developing all pupils’ self-esteem and ensuring that they had the language and opportunities to express their feelings and emotional needs.The school council and staf f were concerned that some pupils did not have friends to play with at break time. Very good initiatives, including ‘Playground Buddies’ and a ‘Friendship Area’, were introduced in response to these concerns. The school worked very hard to build up and maintain supportive relationships with parents and guardians, who felt that the school was a very safe and caring place for the children. The whole staff, including teachers, teaching assistants, administrative staff, catering staff, the site manager and cleaning staff contributed to this whole-school thos. 9. Pupils interviewed for the survey identified a lack of friendships and bullying as reasons for emotional difficulties in school. In all the schools with good arrangements for promoting health and well-being, bullying was not tolerated at any level. Pupils were able to discuss any incidents where they felt bullied and matters were discussed sensitively and resolved speedily. In these schools the pupils s pecifically commented that they were happy at school because they could talk to an adult if they had problems and know that action would be taken. 10.All schools taught a programme of personal, social and health education (PSHE). Nearly all primary and special schools discussed some elements of anger management, conflict resolution, bullying and friendship difficulties through such programmes. The provision was always at least satisfactory, and was good in over half of all schools visited. 11. Very few of the schools, however, tackled mental health difficulties specifically. These were missed opportunities to promote pupils’ general emotional well-being, particularly so in secondary schools where there were generally fewer opportunities to explore such issues.Only a third of the secondary schools visited taught PSHE programmes which included topics such as bereavement, stress and bullying. 12. The Primary National Strategy has provided training and curriculum materials for sc hools which focus on the social and emotional aspects of learning. At the heart of the materials is the belief that positive behaviour requires an active, whole-school approach to developing children's social, emotional and behavioural skills within a community that promotes the emotional well-being of all its members.A few of the schools visited were involved in the pilot stage of this work to very good effect. These schools were teaching pupils how to understand their own feelings and those of others, persevere when things became difficult, resolve conflict and manage worries. Staff found the training helpful and were in a good position to ensure their pupils learned how to take responsibility for their relationships and their learning. Following successful piloting, the Social and Emotional Aspects of Learning (SEAL) curriculum resource was made available to all primary schools in June 2005. [5]Case study A Year 5 class explored what it felt like to join a new group. Pupils talke d freely about their own experiences of joining clubs, moving to a new school and trying to make new friends. They used a good range of vocabulary to describe the feelings associated with newness and change, ranging from ‘scared’ and ‘excited’ to ‘apprehensive’ and ‘excluded’. Groups then planned what they would put in a welcome pack for a newcomer to their school. They gave careful thought to the kinds of information that would be helpful and to the ways in which they, as individuals, could be supportive. 3. No similar national programme was observed in secondary schools although one is currently being developed. Overall, secondary schools were less successful than primary and special schools at tackling issues of emotional health and well-being through whole-school initiatives. 14. In over half of the secondary schools visited, behaviour policies created stress or tensions for pupils. For example, in one school, exclusion was a c ommon response to difficult behaviour; as a result, the pupils felt under-valued.Schools made only very limited efforts to provide a suitable curriculum to meet these pupils’ emotional and learning needs. In one learning support centre within a school, pupils were taught by unskilled staff in poor surroundings which contributed to their low self-esteem. In a PRU, Year 11 pupils involved in a transition programme jointly run with the youth offending team reported that they were sent home on study leave two months before their official leaving date, even though they were not taking any formal examinations. They felt unwanted and this has had a negative effect on their self esteem, behaviour and attendance. 5. A significant minority of the secondary schools found ways to promote emotional well-being through their behaviour policies. For example, one large secondary school was developing ways to ensure that older pupils remained engaged with their school, even though they were so on to leave. A group of Year 11 pupils received two days’ training to develop skills of listening and helping pupils to find their own solutions to problems. The pupils subsequently provided a non-threatening opportunity for pupils who were experiencing difficulties to confide in someone and share their problems.The trained listeners received an external accreditation award for completing their training. 16. One barrier to improving provision for pupils’ emotional well-being was the low level of awareness amongst staff of its importance. Hardly any schools were aware of the comprehensive guidance issued by the DfES in 2001. [6] Even fewer schools had provided any staff training to raise awareness of the issues and the strategies described in the guidance. 17. Training for staff on mental health difficulties was unsatisfactory in just over a third of the schools visited and good in only just under a quarter.Most training tended to focus on managing pupils’ behavi our rather than on promoting a positive approach to relationships and resolving conflicts. However, a few secondary mainstream and special schools were developing an approach to conflict resolution based on ‘restorative justice’. This ensured that, where there were conflicts, all points of view were aired and discussed. The pupils valued this: they felt they could ‘have their say’ and that their views were respected. The training programme for staff was effective: teachers and support staff felt able to implement the programme successfully. 8. The National Healthy Schools Standard (NHSS) is at the core of the government’s healthy schools programme. [7] It was introduced in October 1999 to support the teaching of PSHE and citizenship in schools and to provide schools with practical ways to create a safe and productive learning environment and minimise potential health risks. One of its eight key areas of activity is emotional health and well-being (in cluding bullying). Of serious concern, however, was the large number of schools in the survey who were not working towards meeting the standard. Only just over a half were ware that the NHSS existed and, of these, only a very small minority were working towards or had met the criteria for emotional health and well-being in their school. 19. Small schools often had informal but effective arrangements for recording and discussing concerns about pupils’ well-being. Staff quickly perceived changes in pupils’ behaviour, demeanour or progress. An important feature of these effective schools was the quality of the communication between staff, for example between class teachers, teaching assistants and the special educational needs co-ordinator.Recognising and providing for individual needs Working in partnership with other agencies 20. All schools and LEAs recognised the importance of working well with professionals from the health and social services. Joint working with thes e other agencies was crucial in planning and providing for pupils’ individual needs. The challenge, however, for professionals from a range of disciplines was to achieve a common understanding of the problems of pupils with mental health difficulties. The following case study shows the benefits of effective joint working. Case studyA counsellor in a secondary school was working with a pupil who had referred herself for support. The pupil’s mother did not know this. A mental health worker from CAMHS, who worked in a local clinic, was also working with the pupil and approached the counsellor to see if they could work together with the pupil and parent. The counsellor discussed this with the pupil who gave permission for her mother to be contacted. Both professionals became engaged in supporting the parent and child. The consistent approach agreed between the adults ensured more straightforward discussions and properly agreed resolutions to problems. 1. Many of the local authorities visited were in a period of reorganisation as they set up Children’s Services to meet the requirements of the Children Act 2004. Practice is beginning to develop to establish the joint planning and working at the heart of this legislation. For example, one LEA was developing multi-agency patch teams and common referral procedures were being considered. Despite this, the survey showed that there was a long way to go to ensure that the legislative intentions result in better practice in schools. 22.Partnerships with external services were unsatisfactory in nearly a quarter of the schools visited and significant improvements were required in two thirds of them. Only a few of the secondary schools had good arrangements for multi-agency working. Relationships between schools and social services were particularly variable. 23. Unsatisfactory relationships between schools and other agencies were typified by: †¢ the unavailability of social workers, even for urgent c ases †¢ schools’ inflexibilities in approaching the planning of programmes to meet the needs of some of their pupils †¢ frequent staff changes long waiting lists for referrals †¢ reliance on personal informal contacts rather than agreed systems †¢ issues relating to geographical boundaries which remain unresolved. In the third of schools where multi-agency work was good, all the agencies had found ways of resolving such difficulties. 24. The most effective strategies which promoted good joint working included regular, frequent meetings attended by all agencies. Pupils’ needs were discussed and plans agreed and recorded. Case study A Vulnerable Students’ Panel effectively identified students xperiencing emotional health difficulties and provided appropriate multi-agency support for them. The panel met monthly and included representatives from a range of agencies. It was chaired by a deputy headteacher and a psychiatric nurse who was the manage r of the school support centre. All school staff were informed confidentially about the students who had been discussed and this dissemination aided further identification. Decisions made by the panel ensured that agencies were deployed to work most effectively in their areas of greatest competence and avoided unnecessary duplication of effort.Importantly, the school and agency representatives were charged with taking action and reporting back on its success at the next meeting. In this way each organisation was accountable to the panel. 25. Identifying one person to be responsible for co-ordinating and liaising with health and social services helped communication and ensured important information about pupils was disseminated effectively. 26. In a few LEAs, networks of professionals working in the same area met regularly to share effective strategies.They learnt about each other’s working practices and this promoted a shared understanding of issues. There was good practice i n schools where a wide range of professionals including counsellors, therapists, social workers and psychologists were employed by the school. Case study A primary school had formal procedures for logging concerns about a child’s academic, personal, social or emotional development. A nurture group also provided a way of identifying pupils who might have mental health difficulties. The school used short-term charitable funding to employ a family officer.She maintained close links with families identified as being in crisis and was therefore easily able to identify pupils at risk of developing difficulties in their emotional health and well-being. This approach encouraged partnership working so that parents referred their child to the family officer, headteacher or special educational needs coordinator if they had concerns. 27. Regular visits by other professionals helped schools to identify pupils who might be experiencing mental health difficulties. Case study The headteacher attended the school’s breakfast club every day and a mental health worker attended once a week.The club provided an effective method of identification through direct observation of children and regular communication with parents. 28. Sometimes other agencies initiated the joint working and the schools grasped the opportunity to participate. Case study A consultant paediatrician at a local hospital initiated collaboration amongst different schools to promote emotional literacy amongst pupils. The initiative was inspired by an attempt to deal with bullying, cited as a problem by many children who attended the hospital.The project, now in its fourth year, involved pupils from a primary school, special school, high school and the local tuition service. The project’s activities were based on posters which depicted problems faced by pupils. They were encouraged to develop listening skills, understand the perspective of others and to negotiate and compromise. Hospital staff encouraged the use of a common language by colleagues and the project fostered strong links between the health and education services. The result was fewer individual referrals to the hospital. Pupils who experienced bullying were usually referred directly to the project for support. 9. The pupils who were least mentally well were those who were withdrawn or depressed and who were underachieving as a result. Schools commonly identified pupils whose attendance was unsatisfactory and who did not participate fully in school life. Typically, these pupils had few or no friends and were isolated in the play ground. However, they presented few challenges to teachers and, too often, their problems were not followed up. Few schools saw non-attendance, lateness or falling behind in course work and homework as indicative of deeper problems. 30.Schools relied too much on informal methods to identify vulnerable pupils. Primary schools, particularly, insisted that they were able to identify such pupils easily because they knew their pupils very well. 31. Only a minority of the secondary schools used information from pupils’ previous schools to help recognise those who might experience mental health difficulties. Relationships with parents 32. A key to effective identification and provision lay in schools’ relationships with parents. Links with parents and other agencies were closest in the early years.Home visits, where parents could talk openly about their concerns and their children’s behaviour, and initiatives such as parenting classes, supported the identification of any problems or difficulties. As pupils grew older, schools found it harder to sustain such relationships, although there were examples of very good practice in primary, secondary and special schools. The main characteristics of good practice were: †¢ home visits by teachers and other support staff †¢ training for parents in developing healthy minds †¢ parental support gr oups †¢ regular meetings and telephone contact co-ordination with other agencies so that parents had to attend only one meeting. 33. Parental support groups were particularly common in the schools visited. In the following case study, the support groups were run by a local CAMHS team based in the school. The workers were able to talk to teachers while they were in the school and to ensure that information about individual pupils was discussed with them when appropriate. Case study A group of six parents met for ten two-hour sessions. The aim of the group was to help parents enjoy rather than simply manage their children.Parents learned how to play games and stimulate their children, thus strengthening their relationship. They particularly appreciated the opportunity to share their concerns with other parents who understood the problems. One parent reported, ‘You realise you’re not on your own; you don’t feel so bad’. The project was in its infancy, bu t there were signs that it was helping parents to develop confidence and to help each other do better. 34. Difficulties in working with parents stemmed from: †¢ late diagnosis of a pupil’s problems †¢ uncoordinated support from a range of agencies poor information provided for parents about whom to contact †¢ inadequate account taken of parents’ childcare arrangements, so that they sometimes had difficulties in attending meetings †¢ negative feedback to parents about their children †¢ parents’ perceptions that the school had ‘given up’ on their child. One parent observed, ‘Nobody ever said what was available; you had to find out for yourself or hear it from someone else’. 35. Most, but not all, of the pupils identified with mental health difficulties also had emotional, social and behavioural difficulties (EBSD).Some had more than one such difficulty. Ofsted has reported recently on the provision for these pupil s and its effectiveness. [8] This report focuses on the provision required for pupils who do not necessarily have special educational needs but who require additional emotional support to succeed at school. Informal arrangements 36. Half the schools in the survey operated self-referral or drop-in schemes run by peer counsellors, youth and community workers, school nurses, in-school counsellors and those from voluntary organisations.These arrangements enabled the pupils to identify themselves and seek the help they wanted and needed. Case study A secondary school appointed a health practitioner who dealt with a wide range of issues: developing self-esteem, anger management, relaxation and stress management. Pupils were able to make their own appointments and the work was completely confidential. She also did some teaching. This made her more accessible and reduced the stigma for pupils of ‘knocking at the door’. 37. A very small minority of primary schools offered pupils opportunities for self-referral to staff.In these schools, pupils could draw or write about themselves in a ‘reflections book’ or a ‘feelings book’, make use of a ‘bullying box’, and write or talk directly to the headteacher or the PSHE co-ordinator. Pupils who had such opportunities reported that this was supportive and gave them confidence. A Year 6 pupil said of her ‘reflections book’: ‘It helps me to have a confidential conversation with my teacher about things that are worrying me. ’ 38. A programme of education about values also helped pupils to talk freely and openly about their feelings.Each pupil was given a book in which they could write or draw a picture about the things that had made them happy or sad. Teachers monitored the books regularly to ensure that a pupil’s personal difficulties were identified early; they were powerful additions in a school where the ethos was already strongly supportive of pupils’ emotional well-being. 39. Clubs and after-school activities also enabled schools to support vulnerable pupils in a way which reduced the stigma of referrals. 40. In one primary school, 50 pupils regularly attended the ‘happy/sad’ club, where they talked about positive or negative experiences that concerned them.Clear ground rules had been established, which were understood by pupils, such as respecting what had been discussed and not gossiping. Pupils could put a photograph in a scrapbook of people that were special to them. The teacher usually led a short, directed session based on an appropriate text and provided an opportunity for meditation and reflection. The high number attending reduced the possibility of negative labelling and pupils had good opportunities to share their thoughts and feelings openly with their peers. 1. Pupils often commented that they particularly valued opportunities to talk and be listened to. The extent to which pupils with m ental health difficulties have problems in making and sustaining friendships may explain, to some extent, the success of peer support schemes. 42. Nearly half the primary schools visited had effective initiatives which were based on pupils helping each other to resolve difficulties. One school focused on socially isolated pupils by appointing ‘playground angels’.The ‘angels’ had weekly meetings with a teacher and were also represented on the school council. Pupils involved in these activities felt that they helped them to show responsibility towards younger children and to develop into mature and sensible people. 43. Others schools focused on the difficult point of transition between primary and secondary school. Pupils who struggled to make friends were considered by a few primary schools to be particularly at risk of experiencing problems. These schools developed a range of peer support programmes, as in the following example: Case studyA group of Year 4 pupils were considered to be at risk of difficulties on transition and the school decided to make provision in collaboration with the local secondary school. Year 8 pupils were invited to apply for posts of pupil mentors. They were interviewed and successful applicants were trained. Over two years, the primary pupils visited the secondary school at least once each half term for lessons, lunchtimes and social activities. On each occasion they were met by their individual mentor and had time to discuss issues with them. Primary pupils really enjoyed the programme.They were very clear how the transitional programme had helped them to prepare for secondary education. 44. Two thirds of the secondary schools visited had good peer counselling, support and mediation systems. Peer mentors who had themselves experienced difficulties in the past commented on how much they valued helping younger pupils who were also experiencing problems. The most successful schemes provided thorough training f or the pupils offering the support, as well as careful monitoring from the teachers responsible for it. Provision through professional referral 45. Referral systems differed widely.In one area, the consultant psychiatrists responded to requests for information about pupils; the service accepted referrals from any involved professional. More commonly, however, panels of professionals considered referrals. The latter arrangement had some advantages in that there was discussion and agreement on the type of intervention which was most likely to succeed. However, this arrangement also tended to create delays in responding to pupils’ needs. 46. Not all professionals were clear about how referrals should be made, and who ought to make them, for particular types of provision.This lack of clarity meant that pupils who might have benefited from services were not given access to them since the school was unaware that it could make such a referral. 47. Schools and pupil referral units (P RUs) did not always receive an equitable service from other agencies, especially where education, social services and health services had not agreed how resources should be allocated and work prioritised. It was common to find that a CAMHS worker was based in a school in one part of a local authority, while, in the same authority, another school had to make referrals to a panel.The schools were unaware of why these differences existed. 48. The most common types of provision were: †¢ counselling †¢ family work †¢ mentoring and support workers who visited the pupils regularly and provided advocacy and support through discussion and activities †¢ a modified curriculum and timetable †¢ nurture groups and sanctuary space. 49. This provision was largely effective when it was matched well to the assessment of the pupils’ needs. However not all schools were able to attract the additional resources required to provide these types of opportunities.Larger school s had more funding to be able to establish support centres specifically for pupils with mental health problems. 50. Local and national voluntary organisations played an important role in working with schools and local authorities to provide services for children and young people with mental health difficulties, and they were often represented on local CAMHS strategy groups. In some local authorities, partnerships with voluntary organisations provided helpful services for schools and parents, such as counselling and family therapy.Voluntary groups were often better at monitoring and evaluating the impact of their work since they depended on such evidence to attract further funding. Case study In one local authority a charity had been working in some schools for five years. For an annual fee, the school received a large amount of support from the charity which provided an art therapist and a dance instructor who worked with pupils identified by the school and provided counsellors, sup ervised by team leaders, from the charity. NotesThis survey is based on the findings of a survey of 72 settings in eight local authorities. The settings and almost all the authorities were selected randomly to represent a mixture of shire and unitary authorities. One authority was chosen because of known good work in the area of mental health. Her Majesty’s Inspectors (HMI) visited early years settings, primary and secondary schools, pupil referral units, hospital schools and settings, maintained and independent schools for pupils with EBSD and learning difficulties, and specialist provision for pupils who had been bullied.HMI observed lessons and other activities, scrutinised policies and records and held discussions with 269 pupils and 115 parents. Discussions were also held with a range of local authority staff, headteachers and senior managers, teachers, teaching assistants, learning mentors, and representatives of voluntary organisations. They also met CAMHS regional dev elopment workers. Further information Publications Promoting children’s mental health within early years and school settings, (DfEE 0121/2001), DfEE, 2001. SEN and disability: towards inclusive schools (HMI 2276), Ofsted, 2004.Managing challenging behaviour (HMI 2363), Ofsted, 2005. Mental Health and Social Exclusion, Social Exclusion Unit Report, Office of the Deputy Prime Minister, 2004. http://www. socialexclusionunit. gov. uk/downloaddoc. asp? id=134 Promoting social, emotional and behavioural skills in primary schools, Primary National Strategy, DfES, 2004. Developing emotional health and well-being: a whole-school approach to improving behaviour and attendance, Key Stage 3 National Strategy, DfES, 2004. Behaviour and attendance toolkits, Key Stage 3 National Strategy, DfES, 2005. http://www. standards. fes. gov. uk/keystage3/respub/ba_toolu Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. http://www. hda-online. org. uk/Documents/promoting_health_wellbeing. pdf Guidance on new ways of working for psychiatrists in a multi-disciplinary and multi-agency context: national steering group interim report, NIMHE, CWP, Royal College of Psychiatrists and Department of Health, 2004. http://www. dh. gov. uk/PublicationsAndStatistics/Publications/PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?CONTENT_ID=4087352=01RXVr Effective joint working between child and adolescent mental health services (CAMHS) and schools, Research report no. 412, Bridget Pettitt, Mental Health Foundation, DfES, 2003. Websites www. dfes. gov. uk/mentalhealth DfES Mental Health www. rcpsych. ac. uk Royal College of Psychiatrists www. socialexclusionunit. gov. uk Mental health and social exclusion www. standards. dfes. gov. uk/primary DfES guidance on developing children’s social, emotional and behavioural skills www. teachernet. gov. uk/management/atoz/n/nhss/ National Heal thy Schools Standard ———————– 1] Promoting children’s mental health within early years and school settings (DfES 0121/2001), DfES, 2001. [2]Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. [3] Promoting children’s health within early years and school settings, DfES, 2001. [4] Bright futures: promoting children and young people’s mental health, Mental Health Foundation, 1999. [5] The SEAL resource box can be ordered from Prolog, Tel. 0845 602 2260, [email  protected] uk. com (ref: DFES 0110 – 2005 KIT), or viewed and ordered from the Teachernet website: www. eachernet. gov. uk/seal. [6] Promoting children’s mental health within the early years and school settings, DfES, 2001. [7] The NHSS is funded jointly by the DfES and the Department of Health, hosted by the Health Development Agency (HDA). It forms part of the government’s drive to reduce health inequalities, promote social inclusion and raise educational standards through school improvement. [8] Managing challenging behaviour (HMI 2363), Ofsted, 2005. ———————– Primary and SecondaryJuly 2005 HMI 2457 ———————–

Confucianism vs Daoism Dbq

Due to Its backgrounds and the reason as to why Confucianism was produced, the religion Idea stresses more on the politics and ethics, Instead of religion and the theoretical world since focusing on such things would simply be a waste of time and energy that could be spent on more productive jobs. Likewise, Confucianism also promotes a seem-murderous way to gain offices. â€Å"Superior individuals†, known as Jinni, can have a say in how to run the state. Additionally, Confucianism also insists on the studying of the ancient Chou Dynasty exist that not only were used for tools in government, it also became widespread as a teaching device.Taoism, on the other hand, was created for a completely different reason. Rather than being created for a completely different mindset, Taoism was created to solely reject the attempts to change events that were deemed to come to pass, such as rebellion or internal strife. It was almost the exact opposite of Confucianism, which could be said to be actively trying to change the events. Not surprisingly, the â€Å"Dad† part of the Taoist to â€Å"The Way' which preaches for harmony ND peace. In fact, the Taoist were so intent of keeping harmony and peace that the even said that attempting to control the world around them would lead to chaos.Therefore, this also meant that the Taoist strictly forbidden schools and also ones ambition to improve. Ironically, despite Taoism and Confucianism were as different as water is to oil, for some way, the intellectuals from the Chinese warring states era were able to mix both into their lives. While other religions, such as Christian, Muslim, and Judaism, cannot mix at all, lest one be declared a heretic, Confucianism came a public doctrine, while Taoism became part of an Intellectuals past time pursuits.Both Taoism and Confucianism were extremely development In Ideology and cause of development, however, both were still Incorporated In the dally lives of Intellectuals of the war ring states era of Chinese history. Confucianism vs. Taoism Db By Jinxing at the same time, Confucianism and Taoism were developed for different reasons Fuzz. Confucianism was developed as a way for government to rule the largely small, city state like kingdoms during the Warring states era.Due to its backgrounds and the reason as to why Confucianism was produced, the religion idea stresses more on the politics and ethics, instead of religion and the theoretical world since focusing on productive Jobs. Likewise, Confucianism also promotes a semi-meritorious way to gain became a public doctrine, while Taoism became part of an intellectuals past time pursuits. Both Taoism and Confucianism were extremely development in ideology and cause of development, however, both were still incorporated in the daily lives of intellectuals of the warring states era of Chinese history.

The River Between & Nectar in a Sieve essays

The River Between & Nectar in a Sieve essays Successful and highly praised novels always stand out because the literature has great characters, fascinating and sometime bitter ironies, clashes, conflicts, and noteworthy objectives that rise far above the actual plot structure and embrace much bigger worldly themes. Symbolism is always part of good literature, and the alert reader should be mindful that nearly every important situation presented in the novel could be placed on a bigger stage in terms that make the book more universal. In other words, in both of the novels reviewed in this paper, The River Between and Nectar in a Sieve, the characters are doing things that have application to people and cultures everywhere else on the planet. And in both novels, the struggle between and within cultures is not only against other cultures but also against the changing times and the modernization (globalization) of the planet. What a reader finds immediately profound and dramatic about The River Between is the symbolism of the two mountains (ridges) laying side by side with a river running between. In the story, the two cultures are dead set against one another, with opposing religious beliefs and values. The culture living on the Makuyu ridge subscribes to the Christian beliefs, having been affected and greatly influenced by the British colonial indoctrination; but the tribe living on the Kameno ridge where the storys protagonist, Waiyaki lives, wants to continue the old cultural traditions (like polytheism and circumcision). In fact Waiyaki is anxious for his circumcision to happen, notwithstanding the hideous feelings a reader gets as the author describes what it is like to be circumcised. This would mark his final initiation into manhood. Then he would prove his courage, his manly spirit, Ngugi writes on page 14. In every culture young men are seeking the path to manhood, to stability and a position of respect. The knife produced a ...

How to Use the French Preposition Chez

How to Use the French Preposition Chez Anyone who has eaten at a French  restaurant  is familiar with the  French preposition  chez  since its often used with the name of the chef, as in  Chez Laura.  It is loosely translated as  at or in the  home or business place  of and can be used in a number of circumstances, including location or state of mind, as well as in common idiomatic expressions. This phrase has even crept into English, where its frequently used in restaurant names such as the iconic Chez Panisse in Berkeley, Calif. Uses and Examples Chez  is most commonly used to refer to a home or business, but it can also be employed to characterize someone or something or as part of an expression. For example:      chez mon oncle   at / to my uncles house  Ã‚  Ã‚  chez moi   at home, at / to my house  Ã‚  Ã‚  Carole est chez elle.   Carole is at home.      chez le mà ©decin   at / to the doctors (office)     chez lavocat   at / to the lawyers office      chez le boucher   at / to the butcher shop  Ã‚  Ã‚  chez le coiffeur   at / to the barbershop, hairdresser     une robe de chez Dior  Ã‚  Ã‚  a Dior dress,  a dress designed by Dior     (une coutume) chez les Franà §ais (a custom) among the French  Ã‚  Ã‚  Cest typique chez les politiciens.  Its typical of politicans.  Ã‚  Ã‚  Ãƒâ€¡a se trouve souvent chez les vaches.  You often find that among cows.     chez les Grecs   in  ancient Greece / among the ancient Greeks     chez la femme in women / among women      Chez lui, cest une habitude   Its a habit with him.  Ã‚  Ã‚  Cest bizarre chez un enfant.   Thats strange for a child.      chez Molià ¨re   in Molià ¨res work / writing     chez Van Gogh   in Van Goghs art       chacun chez soi     everyone should look to his own affairs      cest une coutume  / un accent bien de chez nous  Ã‚  its a typical local custom/accent  Ã‚     Ã‚  chez-soi at home     Ã‚  fais comme chez toi   make yourself at home     Ã‚  In an address:  chez M. Durand  Ã‚  care of Mr.  Durand  Ã‚  Ã‚  Ã‚     Ã‚  elle la raccompagnà © chez lui   pied   she walked him home        elle la raccompagnà © chez lui en voiture she gave him a lift / a ride home     Ã‚  Ã‚  Ã‚     rentrer chez soi  / rester chez soi to go home / to stay at home

Forum7 Article Example | Topics and Well Written Essays - 250 words

Forum7 - Article Example To sum up, if information technology is used for intended purposes, e.g. to aid electioneering process, and promote quality of service, government may enjoy it to the fullest. Sure! This is a fact and is happening in the field. Although IT has been useful in making work precise, faster and presentable, some elements have been compromised. For instance, the integrity of the information relayed has been â€Å"transformed† to suit that suit the occasion. In most organization, they are tempted to ‘overuse’ the services and end up spending too much time that could otherwise be spent wisely. In fact, information is transmitted without the conscience of the quality of the message. At the end, the organization may waste a lot of resources which cannot be accounted. In the same manner, most people have realized the gap that exists between organizations and the dynamics in IT field. They do shoddy work to increase chances of recurrent breakdowns or updates. Organizations adopting any form of technology should plan well how it should

Country Risk Analysis of Italy Research Paper Example | Topics and Well Written Essays - 1500 words

Country Risk Analysis of Italy - Research Paper Example The strong export potential, relative underdevelopment of the southern region and the markets of north Africa and east European countries are the favorable endowments. Keywords: Economy, politics, geography, industry, immigration, drugs, EEC, disparities, factor productivity. Country Analysis of Italy Introduction It is important to evaluate conditions that support or hinder the prospects for a business in a particular location while undertaking new start ups, expansion, acquisition and/or other forms of investment. Political, economic, and geographic factors are taken into consideration for evaluation and decision making. Implicit within these broad categories are the demographic and legal factors. A range of reputed published resources like the country reports of the London based Economic Intelligence Unit, the CIA World Fact Books, the World Bank, IMF and European Commission reports can provide the necessary data for analysis for all major countries. The present paper deals with c ountry analysis of Italy, an EU member country that is in the thick of a political and economic crisis in the recent past. Italy became a republic in 1946 after the World War II and is a member of NATO and European Economic Community (EEC) in the euro zone. This country of about 60 million people with practically 100% literacy rate and dominated by the Roman Catholic faith followers, is a developed economy and has been a strong supporter of the political and monetary integration of the EU Zone countries (Anon, n.d., geography.about.com). Italy is a republic, headed by a President as the constitutional head, while the executive authority vests with the Prime Minister (also called the president of the council of ministers) (CIA, 2011). It follows the constitutional form of democratically elected government with two houses of legislature (Senate and Chamber of Deputies), the judiciary and the executive wings having respective roles. Although Italy is not a signatory to the Internationa l Court of Justice jurisdiction, it respects international legal responsibilities like most democratic nations (CIA, 2011). The country is divided into twenty administrative regions of which five regions enjoy a higher degree of autonomy. Regions are further divided into provinces, numbering about 100 at present. Each province is under the watchful eyes of a representative of the federal government. Separatist tendencies, left-wing extremism, and remnants of fascist elements have been sources of political challenges that Italy faced since inception. These risks continue even today, although they have been substantially controlled. Political parties of different hues like left-of-centre or right-of-centre and others form coalitions among themselves and with other parties to govern the country. Italy has largely overcome the period of extremist left-wing terrorism between 1970s and 90s (Dugdale-Pointon, 2007). Widespread corruption has been the bane of Italian politics and economy, an d this has led to short-lived spans of governments, policies and programs. Investigations into corruption scandals have caught up with many politicians, resulting in introduction of political and electoral reforms. Scandals involving the personal life of the immediate past Prime Minister Silvio Berlusconi and the deep economic