Biography on Princess Elizabeth Alexandra Mary - 1369 Words

April 21, 1926 at 2:40 in the morning at 17 Bruton Street in Mayfair, London; The Duke and Duchess of York gave birth to their first child, a daughter, but also a princess. Princess Elizabeth Alexandra Mary was christened in the chapel at the Buckingham Palace. The Princess received her first name after her mother Elizabeth; while she received her middle name from her paternal great grandmother, Queen Alexandra, and paternal grandmother, Queen Mary. She spent her early years at One Hundred Forty Five Piccadilly, London, and White Lodge in the Richmond Park. She also spent time in country homes with her paternal grandparents, and her mother’s parents. She had gained a sister when she was four, Princess Margaret Rose. When Princess Elizabeth was 6 years old, her parents took over the Royal Lodge in Windsor Great Park as their own country home. (â€Å"The Official Website of The British Monarchy†) Queen Elizabeth was home schooled with her younger sister, Princess Margaret. After her father had succeeded to the throne, she started studying constitutional history and law for preparation for her future role as queen. ( â€Å"The Official Site of the British Monarchy†) She also learned French to use when speaking to ambassadors and heads of state of French speaking countries, and when visiting French speaking areas. The Queen also studied extracurricular activities such as art and music. She also learned to ride and became a strong swimmer, when she was thirteen she won theShow MoreRelated The Legacy of Queen of Elizabeth II Essay888 Words   |  4 Pagesbible† (Bradford 4). At the young age of twenty five, Princess Elizabeth Alexandra Mary became Queen. The Queen is now the second-longest reigning Monarch in England, reigning for fifty nine years thus far. From the day of her coronation until present time, her daily actions have reflected on the entire country and Commonwealth. Her impact is very significant; she holds real and r eserved powers for the entire Commonwealth. Queen Elizabeth was born on April 21, 1926 in London. Queen Elizabeth’sRead MoreWoman of the Year: 1953-Queen Elizabeth Ii1009 Words   |  5 PagesWoman of the Year: 1953-Queen Elizabeth II From the day she was born, the life of Queen Elizabeth II shows that she deserved to receive the title Woman of the Year. She had practical intelligence since she was a kid and she respected peoples opinions. Queen Elizabeth II was born on April 21, 1926 at the London home of her mothers parents, Lord and Lady Strathmore. She was baptized at Buckingham Palace and named Elizabeth Alexandra Mary five weeks later. Elizabeths father was AlbertRead MoreQueen Elizabeth II: A Biography3515 Words   |  14 PagesQueen Elizabeth II EXECUTIVE SUMMARY: Queen Elizabeth II might be one of the most influential monarchs living today in this era of the democratic states. With her rule over the Commonwealth Nations lasting for over fifty years, the Queen has been very much popular with the public, not just in Great Britain or amongst the Commonwealth Nations, but also amongst all the nations of the world. The Queens life might have only begun as the first child to the Duke and Duchess of York, but instantly sheRead MoreThe Life of Queen Elizabeth Ii1407 Words   |  6 PagesThe Life of Queen Elizabeth II Queen Elizabeth II was born Princess Elizabeth Alexandra Mary on April 21, 1926 in London (â€Å"Queen Elizabeth II†). Her father was Prince Albert, Duke of York, and her mother was Elizabeth Bowes-Lyon. Elizabeth was never meant to become queen (Smith 6). From the very start, her life never developed the way it should have. The leadership she shows her, faithfulness, and her compassion tells her people she cares. The life of Queen Elizabeth II isa true journey of an

The Bad Secret of Ielts General Essay Samples Band 7

The Bad Secret of Ielts General Essay Samples Band 7 Ielts General Essay Samples Band 7 Secrets For each correct answer you receive a single mark, which then cumulates into the last raw scores which you have. The tone plays an important part along with other important aspects that result in the band score of writing task 1. Bands in these are given for each skill depending on your level and then the last score is figured. When you're graded, you will be provided a score for every one of these, and this will then be averaged. Top Ielts General Essay Samples Band 7 Secrets If you don't, you are going to be penalized. For instance, when a country does not have sufficient electricians, the entire electricity grid of that country may be at the danger of malfunction. The Basic Facts of Ielts General Essay Samples Band 7 In the debut, the author addresses the very first portion of the question but doesn't answer the second part about the poor taking responsibility for its own stan dard of living. I anticipate meeting you in the not too distant future. I am certain you will make a sensible decision in hiring her. The Basics of Ielts General Essay Samples Band 7 Rather than employing a synonym, the author employs the word money three times. But it is advisable if there's someone to look at your writing for you and so it's possible to learn from your mistakes. Practice is the sole way to obtain success. Write a letter to learn more about the program. If you mix them up, this might not be clear. That is all I can consider. You will be provided scores in the shape of bands out of 9. What Ielts General Essay Samples Band 7 Is - and What it Is Not It is essential to bear in mind what it is that you're requested to do. Regrettably, it seems that she already got the exact same watch fromher friend on such day and thus does not have any demand for the one I bought for her. Then you get started getting the sensation of how much you must write and how long it takes. I am hoping this answer will be beneficial for everyone. It isn't necessary you take all the facets. In truth, it has gotten so powerful that companies use it in order to manipulate us into thinking that we need their services and products. I've gained much expertise in planning, organizing and leading within this job. Considering all the issues in the world these days, spending money on space exploration is a comprehensive waste. Again, take a look at some of the model essays to view how each body paragraph clearly has one central topic. These IELTS sample essays are categorised in a manner that makes it simple for you to observe how certain essay question types ask you to give certain responses to be sure the question is completely answered. Using plenty of new words which you don't understand how to use properly could make your writing worse, so be cautious! Looking at IELTS essay topics with answers is an excellent method that will help you to get ready for the test. Without a very good plan, I find it quite challenging to improvise'' a coherent essay, so I'm certain you do too. Have a look at the essay plan inside this lesson and the subsequent essay which I wrote here. Writing essays become easier and you are going to be a great deal quicker too. Finding an IELTS band 7 in writing is quite challenging for many students, and many do not understand what the examiner is searching for. IELTS has a specific criterion for scoring. This article lets you know precisely what you will need to do as a way to get IELTS Band 7 in every one of the four modules of the test. You receive a band score for each one of the criteria, and the ones within this table in the descriptors column are those which are specifically needed for an IELTS band 7. Rather than repeating the word obliged, the author uses synonyms like required and have a duty to provide a selection of language. In conclusion, manage your time so that you can plan a very clear outline, your key suggestions and use an assortment of language and accurate structures to assemble a succinct argument that fully answers the question. Most of my students whom I check are failing to find the better part of the sentences error-free or the large part of the lexis correct. In many languages (English included), there are several ways to come up with a body paragraph, which leads to a circumstance where that topic sentence isn't the very first sentence. It will provide you with ideas and capacity to express yourself. Only use words you understand how to use properly. Phase Three is also known as the drawn-out discourse phase, which basically suggests that you've got the chance to speak about things in detail. To start with, we cannot avoid people that are poor.

Military Organizational Structure Essay Example For Students

Military Organizational Structure Essay Organization involves a intentional formalized structure of roles. People working together towards a common goal, but in specialized areas. The overall effectiveness of any particular association is directly proportional to the functioning of its members. As a firm increases in size the participants lose sight of the concept of teamwork. To maintain the competitive edge a corporation must remain flexible. To this end, varying styles of organizational structure have been implemented. Much of this framework is determined by the business type, goals to be achieved, and even the sociological level of advancement. Our armed forces today reflect this philosophy. Traditionally the military has used a rigid organizational structure. A well defined chain of command is used to delegate responsibilities, even to this day. Divisionalization structure was a common style to maintain a self-contained support and service center. As pointed out by Dessler, this style requires more managers with general management abilities (401). Most subordinates job is to follow instructions from the higher level (Adams 102). This behavior has been reinforced by a high level of discipline, required for battlefield operations. As technology has redefined combat operations, so has the organizational and management style changed. The military organization today is based upon a geographic departmentalization structure. A specific section is tasked to go into a special area first should the need arise. This metamorphosis is a requirement due to the reduced number of personnel and the need for quick worldwide responsiveness. These numbers alone are not sufficient for adequate results in reaction to many needed operations. To make up for the lack of qualified people, the reserve forces are part of the new reactionary force. In any contingency worldwide these assets may be called up with short notice for global engagement. National Guard personnel serve under the command authority of their respective state or territorial governors until mobilized for a federal mission. This unique status does involve some creative managerial solutions. As a National Guard member I have noticed a uncommon organizational structure utilized. In some ways my unit is organized as a network system. The network is comprised of formal and informal structures. Work has been divided among varies specialized shops centering around maintaining expertise in that one area. Other aspects of the unit show a matrix structure to be present. The fact I have more than one supervisor, as in a project and functional manager illustrate (Wheelen and Hunger 231). This is manifested by the emphasis that work is important not the formal structure surrounding it (Nohria and Eccles 193). A result of multitasking requirements and a limited amount of resources available to non-federal units. But overall, at least upon the surface a functional organizational structure is present. A boundaryless organizational design is an interesting concept. However not practical in the military work environment. In my shop alone there are individuals who need to know who is in charge, or they would be nonproductive. A formal, functional structure, or at least be able to work within one must be maintained. Being accustomed to this style makes the transition of working with our active duty counterparts much easier. Yet our informal network based, matrix style organization is focused upon completing the mission with all our resources, not solely upon described duty roles. The military organizational structure has evolved greatly in the last two decades for the better. And they will do better to incorporate successful National Guard techniques. Any established group that is planning to endure and succeed today must remain flexible. Adams, J. L. Conceptual Blockbusting. San Francisco,: W. H. Dessler, G. Management: Leading people and organizations in the 21st century. Upper Sadd le River, N J: Prentice Hall, 1998Nohria, Nitin and Robert G. Eccles. Networks and Organizations: Structure, Form, and Action. Boston: Harvard Business School Press, 1992. .ua4cf3286c4d23df92f2d163c3276fe71 , .ua4cf3286c4d23df92f2d163c3276fe71 .postImageUrl , .ua4cf3286c4d23df92f2d163c3276fe71 .centered-text-area { min-height: 80px; position: relative; } .ua4cf3286c4d23df92f2d163c3276fe71 , .ua4cf3286c4d23df92f2d163c3276fe71:hover , .ua4cf3286c4d23df92f2d163c3276fe71:visited , .ua4cf3286c4d23df92f2d163c3276fe71:active { border:0!important; } .ua4cf3286c4d23df92f2d163c3276fe71 .clearfix:after { content: ""; display: table; clear: both; } .ua4cf3286c4d23df92f2d163c3276fe71 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua4cf3286c4d23df92f2d163c3276fe71:active , .ua4cf3286c4d23df92f2d163c3276fe71:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua4cf3286c4d23df92f2d163c3276fe71 .centered-text-area { width: 100%; position: relative ; } .ua4cf3286c4d23df92f2d163c3276fe71 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua4cf3286c4d23df92f2d163c3276fe71 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua4cf3286c4d23df92f2d163c3276fe71 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua4cf3286c4d23df92f2d163c3276fe71:hover .ctaButton { background-color: #34495E!important; } .ua4cf3286c4d23df92f2d163c3276fe71 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua4cf3286c4d23df92f2d163c3276fe71 .ua4cf3286c4d23df92f2d163c3276fe71-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua4cf3286c4d23df92f2d163c3276fe71:after { content: ""; display: block; clear: both; } READ: Employer Branding At Mcdonalds Redefining Mcjobs Business EssayWheelen, Thomas L. and David J. Hunger. Strategic Management: and Business Policy. 6th ed. New York: Addison-Wesley, 1998Bibliography:Works CitedAdams, J. L. Conceptual Blockbusting. San Francisco,: W. H. Freeman Co., 1974Dessler, G. Management: Leading people and organizations in the 21st century. Upper Saddle River, N J: Prentice Hall, 1998Nohria, Nitin and Robert G. Eccles. Networks and Organizations: Structure, Form, and Action. Boston: Harvard Business School Press, 1992. Wheelen, Thomas L. and David J. Hunger. Strategic Management: and Business Policy. 6th ed. New York: Addison-Wesley, 1998

Plants And Diseases That Ravaged The Western Hemisphere Essays

Plants And Diseases That Ravaged The Western Hemisphere PLANTS AND DISEASES IN THE WESTERN WORLD In 1215, a man named Marco Polo embarked on a journey towards Western Asia and China. His reason for going to Asia was to gain spices, silks, and other luxurious items only the Asians made. Along his journey, Polo soon realized that the Earth was larger than he thought and that there must be some easier way to get to china. Not too long after his journey, the Ottoman Turks conquouered Constantinople. Constantinople (present day Istanbul) is the city, in Turkey, that divides Eastern Europe from Western Asia. Constantinople (which was previously held by European Christians) was a major port and trading center for the Europeans. It was also a major turnpike in the only safe route to Asia. Basically, the only way one could get to Asia, was through Constantinople. Since the Ottoman Turks held this city and charged outrageous prices on goods, another route to Asia was sought out by the Europeans. Vasco De Gamma found a water route, around Africa, to get to Asia. But it was Christopher Colu mbuss choice in a water route to Asia that changed the world forever. Columbus sailed west, along the Atlantic, to get to Eastern Asia. However, Columbus did not know there was a HUGE landmass blocking him from Asia. This landmass was North and South America. Columbus landed on Barbados and brought with him some fellow sailors, food, and a few personal items. However. Columbus did not know that by landing on Barbados, he would create a European frenzy to conqueror the New World. By the 1700s Europeans accomplished this goal. They accomplished this goal with the help of thousands of Europeans with guns and the help of foreign organisms and diseases. If these organisms and diseases did not sack the Natives the way they did, maybe today we would be speaking a Native language instead of English. The very first organisms that reached the New World were, of course, human beings from Europe. Along with these humans, came European plants. The Europeans who chose to settle the Americas needed to bring European animals, such as sheep, cattle, horses, etc. In order to feed these animals, Europeans needed to bring European plants. When these plants were introduced to the fertile American land, they started spreading like wildfire and destroyed every Native, weaker plant in their way. Because all the Native plants were being pushed aside by the stronger European plants, Native animals who fed on the Native plants began disappearing. Maybe they disappeared due to starvation. Maybe they disappeared due to being shot and killed by European farmers because they were feeding on their crops. There are numerous possibilities. Not only were herbivores hurt by these new plants, but omnivores and carnivores were also hurt. Meat-eating animals found it very hard to find plant-eating prey. Becau se of this, some meat-eating animals disappeared due to the lack of food. Native Americans were also hurt by these new plants. These plants destroyed the plants the Natives consumed. Therefore they had to move to new land that had not been infected with the European plants. They also had to move because the buffalo and deer they fed on moved because of the European onslaught. This, in turn, opened up more land for the Europeans to move into. Plants were very important in helping the Europeans take over the New World. But these new plants were not as deadly and effective as the new diseases Europeans brought. Before the Europeans discovered the New World, the had to deal with diseases such as measles, mumps, smallpox, dysentery, the plaque, and other diseases. Over time, they began becoming immune to these diseases. When the Europeans began settling the New World, they unknowingly brought these diseases with them. The Natives had no immunity to these diseases and began dropping like flies. Hundreds of thousands of Natives died from these diseases. The Aztecs, Incas, and most of the Eastern American tribes were decimated by European disease. Because more and more Natives began dying, the European conquerors encountered less and less Native resistance. The less the resistance, the easier it became for the Europeans to dominate the Americas. Not only

How Architect Louis Sullivan Influenced American Design

How Architect Louis Sullivan Influenced American Design Louis Henri Sullivan (born  September 3, 1856) is widely considered Americas first truly modern architect. Although born in Boston, Massachusetts, Sullivan is best known as a major player in what is known as the Chicago School and the birth of the modern skyscraper. He was an architect based in Chicago, Illinois, yet what many consider Sullivans most famous building is located in St. Louis, Missouri - the 1891 Wainwright Building, one of Americas most historic high-rise buildings.   Fast Facts: Louis Sullivan Born: September 3, 1856 in Boston, MassachusettsDied: April 14, 1924 in Chicago, IllinoisOccupation: ArchitectKnown for: Wainwright Building, 1891, in St. Louis, MO and his influential 1896 essay The Tall Office Building Artistically Considered. Louis is associated with the Art Nouveau movement and the Chicago School; he partnered with Dankmar Adler to form Adler and Sullivan, and he had a major influence on the career of Frank Lloyd Wright (1867-1959).Famous Quote: Form follows function.Fun Fact: The tripartite design of skyscrapers is known as Sullivanesque Style Instead of imitating historic styles, Sullivan created original forms and details. The ornamentation he designed for his big, boxy skyscrapers is often associated with the swirling, natural forms of the Art Nouveau movement. Older architectural styles were designed for buildings that were wide, but Sullivan was able to create aesthetic unity in buildings that were tall, concepts articulated in his most famous essay The Tall Office Building Artistically Considered. "Form Follows Function" Louis Sullivan believed that the exterior of a tall office building should reflect its interior functions. Ornamentation, where it was used, must be derived from nature, instead of from the Classical Greek and Roman architectural forms. New architecture demanded new traditions, as he reasoned in his most famous essay: It is the pervading law of all things organic, and inorganic, of all things physical and metaphysical, of all things human and all things super-human, of all true manifestations of the head, of the heart, of the soul, that the life is recognizable in its expression, that form ever follows function. This is the law. - 1896 The meaning of form follows function continues to be discussed and debated even today. Sullivanesque Style has come to be known as the tripartite design for tall buildings - three definitive exterior patterns for the three functions of a multiple-use skyscraper, with offices rising from commercial space and topped with the ventilating functions of attic space. A quick look at any tall building built during this time, from about 1890 to 1930, and youll see Sullivans influence on American architecture. Early Years The son of European immigrants, Sullivan grew up in an eventful time in American history. Although he was a very young child during the American Civil War, Sullivan was an impressionable 15-years-old when the Great Fire of 1871 burned down most of Chicago. At age 16 he began to study architecture at the Massachusetts Institute of Technology, near his home in Boston, but before completing his studies, he began his trek westward. He first got a job in 1873 Philadelphia with a decorated Civil War officer, the architect Frank Furness. Shortly thereafter, Sullivan was in Chicago, a draftsman for William Le Baron Jenney (1832-1907), an architect who was devising new ways to construct fire-resistant, tall buildings framed with a new material called steel. Still a teenager when working for Jenney, Louis Sullivan was encouraged to spend a year at the École des Beaux-Arts in Paris before beginning to practice architecture. After a year in France, Sullivan returned to Chicago in 1879, still a very young man, and began his long relationship with his future business partner, Dankmar Adler. The firm of Adler and Sullivan is one of the most important partnerships in American architectural history. Adler Sullivan Louis Sullivan partnered with engineer Dankmar Adler (1844-1900) from approximately 1881 until 1895. It is widely believed that Adler oversaw business and construction aspects of each project while Sullivans focus was on architectural design. Along with a young draftsman named Frank Lloyd Wright, the team realized many architecturally significant buildings. The firms first real success was the 1889 Auditorium Building in Chicago, a massive multi-use opera house whose exterior design was influenced by the Romanesque Revival work of architect H. H. Richardson and whose interiors were largely the work of Sullivans young draftsman, Frank Lloyd Wright. Auditorium Building, Chicago, Illinois, 1889. Angelo Hornak/Getty Images (cropped) It was in St. Louis, Missouri, however, where the tall building gained its own exterior design, a style that became known as Sullivanesque. In the 1891 Wainwright Building, one of Americas most historic skyscrapers, Sullivan extended the structural height with exterior visual demarcations using a three-part system of composition - the lower floors devoted to selling merchandise should look different from the offices on the middle floors, and the top attic floors should be set apart by their unique interior functions. This is to say that the form on the outside of a tall building should change as the function of what goes on inside a building changes. Professor Paul E. Sprague calls Sullivan the first architect anywhere to give aesthetic unity to the tall building. Building on the firms successes, the Chicago Stock Exchange building in 1894 and the 1896 Guaranty Building in Buffalo, New York soon followed. After Wright went on his own in 1893 and after Adlers death in 1900, Sullivan was left to his own devices and is well-known today for a series of banks he designed in the midwest - the  1908 National Farmers Bank (Sullivans Arch) in Owatonna, Minnesota; the  1914 Merchants National Bank in Grinnell, Iowa; and the 1918 Peoples Federal Savings Loan in Sidney, Ohio. Residential architecture like the 1910 Bradley House in Wisconsin blurs the design line between Sullivan and his protege Frank Lloyd Wright. Wright and Sullivan Frank Lloyd Wright worked for Adler Sullivan from about 1887 to 1893. After the firms success with the Auditorium building, Wright played a larger role in the smaller, residential business. This is where Wright learned architecture. Adler Sullivan was the firm where the famous Prairie Style house was developed. The best-known mingling of architectural minds can be found in the 1890 Charnley-Norwood House, a vacation cottage in Ocean Springs, Mississippi. Built for Sullivans friend, Chicago lumber entrepreneur James Charnley, it was designed by both Sullivan and Wright. With that success, Charnley asked the pair to design his Chicago residence, today known as the Charnley-Persky house. The 1892 James Charnley house in Chicago is a grand extension of what began in Mississippi - grand masonry subtly adorned, unlike the fancy French, Chà ¢teauesque style Biltmore Estate that Gilded Age architect Richard Morris Hunt was building at the time. Sullivan and Wright were inventing a new ty pe of residence, the modern American home. Louis Sullivan gave America the skyscraper as an organic modern work of art, Wright has said. While Americas architects were stumbling at its height, piling one thing on top of another, foolishly denying it, Louis Sullivan seized its height as its characteristic feature and made it sing; a new thing under the sun! Van Allen Building, Designed by Louis H. Sullivan, 1913, Clinton, Iowa. Carol M. Highsmith/Buyenlarge/Getty Images (cropped) Sullivans designs often used masonry walls with terra cotta designs. Intertwining vines and leaves combined with crisp geometric shapes, as displayed in the terra cotta detailing of the Guaranty Building. This Sullivanesque style was imitated by other architects, and Sullivans later work formed the foundation for many of the ideas of his student, Frank Lloyd Wright. Sullivans personal life unraveled as he got older. As Wrights stardom ascended, Sullivans notoriety declined, and he died virtually penniless and alone on April 14, 1924 in Chicago. One of the worlds greatest architects, said Wright, he gave us again the ideal of a great architecture that informed all the great architectures of the world. Sources Frank Lloyd Wright On Architecture: Selected Writings (1894-1940), Frederick Gutheim, ed., Grossets Universal Library, 1941, p. 88Adler and Sullivan by Paul E. Sprague, Master Builders, Diane Maddex, ed., Preservation Press, Wiley, 1985, p. 106Additional Photo Credits: Terra Cotta Detail, Lonely Planet/Getty Images; Guaranty Building, Reading Tom on flickr.com, Creative Commons Attribution 2.0 Generic (CC BY 2.0); Biltmore Estate, George Rose/Getty Images (cropped)

ACT Exact Start Time and End Time

ACT Exact Start Time and End Time SAT / ACT Prep Online Guides and Tips In addition to all your ACT studying, you need to prepare for test day. When exactly does the ACT start? What time will you hand in your scantron sheet, gather your arsenal of No. 2 pencils, and leave the test center? Is timing the same for all students, or does it vary by location? This guide will go over the exact start and end time of the ACT so you can plan your Saturday morning. Assuming you haven't arranged an alternative testing date or other accommodations, what time do you need to arrive? ACT Test Day: When Do You Need to Arrive? You must be in the test center by 8:00 am at the very latest. Test administrators are strict about denying entrance to latecomers. Since students are usually admitted at 7:45 am, you should really aim to arrive between 7:30 and 7:45 am. There's often a line of students waiting outside, so it's definitely a good idea to get there earlier than 7:45. You'll check in with your admission ticket and ID and find your room. Seats are assigned, but first you might have to store your bag and snacks somewhere outside of the testing room. Once everyone is checked in and seated, the proctor will pass out the test booklets and scantrons. She'll give you instructions about how to fill out your personal details and take the ACT. All of this takes about 30 minutes to an hour,depending on how many students there are and how long it takes everyone to get settled in. Although you'll arrive to the test center by 7:45, you'll actually start taking the ACT between 8:30 and 9:00.From the point you start in on your first English question, how long does the exam take? How Long Is the ACT? Added together, the four multiple-choice sections of the ACT (English,Math,Reading, andScience) take a total of two hours and 55 minutes. With the 40-minute optional Writing section, this time increases to threehours and 35 minutes. Here is an overview of the time you'll get on each ACT section (including breaks). I've also included exact start and end times (with the assumption that the test starts at 8:30 am). ACT Section Total Time Start Time End Time English 45 mins 8:30 am 9:15am Math 60 mins 9:15am 10:15am Break 10 mins 10:15am 10:25am Reading 35 mins 10:25am :00am Science 35 mins :00am :35am Break (some students leave) 5 mins :35am :40am Writing (optional) 40 mins :40am 12:20 pm TOTAL 3 hrs 5 mins (w/out Writing) 3 hrs 50 mins (w/ Writing) - - Besides the four sections, you'll get a 10-minute break. This break is always after Math and before Reading. If you're taking the ACT with Writing, you'll also get a five-minute break first. If not, this is when you'll hand in your test and leave the testing center. On rare occasions, some students might be asked to take an extra fifth section (lucky them). This section will come at the end of the test. Don't worry- it won't be scored. It's just used to test out material for future ACTs. The questions could be multiple choice or student-produced responses. In the past, this section has been just 16 minutes long. Typically, without this rare extra section, the ACT is threehours and five minutes or three hours and 50 minutes(with the Writing section and breaks). Apart from a slight variation in start time to get everyone checked in, though, are there any other differences in how long the test takes at different test centers? Are There Any Variations in the ACT Schedule? The ACT should be three hours and five minutes or three hours and 50 minutes across the board. Since it's a globally administered admissions test, test-taking conditions should be standard for all students. The only exception involves accommodations for extended time or Special Testing. Other slight variations in the ACT schedule might occur if a proctor isn't strict with break time, or if students take extra time to return to the test room. There could also be a delay if a proctor has to dismiss a student from the testing room, although she might wait until the test is over to deal with an issue so as not to interrupt everyone else. Generally speaking, everyone taking the ACT will get the same amount of time. Because of this, you can know what to expect for your Saturday morning schedule and when to arrange to be dropped off and picked up. When Will You Leave the ACT Testing Center? Students taking the ACT are generally dismissed around 12:15 pm, and those taking the ACT with Writing are dismissed around 1:15 pm. Beyond the test, it takes a few minutes for the proctors to collect everyone's tests and for the students to gather their belongings and leave. The proctor will dismiss everyone, and you'll be all done and free to go. The ACT is a time-intensive, pressure-packed test for most students. Besides arranging your pick-up and drop-off times and knowing what to expect, though, is there anything else you can do to prepare for ACT test day? How to Plan Your ACT Test Day Schedule The ACT is already stressful as it is- you don't want to add to your stress by running late or feeling clueless on test day. Instead, you should familiarize yourself with exactly what's coming and have a plan for those things that are in your control,such as your schedule. You don't want to be rushing and diving through doors just before they close. That would just distract you, create anxiety, and be no fun for anyone. Therefore, leave early and give yourself plenty of time to arrive at the test center by 7:30 am- 7:45 at the latest. Pack your bag the night before with everything you need, such as No. 2 pencils and an approved calculator. Go to bed early, and eat a nutritious breakfast that will fuel your test-taking for the next few hours. Bringing a snack and water for the break is a good idea, too. Don't underestimate the effects your physical state can have on your mental clarity! After all, who can focus on trigonometry problems when their stomach is rumbling for everyone to hear? Staying energized and hydrated, as well as taking advantage of your break time to move around out of your desk,will be refreshing and help you reset before diving into the challenging Reading section. Put simply, prepare yourself so the morning of your test goes as smoothly as possible. Bring everything you need and know your exact testing schedule. Then by 12:15 or 1:15 pm, you'll be all finished and ready to celebrate completing the ACT! What's Next? Do you feel pressed for time on the ACT? Are you worried about getting to all the questions? Learn our expert strategies for how to stop running out of time on ACT Reading andACT Math. Did you know that more recent ACT practice tests are better representations of what you'll get on test day, while the older ones are a little too easy? At least, that's what test experts say. Read here about whether or not the ACT has been getting harder in the past few years. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Financial Management in Nonprofit Organizations Essay - 3

Financial Management in Nonprofit Organizations - Essay Example Another important difference in the financial management of the two types of organizations is the constraint of non distribution. Nonprofit organizations cannot distribute the profit generated to the owners. Nonprofit organizations do not have any owners. Thus the people who fund the organizations do not necessarily gain any kind of control over the firm. The nonprofit organizations have board just like profit making organizations. Although there is one major difference, that the boards of the nonprofit organizations are self appointed. Thus the board members are not accountable to the shareholders. There is considerable debate in these two matters, one is the bringing in accountability in the actions of the board members and other one is granting the investors with the rights to control the firm. It is advisable that the board members be held accountable for the actions taken, since this will help to bring in controllability and responsibility in the actions. The second recommendati on is to grant the investors who provide the firm with specific and important investments, the right to control the firm to some extent. Introduction The mode of operations for a nonprofit organization is markedly different than that of a profit making organization. ... he topics which are chosen for further discussion are difference in the sources of fund, difference in the use of debt, difference in the evaluation of the performance and the difference in the mechanism of governance in the nonprofits. Sources of fund In case of debt financing a nonprofit organization organization has options to raise funds from grants, debts, overdraft and line of credit. Whereas an organization that works for the generation of profit are allowed to raise funds from the operations and financial capital markets. The concept is very simple, the net income is income left after deducting all kind of expenses from the total revenue is utilized in two ways, either it is given away to the investors or is utilized for the purpose of the business (Stephen, 2012). A nonprofit organization organization can only retain the profit for its business purposes and cannot distribute profit to the equity holders. Thus it is not able to finance using equity shares and thus it is barre d from raising money from the capital market. Unlike a FP organization, a nonprofit organization organization sets short term goals and objectives. This is the same reason for which the debts are used in a different way in both the organizations. A for profit organization may use short term debt for both long term as well as short term purposes. For example the for profit organization which is in need of $ 10 million, can resort to short term financing of $ 2.5 million in four equal installments (Stigler, 2011). The cost of financing through such short term borrowing will be considerably more, producing a debt burden over the organization. For profit organization can still manage to pay for the interest as well as the principal due to the fact that they enjoy a steady flow of cash

Author Study Essay Example | Topics and Well Written Essays - 1500 words - 1

Author Study - Essay Example That’s what it does best. I write for the emotional experience of it, for me as the writer and for the reader† (Toffoli, 2010). It’s a well-known fact that Udall’s works are greatly influenced by R.Bass, B.Hannah and M.Twain, which is to say, by representatives of both Eastern and Western schools of writing. It has already been a tradition that Udall is frequently compared to John Winslow Irwing for the reason of some curious common writing peculiarities. That is exactly the fact which contributes to the striking singularity of his works. Udall’s last world-renowned novel â€Å"The Lonely Polygamist† is beyond no doubt a completely unorthodox one. He tells us a story that is constantly unsettling our expectations, heightening both emotions, having the sour and the sweet simultaneously, being written in extremely unconventional naturalistic style, a truly fascinating and thrilling formula. Another rate unorthodox method Udall tends to use is animal reflection. In all he writes, Udall tends to use animals in some way or another. This is how animals appear in Udall’s works; there may be a protagonist with a pet vulture, for instance. This might appear either in symbolic way, or, typical of Udall’ style, in a funny one. Udall just tends not to look at animals in the same way the reader looks at humans. â€Å"They can accept and absorb our hopes and fears in a way that humans cant† (Owens, 2010). As known, Brady Udall attended the Iowa Writers Workshop at the University of Iowa. He spent two years there before writing his very first collection of short stories. Udall himself thinks that only two conditions must be provided in order for anyone to become a good writer: the time and the means to write. Interesting to admit: while talking about advices for aspiring writers he notes â€Å"Don’t worry what your mother, your classmate, your neighbor, your spouse, or anyone else thinks about what you write†, which sounds rather funny compared to what he

Why Austen bores the modern audience Essay Example for Free

Why Austen bores the modern audience Essay But the scenario with Darcy and his two proposals counters this philosophy, and makes an extremely discreet statement. Alternatively There must be something that makes the novel a universally acknowledged classic. Here are some of the ways Jane Austen attempts to quell boredom In contemplating this, it must be taken in mind that social attitudes were at a peak of mildness and placidity in the Victorian period (table legs = table unmentionables); much less was required to imply passion to the reader (this rather paradoxically Victorians must have needed much dirtier minds). In the complete book I dont think there is one romantic physical gesture cited; even the language goes little further than expressing how cheerful the speaker is (I was utterly delighted); but when Austen does want to construct specific atmospheres she demonstrates a range of artistic techniques to achieve this: inside the first chapter of the third volume there is a scene possessing an excitement foreign to the rest of the book. Austen introduces Darcy back into the story without any real preceding apprehension: while the former was conjecturing as to the date of the building, the owner of it suddenly came forward from the road, which led behind it to the stables. This remark is so subtle that it takes a few seconds to contemplate what has actually happened in that respect we share exactly the feelings that Elizabeth must be experiencing. Various dialogues in the preceding volume give the impression that there is no danger of Darcys materializing; and the consistent tepidity of the novel assure us that Austen wouldnt stoop so low as to fabricate a coincidence like this that when it does happen it seems ingenious. There are some attractive and imaginative narrative techniques inside the book which momentarily quench the monotony, and when I read the fourth chapter of the third volume, I have to confess that I was intrigued. The chapter is narrated on the behalf of a character other than the main focus of the story (Elizabeth), in the standard form of a letter. But interestingly, there are two correspondences making up the chapter, one composed a day after the other; which is a rational way to break up the continuity of the story and thus generate some much required tension. The form of the novel three separate volumes could have several motives: printing restraints, a desire to make more money, writers block (more time to keep the publishers happy)* or genuine artistic consideration. Indeed, the events fit pretty tidily into three sections, with cliff-hangers at the end of the preceding two (will they stay in London oh, they will; what will happen when they get to Mr. Darcys house Theyll theyll meet Mr. Darcy). The book has a standard relationships-problems-weddings structure. Jane Austens choice of language is pretty limited to the rigid and self-important vocabulary necessitated by the presence of upper-class Victorian females (vexed, delighted, utterly ); she employs this to great effect though, probably owing to her own circumstances. Aside from the abovementioned portentous dispatch there are some instances of words employed for a specific effect: Darcys letter in chapter twelve of the second volume is a good example Austen writing on behalf of an apologetic and mildly arrogant rejectee. Darcy pleads her justice in perusing his countenance, and he offends her out of necessity. The previous example especially is both humble and superior: he only insults her because he is forced to; nevertheless he is taking a liberty by considering a necessity to affront. (I resisted an urge here to cross reference Jane Austen with Catherine Tate. Its obvious who the real genius is ) Patterns of words are exploited throughout; recurrently the phrase structure of the adverb most followed by an adjective in creating speech for the fairer sex: most displeased, most agitated, etc. The effect achieved is much the same as the abovementioned an upper-class verbalization. The spectrum of emotional effects throughout the whole book is small. From the depiction of mild anticipatory discomfort to the fairly strong sense of awkwardness portrayed in Elizabeths meetings with Darcy subsequent to the receiving of the explanatory letter, there is no contrast harsh enough for us to relate in any significant way to the characters happiness at the end of the story. In conclusion, despite my judgment of this book as an uneventful, upper-class, pretentious, boring novel so distant from todays morals as to be almost surreal; which only approaches the mildly amusing in the half-hearted humour directed at the un-funny comments by Mr. Bennet above; I can go as far to say that when compared with the two greatest writers of her era, Austen has a comfortable top-three placement. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Domestic Violence Facts and Myths :: Violence Against Women Essays

In this paper I will be telling you many different forms of domestic violence. I will include the physical abuse, sexual abuse, verbal abuse, spiritual abuse, economic abuse, social abuse, and emotional abuse. I will also describe the "cycle of violence", teen dating violence, and why women stay with an abusive partner. Physical abuse takes many forms including hitting, punching, pulling hair, slapping, grabbing, biting, kicking, breaking bones, bruising, burning, twisting arms, throwing victims against walls and furniture, throwing objects and using weapons. It also includes damaging household goods, killing pets, and denial of human needs, like sleep and nutrition. Assault can be of a life-threatening nature resulting in broken bones, miscarriages and other serious injuries. A substantial proportion of victims are threatened or assaulted with weapons such as knives, firearms and axes. Physical violence can result in murder and often leads to serious physical injury. The injuries are not always obvious as abusers often make sure the signs of their attacks are hidden under clothing. For many women there is a real and constant threat of death because of the seriousness of the abuse. Sexual abuse in the home is domestic violence. Sexual intercourse without consent is sexual assault. Sexual assault may or may not involve physical force. Sexual abuse is unwanted sexual contact. Many men still believe that they have the right to unlimited sexual access to their wives. Verbal abuse consists of derogatory comments, insults and constant put- downs. Lack of physical attractiveness, inferiority, inability to cope and succeed on her own and being told that she is not a good mother/wife/housekeeper. Over time this constant humiliation will destroy a women's belief in herself and severely affect her self-esteem. She begins to take on the abusive descriptions as if they are real and therefore may start to believe that she's worthless, that the violence is her fault. It must be kept in mind that responsibility for the violence lies solely with the perpetrator, not the victim. Threats are very common form of verbal abuse, aimed at terrorizing the woman to such and extent that the abuser is in total control. Threats by a man to kill a woman if she leaves him are often reported by victims of domestic violence. Emotional abuse closely linked to verbal abuse, these behaviors are also aimed at terrorizing the victim and stripping her of her self-confidence. Behaviors include destroying household/personal property deliberately hurting/injuring/killing domestic pets, deprivation of essential personal

The Sexual Content in Angela Carter?S the Bloody Chamber

The Sexual Content in Angela Carter? s â€Å"The Bloody Chamber† The Bloody Chamber and Other Stories, is a selection of fairytales which have been re-written by Angela Carter to place them in the modern day. Carter has taken seven fairytales whose â€Å"latent content† she says were â€Å"violently sexual†, (qtd by Robin Sheets, â€Å"Pornography Fairy Tales and Feminism† 642). The stories include a variation of classics fairytales such as â€Å"Bluebeard†, â€Å"Beauty and the Beast† and â€Å"Little Red Riding Hood† with sometimes more than one version of the same original tale, for example â€Å"Wolf-Alice† and â€Å"The Company of Wolves†. In re-writing these fairy tales Carter has given the new versions a specifically sexual content and focuses on the female protagonist, which as a result, has become the issue of much debate and criticism. In particular, the sometimes explicit sexual content of the stories has raised questions among some feminist writers regarding Carter? s stance on the issue of the role of women and pornography. Focusing mainly on the main story of the collection, â€Å"The Bloody Chamber†, this essay will aim to highlight Carter? s intentions for the sexual content of her stories. In doing so, whilst commenting from some critical essays regarding Carter? s stance on pornography, this essay will also address â€Å"Lovely Linda†, a review of Inside Linda Lovelace, by Linda Lovelace a porn actress, which was written by Angela Carter. In her essay, Robin Sheets compares â€Å"The Bloody Chamber† to another of Carter? s books The Sadiean Woman and the Ideology of Pornography. Sheets takes one of ten short stories in the collection and using only this story tries to define Carter as either one of â€Å"Sade? new Juliettes† or a â€Å"new Justine†, (qtd. by Sheets pp636-637). These titles, which make reference to characters from works by the Marquis de Sade, were created by Robin Morgan in her criticism of feminist activists who opposed or supported the antipornography movement, those who support pornography being the â€Å"new Juliettes† as they align themselves with sex based on domination, where the â€Å"new Justines† are said to always portray themselves of the victims of male brutality. Antipornography activists described pornography as a â€Å"cause of women? oppression†, (Sheets 637), and Sheets focuses on this in â€Å"The Bloody Chamber† as a means to decide which flag Carter is flying. Like all fairy tales the original story of Bluebeard contained a moral. Sheets comments that although over time there have been variations made to the story in order to change the moral the one that has prevailed has been that which advises women against curiosity, (Sheets 643). Whilst comparing the Marquis of the story to the Marquis de Sade, Sheets links the sadistic acts of the Marquis in â€Å"The Bloody Chamber† to that of de Sade. When one takes into consideration Carter? s review of Linda Lovelace? s book, Inside Linda Lovelace, when addressing the sexual content of â€Å"The Bloody Chamber†, it is easy to understand Carter? s opinion of pornography and as result her reasons for using it in her stories. At the start of the review Carter describes Lovelace? s fame as a result of the â€Å"demands of a society that uses libidinal gratification as a soporific in a time of potential social disruption†. From the outset of this review Carter? negativity towards â€Å"our Lady of Hard-Core Porn†, is evident, so what is different about Linda Lovelace and the content of her own works that attracts so much argument regarding its pornographic nature? In her review she goes on to remark that â€Å"libidinal gratification† is now unlimited but that this has changed as a result of society changing as in short that although we are sexually free now it is only because society says so, which means that if we have to wait for society? s permission we still are not free, (Angela Carter, Shaking a Leg 54). This oppression of women is one of the most commonly debated aspects of pornography. The debate develops into deciding what pornography is and what is erotica, the difference being (if one uses Gloria Steinem? s definition as example), that erotica is â€Å"mutually pleasurable, sexual expression between people who have enough power to be there by positive choice†, (qtd. by Sheets 637). Although Linda Lovelace claims sexual freedom and wants to be equal in bed, Carter makes sure to point out that the sexual acts that Lovelace boasts about being able to do with her mouth and her vagina she has learned from a man, Chuck, (Carter, Shaking a Leg 54). In turn when one compares this oppression to â€Å"The Bloody Chamber† one can see that indeed there are some obvious examples of masochism, one of which being when the narrator describes having sex as being â€Å"impaled†, (Angela Carter, Burning Your Boats, 121) by her husband. Indeed the whole story up until the point where she goes to the forbidden room is one of subjugation. When one takes into consideration the remarks that Carter makes in her article of Lovelace about society, it can be argued that the initial argument regarding the intentions of the sexual content in Carter? s works also stem from the boundaries which society sets. Where some only see the oppression of the protagonist, others look beyond this to see an alternative to the protagonist’s actions. As Merja Makinen points out in â€Å"Angela Carter? s The Bloody Chamber and the Decolonisation of the Feminine Sexuality†, there is an alternative argument to that of the narrator of â€Å"The Bloody Chamber†. Here, Makinen argues that to an extent the narrator does in fact consent to the â€Å"sado-masochistic transaction†, (Makinen 32). This can be seen in the narrator? brief descriptions of the desire that is lurking within her, â€Å"I was aghast to feel myself stirring†, (Carter, Burning Your Boats 119). Therefore, it can be argued that rather than being subjected to this act, the presence of consent transforms this into an act of erotica. This could be an example of which Makinen describes as Carter re-writing the old tales by playing with the earli er misogynistic version, (Makinen 24). As mentioned earlier Sheets attempts to brand Carter as a â€Å"new Juliette† or â€Å"new Justine†, but in the end her argument is inconclusive and cannot decide on one particular side of the fence for the writer. In comparison, Carter refers to Lovelace as someone who has been â€Å"sexually exploited by men†, (Carter, Shaking a Leg 55). Carter makes it blatantly clear in this article that she is against pornography, not because of the acts that take place but because of the oppression of women. She describes Lovelace as someone who lives in a world dictated by men, she has learned her technique from men and although it is a world of sex, the sex itself has been reduced to what Carter calls a â€Å"geometric intersection of parts†, (Carter, Shaking a Leg 56). Carter compares what Lovelace is doing to that of what takes place in a Brothel. She comments that â€Å"our society generally denies the prostitute both appreciation and the opportunity to exercise particular sexual virtuosity†, and ironically confirms that â€Å"Lovelace is no prostitute†, (Carter, Shaking a Leg 55). Carter portrays Lovelace as what this writer believes is what every anti-pornography activist has in mind when they are condemning pornography, â€Å"she is a shaven prisoner in a cage whose bars are composed of cocks†, (Carter, Shaking a Leg 56). From this review it is a wonder that there would be any debate as to whether or not the sexual content of Carter? s works support pornography, and it is clear that she uses sexual practice based on domination for other means, in her writing. The other stories in The Bloody Chamber approach a different aspect of female sexuality and desire and Makinen implies that it is necessary to read all the stories to understand the intentions of Carter. For example, the story of â€Å"The Lady of the House of Love† shows the inversion of the Bluebeard character. Who can mistake the gothic tropes used to portray the female vampire as a male. The teeth of the vampire which would penetrate the virgin boy, but yet there is still an element of desire for the vampire and in order to obtain that she must pay a price. Makinen argues that rather than being against or for pornography, Carter aims to portray a wider incorporation of female sexuality, and use â€Å"feminism to challenge sexist constructions†, (Makinen 25). This, it could be argued, is why the book starts with an obvious description of female oppression. At the same time however, one also has to keep in mind the variations to the original Bluebeard story that Carter has included. The mother who saves the day, the second husband who is gentle and kind and also the protagonist being the narrator herself, are what Sheets describes as Carter â€Å"writing against the interpretive tradition that emphasizes the wife? s sexual curiosity†, (Sheets 644). As we have seen in the review of Lovelace? s book, Angela Carter sees pornography as the oppression of women by men and that she does not look too highly upon this factor. When one takes this into consideration whilst reading her books, it can be seen then that although she uses material which can be argued to be that of a pornographic nature, she does so not as a means to approve of the oppression of women. Rather she uses this material to â€Å"critique phallocentrism† and as a means to demonstrate female sexuality and the representation of femininity, (Makinen p34). Bibliography Carter, Angela, â€Å"The Bloody Chamber†, Burning Your Boats, London: Chatto & Windus, 1995. Carter, Angela, â€Å"Lovely Linda†, Shaking a Leg, London: Chatto & Windus, 1997. Makinen, Merja, â€Å"Angela Carter? s The Bloody Chamber and the Decolonisation of Feminine Sexuality†, New Casebooks: Angela Carter, Ed. Alison Easton, Basingstoke: Macmillan, 2000, pp20-36. Sheets, Robin Ann, â€Å"Pornography, Fairy Tales, and Feminism: Angela Carter’s â€Å"TheBloody Chamber†Ã¢â‚¬ , Journal of the History of Sexuality, Vol. 1, No. 4, (April,1997), pp 633- 657 08/04/2011

Japanese course for teachers in Elementary Schools Essay

What are the minimal Japanese language competencies for our team teachers working in Japanese Elementary schools? Through this question I hope to make explicit and test methods of data collection, diagnostic testing, and needs analysis; and determine if these methods transfer to another language. This data will be used as a basis for collecting authentic materials to prepare a Japanese for Specific Purposes language course. Setting We have 12 British Council teachers team teaching in 24 Japanese junior high schools and one elementary school This is a completely Japanese environment (e.g. dress, code of conduct, meetings are all done in Japanese). Primarily our teachers rely on our team teachers to translate important information such as scheduling, written messages, problems with the photocopier, dealing with disruptive students, etc. In the future we would like to expand into Tokyo elementary schools, however, the board of education has expressed reservations about our Japanese ability and that our British Council teachers need to be linguistically self reliant in the schools Objective. I would like to look at creating a series of Japanese language competencies similar to the CEF guidelines for our British Council teachers teaching in elementary schools such as: â€Å"I can read instructions on a photocopier† or â€Å"I can interact in a simple way dealing with a change of school schedule†. By collecting feedback, writing competency guidelines and finally creating a diagnostic test, I hope to examine the methods of data collection and analysis that I have read about studying for this module. I would like to compare my journey from data collection to course objectives to similar cases of TESOL course design such as Johan Uvin when he designed workplace ESOL (Graves ed. , 1996). Furthermore I believe that by using native English speakers as the students, I can examine more closely what our needs are (without interference from the native language). Then I can compare it to data collection methods and needs analyses that we use for our TESOL students. I am considering this as a sub-aim (the differences and similarities of data collection from L1 to L2 informants). To determine the competencies I must resolve these questions: 1. What situations our teachers find themselves in an Elementary school context where written or spoken Japanese is needed or used? 2. What expectations the Japanese team teachers or schools have in regards to what their needs are regarding communication with our staff? 3. What expectations our teachers have and what they would like to know how to say, write or read? Data collection I propose three ways for data collection, which would be done concurrently 1. Diaries: British Council teachers in both elementary schools and JHS will note down situations and times when they needed Japanese or would have liked to know how to say something in Japanese. (Long, 2005) 2. Interviews with our team teachers and elementary teachers on what they would expect our teachers to be able to do or say. These interviews/ questionnaires might have to be done in Japanese. (Anderson, 1998) 3. Questionnaire or survey of what BC teachers would like to learn in a course (Hinkel, 2005) I believe that using three ways of data collection will bring me a fuller and more varied sample of information. This will also give me more access to the differing stakeholders. Research Plan 1. I propose first to identify current and leading ideas of needs analysis and data collection. 2. Then I will test and verify these methods using both native speakers and Japanese team teachers to create the diaries and questionairres. 3. From this data collection, I will write minimum guidelines for Japanese linguistic competency in Elementary schools. 4. With this, I will write and send out a diagnostic test based on these results. 5. Finally, I will collect authentic materials to use in a Japanese language course. Issues I realise that developing a Japanese language course falls outside of the TESOL area. However, I believe integration in the country or work atmosphere is an overlooked area of our work. I would also say that it falls under the area of Educational Management in TESOL and therefore I believe it is a valid area of study. Furthermore, data collection and analysis methods that I have covered in my reading for this module should be universal and apply to any language. I believe that by using native speakers for some of the actual needs analysis allows me to communicate with the students (in this case the BC teachers) in a way that can test or validate certain presumptions of language learning and needs analysis. Background Reading Anderson, G. and Arsenault, N. 1998. Fundamentals of Educational Research. London: Routledge Farmer. Graves, K. (Ed. ) 1996. Teachers as Course Developers. Cambridge: CUP. Hutchinson, T. and Waters, A. 1987. English for Specific Purposes: a learning centred approach. Cambridge CUP: Chapter 8. Nunan, D. 1992. Research Methods in Language Learning. Cambridge: CUP. Nunan, D. 1988. Syllabus Design, OUP. Skilbeck, M. 1982 â€Å"Three educational ideologies† in T. Horton & P. Raggat (eds) Challenge and Change in the Curriculum, Hodder & Stoughton. Long, M. 2005. Second Language Needs Analysis. Cambridge: Cambridge University Press. Wallace, M. 1998. Action research for language teachers. Cambridge: Cambridge University Press. Hinkel, Eli. (Ed. ) 2005. Handbook of research in second language teaching and learning. New Jersey: Lawrence Erlbaum Associates.

Family Values Essays - Amitai Etzioni, Child Care, Agriculture

Family Values Essays - Amitai Etzioni, Child Care, Agriculture Family Values Christopher A. Schulz The Value of Families Society and family value have changed into an institutionalized process. A transformation has taken place within communities altering the traditional family ways. The system in which one parent worked, while the other parent tended to the children has almost become obsolete. This change triggered the formation of a discombobulated society where greed motivates both parents in the work force, leaving their children to be raised by institutions consisting of under-qualified personnel. In his article, The Value of Families, Amitai Etzioni examines this change and the consequences suffered as a result of it. Etzioni opens his essay by comparing parenthood to an industry. He states how the childcare industry has lost a large percentage of its employees to greed. He claims that this is due to an increase in the amount of women leaving their children home, or in childcare centers while they pursue careers. The insatiable desire for parents to earn more income, as opposed to spending quality time with their children, has been proven to cause a decrease in the maturity level of these neglected children at a later age. Throughout the article, Etzioni stresses the importance of parent-child interactions. He quotes Barbara Dafoe as saying Maybe there is indeed such a thing as a one-minute manger, but there is no such thing as a one-minute parent (Etzioni108). He uses Dafoe to prove his point that that quality time occurs within quality time. (Etzioni108). Quality time spent with children is crucial for their well being. The value of Families Eventually, Etzioni takes a sarcastic tone, as he brings up an old channel eleven commercial. In the commercial, a mother calls her son to inform him that she left ten dollars on the counter for dinner. Due to a lack of parental supervision and guidance, the child hangs up the phone, rolls up the ten-dollar bill, and uses it to sniff cocaine. Etzioni utilizes this commercial as a means to illustrate the necessity for parents to spend quality time with their children despite their desire to become successful in the work force. Etzioni goes on to tear apart the modern day childcare systems within the United States. He states that the day-care centers do not employ a sufficient amount of qualified personnel, as the people who are qualified frequently change jobs due to low incomes. This has a direct impact on the children, as it leaves them without a stable person in their lives. Along with illustrating the fact that the child-care systems in the United States lack stability, he also offered solutions. He stressed that parents get involved. By spending a few hours a week with their children, the parents are able to get involved, while leaving the children with a sense of stability. In Israel, where the author was raised, the people leave their children in a kibbutz. A kibbutz is a daycare center, in which, unlike ours, the people who rise the youth of their country are well rewarded for their profound work. Perhaps this type of system would benefit that of the United States.

What to Do and Not Do to Make More Money When the Work Dries Up

What to Do and Not Do to Make More Money When the Work Dries Up As I close in on 14 years of full-time freelancing, I find that now and then work can suddenly dry up. Whether the high-paying kind of work that I enjoy offers returns depends on how I respond to these lulls. I used to panic and go after any and all work that I could find. This so-called work included the cheapest lowball offers in and outside my niche, accepting any style, genre and subject matter. I was desperate and looked and acted it. I attracted the worst side of this business. I lost much of my confidence in getting high-quality, high-paying work again. After about two or three weeks of this behavior, my plate would fill with bad, low-paying gigs. Then, as luck would have it, a flood of my normal, high-paying work would come in too. Now I had twice the work I could handle, half of which I didnt want. I couldnt turn the good work down, and I couldnt ignore my responsibility to complete the other work I had committed to. I have since learned to spend those two- or three-week periods calmly, patiently and confidently going after the best work I possibly could. I did so with patience, not letting anyone know my situation, not acting or appearing desperate. Now at the end of such periods, there is no crap to deal with when my luck turns around. I now live and work with the confidence that every time such periods come along, if I respond in a confident manner, in lieu of fearful and desperate, everything will return to normal in a few weeks. Let me elaborate on what I do during those typically two- to three- week periods to bring a rush of new work in. First, I approach existing editors, asking them as to how they are doing and taking a genuine interest in them, both personally and professionally. I drop them an email with tips and leads or open up a discussion on topics that interest them. If that doesnt lead to an assignment, I re-read the publication and competing publications, and I look for unanswered questions and other material that may be the impetus for new pitches. Then I write longer, better and more detailed pitches than I typically do for these editors I already know. I think they respect the additional effort and commitment to the project. And the more they can see upfront, the more convincing my argument that I can finish a great story. I do likewise with new-to-me editors, but again only those with the best work and pay rates. I put together well-considered letters of introduction and samples to go with great story pitches. The more excited I am about a story, and the more research I have done to develop it, the easier it is for editors to become interested. Here is the critical theme in all this: The more you need the work, the more serious and committed you have to be. You have to make your biggest investment, your strongest commitment, and demonstrate extensive preparation in your proposals in order to get the work. More than that, show your best creative writing chops in the process. Write things that are genuinely profound in unique ways. Speak about subjects in a manner no one has ever done before. Dont be afraid to cut against the grain a little bit. But dont let them smell your fear. That does nobody any good.

Role of Accounting Practices in Managing Contemporary Organizations Essay

Role of Accounting Practices in Managing Contemporary Organizations - Essay Example Management accounting is one such emerging function of accounting where accounting is geared towards management function. Management accounting is having a major role in the overall success of the business environment away from bookkeeping activities. The new changing role of accounting, practice in organizations includes management accounting function in supply chain management and management support for the adoption of new technology in firms. Accounting initially had no role to play in these activities as their role was confined to the bookkeeping activities; the changes in management accounting have turned around the role of management accounting making it an important factor in every organization. Both the private and public sector are becoming reliant on the new role of management accounting in business. However, change has never been easily adopted in organizations. Resistance to change is common thus the changing role of management accounting is not being received with open arms. Several barriers to change are cropping up delaying the implementation of management accounting practice in organizations. This research paper is aimed at looking at the various changes in the functional unit of management accounting based on case studies by various scholars. The role of management accounting practice in various organizations will be looked into. The barriers to change in an organization preventing implementation of management accounting practice are also of interest in this research. Traditionally, buy or make decisions were made based on the cost of production.

Compare characters Aeneas and Turnus from the Aeneid by Virgil Essay

Compare characters Aeneas and Turnus from the Aeneid by Virgil - Essay Example Aeneas is the character with whom Vergil most identifies. He is the primary character in the legend and like Vergil; he approaches the world, even its hostilities, in an idealistic and prophetic manner. Aeneas is also Vergil’s self, facing the devils of a peremptory, wicked, outer world that commanded him to act and to face hard things; and he is Vergil’s self, guarded and guided by a voice of God in tones of an ultimate authority, his own mother’s. Vergil was brave with the courage that poets need, and he used the excitement of heroic tradition to sustain his courage to face the horrors of the world. (2) Aeneas, in addition to being influenced by his mother, unlike Vergil, was strongly identified with his father, Anchises, who saw him as becoming the ‘ancestor of Rome.’ Yet, Vergil’s greatness is no less foretold than Vergil’s in his works of literature. It is in the past, not only in Rome’s past, but that of his own that Vergil finds good and evil. There he also finds†¦powerful friends to help him†¦ and to be worshiped as heroes†¦as well as feelings like his own and lines already drawn, which could discipline and classify and organize, and so justify, these feelings. These include both feelings belonging to his present, which his own experience arouses, and also feelings that were more instinctive, as well as tendencies such as we all inherit from a past, those in which the experience has been wider than our own.(3) It is feelings like these that predestine Vergil to produce great works. It is also these feelings that, in addition to being a soldier and Roman leader, predestine Aeneas to be a romancer of women. While Vergil, no doubt jaded by his experiences in the world, finds romance in words, Aeneas finds romance through the waging of wars and the lives of the many women whom he comes in contact with while these wars are waged. The motherly love

Cross-cultural education Essay Example | Topics and Well Written Essays - 500 words

Cross-cultural education - Essay Example Moreover, Eiser, Arnold and Ellis suggest that the nurse education should incorporate enhancing cross-cultural awareness, communication, and race. They argue that the knowledge shall boost the competency of physicians to deliver quality services that incorporate social and historical comprehension of a disorder (Eiser, Arnold and Glenn 185). Even though the past and present information is vital for determining and diagnosing, I think it is discriminatory to link specific conditions with African Americans past. The African Americans had ways of treating the diseases, but they are outdated. Hence, studies should address the changing circumstances and disease. However, it is prudent to acknowledge the African American views regarding the handling of the patients and their past health records. I concur with the authors in the section that they describe that cross-cultural education should investigate the conflicting paradigms for illness, issue of mistrust and aspects of conflicting cult ural norms. In this perspective, it is imperative to recognize African Americans social institutions, religious beliefs and practices and perceptions of life. A tolerable knowledge of the social concerns shall generate an environment that fosters unity and peace. Besides, it will minimize the gap between the perceived minority groups in the crucial sector. Conceivably, the authors of the article illustrated the differing viewpoints that hinder African Americans from accessing the health services.

UK Social Work Theories

UK Social Work Theories The essay is an analysis of theories underpinning and key elements of critical social work and its values. Furthermore I will explore Counselling as one of the areas of social work practice and how it is influenced by the critical social work approach in practice. I will include examples from practice experience and literature and also highlight the influence of inequalities, power and social divisions. The views of service users and their contribution towards the practice will also be taken into account in the essay. Social work in the UK dates back to the 19th as a community and charitable activity to support the disadvantaged and poor. From the charitable and community origins it developed in strength to a field that aims at challenging inequality, oppression; promote social inclusion/ social justice and independence Parrot (2002). Through these values and aims Social Work broadened its knowledge base and developed into Critical social work. Wooster (2002) supports the above origins when he mentions that Social work owes its origins to Christian morality than a commitment to social problems affecting individuals. Following the economic crisis in the UK in the 1970s due to escalating oil prices social issues like poor housing, unemployment, poverty and homelessness social work shifted and broadened its focus and tried to address social issues and problems. (Grimwood et al., (1995). Adams et al (2009) mentions that in attempting to address social problems, disadvantage and inequalities social work practitioners have drawn knowledge and ideas from various disciplines such as sociology, psychology, philosophy and politics. From this multi-disciplinary knowledge base the underpinning ideology was anti oppressive principle which provides theoretical tools to understand, intervene and respond to the complex experience of oppression. This means social work practitioners have a moral, ethical and legal responsibility to challenge inequalities and disadvantage. Critical practice can be traced and associated with radical social work in the 1960s-70s deriving ideas from Marxist theory Fook (1993). Radical social work upheld the following themes: structural analysis of personal problems, ongoing social critique mainly focusing on oppressive ideas/practice and goals of self emancipation and social change. Parallel to these traditions empowering and anti-oppressive practice to participation in research and community work. Several key principles were shared from radical critiques to present critical social work which are: challenging dominant forces and oppression in all forms, a critique of positivist ideas and the need to challenge dominant constructed ways of knowing by developing other ways of knowing. This would be achieved through recognising that knowledge may reflect reality but may also be socially constructed. In order to create more/new knowledge self reflection and interaction are essential tools using communication processes. Marx analysed the capital society he lived in Germany and argued that the structures within society derived from the economy and the changes in the industrial revolution influenced some people to be more powerful and others not. Individuals were restrained by the demands of Capitalism resulting in structure/agency problem at the expense of structure. Marx highlighted issues of class and class struggle where there is a struggle between powerful and powerless resulting in different societal classes. As such a situation prevails that those in power will seek to remain in power at whatever cost and means mostly exploitation of the powerless by depriving them of their opportunities and access to facilities. Rush (2004) further mentions that Marxist critical theory is not descriptive but a means of influencing social change by raising awareness of forces within society that brings inequality and highlighting how awareness can help individuals to overcome such forces and liberate themselves . Critical thinking is also linked to Marx and Socilogists from the Frankfurt School of Sociologists (Horkeimer (1979), Adorno (Adorno and Horkeimer, (1979) and Marcuse (1964) from the 1920s/30s and Habermas (1984, 1987) writing in the late twentieth century. These theorists held that social interpretation was based on assumptions of a fixed social order mainly derived from religion, politics and social beliefs. When this social order started being rejected and challenged. Sociologists argued that knowledge of the envinonment makes individuals more effective (Gerth and Mills (1948) and Durkeim (1972) established that if we understand how social relationships work we would be able to achieve our objectives in society. This is how critical thinking in modernist way is about and it was termed modernism but has expanded and embraced other theories concerned with transformation and social change. Gray and Webb (2008) argue that critical theory is shifting from the Frankfurt school but at th e same time it has not defined its critical base. (Allan et al 2003; Fook 2002; Healey 2000) acknowledge that there is tension in defining critical theory as it comprises different theories, some argue that it is an umbrella term that encompasses a range of theories and approaches including Marxist, radical, feminist, anti-racist, anti-oppressive, anti-discriminatory, post colonial , critical constructivist and structural perspectives. This suggests that there are many theories although different they all try to understand the relationship between an individual and society. For the purpose of clarity and continuity I will at this stage define critical social work practice and highlight its values. Adams et al (2009) view critical practice as involving exercising ones judgement in a reflective and diverse manner. It involves exploring different options in a situation or actions in judging the best way to address issues. The practitioner would review their ideas, perspectives and options of others before deciding a best way forward. This is underpinned by the fact of accepting change and continuity as practitioners encounter different situations and ideas. Payne et al (2002) further mentions that in order to fulfil the requirements of critical practice which include liberation and empowerment social workers need an open mind, reflective stance that encompasses diverse perspectives, experience and assumptions. This would result in acknowledging individual differences, equal opportunity and respect. Fook and Garner (2007) further identify three aspects of c ritical practice which are critical thinking, critical action and reflexivity as essential tools to apply when seeking social justice and change. In trying to address social injustices and inequality social work uses a variety of skills and knowledge based on theory perspective and methodology. This empowers social workers to put in place intervention which is appropriate to individual circumstances. This intervention empowers social workers with skills to engage service users to bring positive outcomes. Critical social work is also informed by values which overlap the traditional social work values. The value of social justice is upheld from the fact that critical practice is a moral activity and as such professionals are also moral agents. This is further supported by Thompson (2006) when he suggests that Society comprises of a diverse range of people in which social divisions emerge which in turn forms the societal structures which networks relationships, institutions and groupings. These groupings determine, control and regulate the distribution of power, privilege, status and opportunities resulting in social stratification and dimensions. From these groupings however it is important to mention that unfairness, inequality and oppression is witnessed in the group of people who are vulnerable and marginalised. From these theories we can trace the ideas of critical perspective and acknowledge that the powerless can influence policy society views from the oppressors. The theoretical development implemented by service users was the theorising of disability from the medicalised interpretation to social model of disability. This shift was championed by disabled peoples movements to express how they felt and were treated for more than a century. This shift and theory influenced societal attitudes, influenced policies and to some extent changed societal attitudes in UK and abroad. (Abberley,1998; Barnes, 1998). (Morris, 1993) supports this by mentioning that the disability movement has overhauled societal perceptions and upheld disabled peoples rights to live independently,promote anti discriminatory practice, fairness and equal opportunities. Harris and White (2009) further explored events and changes within the welfare state from administering to managing the welfare state. They observed that the Conservative 1979 -1997 and Labour 1997-2010 were influenced by neo-liberalist ideas. This idea upheld the belief that market was superior to the state and as such professionals including social workers were meant to implement competitive government policy and approaches to meet global standards. These changes affected the vulnerable people in society as well because managers had been given the powers to speak on their behalf. These changes, debates and contradictions have put Social Work practice into a contested dilema profession. Although this definition states that Social work is a profession that promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. (International Federation of Social Workers, 2000 p1). Fook (2002) also argues that critical social work practice should be concerned with promoting a society without domination, exploitation and oppression. In order to achieve this practitioners need to reflect, reconstruct and unpack more processes for change through careful negotiation within the dominant framework. Parton et al (1997) points out that the present political environment is dominantly global, modernized and authoritarian. As such policies are informed and regulated by market principles which prescribes and narrows professional boundaries which affects the rights of service users. In order to achieve their objectives social workers need to challenge and resist the authoritarian elements by employing critical practice. Adams et al (1998) further identifies that Systems theory is another major theoretical source underpinning social work. The systems theory emphasised that peoples existence is determined by the environment they live or grow in. It highlighted that peoples problems are a result of how they interact with their resource systems which are either formal or informal. The informal include friends, neighbours and colleagues. The formal include support groups/ social clubs and associations. The public/ societal include housing ,hospitals, work and school which provides certain structure or particular function in society. The system theory encourages growth and provides a wider range of solutions to problems by identifying areas of improvement or needing improvement. However it is said not to be acknowledging power differences within society and with different roles. Furthermore (Coulshed and Orme, 1998) pointed out that the nature of diversity in society makes it difficult to be entirely depe ndent on one theory or approach. Different situations and different circumstances entails different approaches through reflective practices and perspectives. Many critical social theorists have challenged the existence of a social order and have questioned social order as evidenced in the work of Habermas (1984, 1987) who distinguishes between the system and the lifeworld which interact and sometimes conflict with each other. The system represents the structures like the government departments, transnational companies emerging from globalisation, ideas promoted by communicative reasoning, education and media.All these structures are relaying a world view through different reasoning. aAs such Social work is not excluded as an agent of systematic managerialism in agencies. (Fook 2002 and Gardner 2007) further highlighted alternative forms of critical theory which are feminism and post modernism. They have different views from Marxist views and the Frankfurt sociologists in that they focus on the understanding that the world reflects personal experience and social historical context. They argue that personal experience constructs and is constructed by the world we live in. They advocate to listening to peoples experiences (narratives) seriously and from these we can hear how they view and experience the world in different ways. This is supported by the feminists when they highlight that the narration of experiences by individuals gives us a clue on how they construct the world and how they want to engage with their problems and situations. Thus postmodernists say there is an alternative way of viewing the world than what it seems to be. Postmodernity argue there is a different way of viewing the world and different ways to deal with societal prtoblemsa hence critical social work seeks for different options and take the best way forward. In order for all these theories to be implemented there should be contact with individuals in society who experience inequality and disadvantage. Furthermore it is also important to mention at this point that social work intervention and practice is broad and spreads into other disciplines. Groupwork, Counselling, Advocacy and Assessment are examples of different forms of practising social work. I will not focus on the broadness of disciplines but will focus on the aims of the essay which are to explore how the critical social work approach influences counselling. Counselling requires a lot of skills and approaches as it seeks to address and resolve individual dilemmas, decision making and resolving issues. According to BAC counselling is a more deliberate activity and in its definition of the term the British Association for Counselling spells out the distinction between a planned and a spontaneous event. People become engaged in counselling when a person, occupying regularly or temporarily the role of counsellor, offers or agrees explicitly to offer time, attention and respect to another person or persons temporarily in the role of client. According to Dryden (2004:40), it is described as principled relationship characteristics by the application of one or more psychological theories and a recognised set of communication skills, modified by experience, intuition and other interpersonal factors, to clients intimate concerns, problems or aspirations. Its predominant ethos is one of facilitation rather than of advice-giving or coercion. It may be of very brief or long duration, take place in an organisational or private practice setting and may or may not overlap with practical, medical and other matters of personal welfare. From the above definitions and tracing the historically it is evident social workers were /and are still engaged in counselling as highlighted by the Barclay report in the early 1980s which mentioned that it was essential for social workers to engage in counselling as it helped to engage with individuals to help them manage their problems, worries and anxieties. Barclay Committee, (1982). This is no longer the situation today as noted by Brearley (1995) political, administrative, legislative changes and ideologies have affected the relationship between counselling and social; work. Some social work practitioners are in dilemma as to when they can do counselling or not and where to start with counselling and when to stop. Because social workers operate in a legislative, organisational, ideological, value and ethical context it is becoming increasingly difficult to engage in counselling without pushing boundaries. Furthermore the economic environment, budget cuts and lack of resources makes it difficult to manoeuvre and employ uncontested interventions. However despite the above constraints social workers at some point carry out counselling as not carrying it out would render their job inadequate and inefficient. There are a number of Counselling theories which are Person centred, existential, Cognitive behavioural (CBT),motivational, humanistic, psychodynamic, Karpmans (1969) Drama triangle and eclectic and intergrative approaches. Some of the theories have been criticised as inadequate and resource straining. One approach that is complimentary to social work is the eclectic/ integrative approach. Integrative theory is a method of intervention that meets the needs presented by the client and specific circumstances. The benefits of this approach are that it is flexible and adoptable to client needs. McLeod (2003) supports this statement when he mentions theapproach enables the counsellor to choose the best option and techniques from a range of theories to meet the client needs. It can mean employing different elements from different theories to blend them into a new suitable model or theory.This compliments with one of the social work theories of eclecticism which seeks to intergrate different theories to intervene ( quote) It can be argued that the aims of social work and the aims of counselling are both focusing on individuals and their interaction with the society, problems they face and how they solve them. As Egan 2006 puts it and complimented by Coulshed and Orme 2006 social workers adopt skills that compliment counselling skills some of them are empathy or understanding,respect, self knowledge and acceptance and honest. Although there are criticisms on Egans work as being ignorant of psychodynamic ideas meaning it has limited application and effectiveness. A reflective practitioner would seek to promote social justice, anti -oppressive and anti-discvriminatory practice based on knowledge to promote inclusive practice. Both professions are being challenged by increasing literature developing and need to engage in best practice and critical practice to reach all individuals and communities. My privilege as a social worker working with clients is that I have acquired knowledge and on values of social work issues and intervention. I also have a black African background which has some conflicting values to social work. I will focus on the social work values to overcome any prejudices and biases which may jeopardise my work. I also have the law on my side which will give me power to intervene and practice. From my experience as a caseworker at RA I used counselling as a technique to working with clients. Clients from different background accessed the service to resolve their immigration matters. Mostly the approach we used was person centred approach which meant clients were treated as individuals and given advice relating to their immigration issues My identity gives me a privilege because I have my own values. I am black African student social worker. I nave my values, knowledge and prejudices which can impact on the way I will relate with clients when in practice. I will not allow my own values and prejudices influence my practice. I will engage in reflective practice and use the critical social work approach discussed in this essay. Clients have their own views, way of life and interpretation of the world. My role is to promote social justice to the people I work with in order for them to have choice and independence. . This is supported by Carrniol 2005 when they mention that it is important for social workers to deepen their conscience into their social location and privilege as the first step towards empowering clients and challenging oppression. In my previous role as caseworker for refugees and asylum seekers I worked and experienced that men from other cultures do not cry because of their religion. My belief values say if a person is hurting they cry. Also handshakes are part of my culture to greet but others do not handshake. Appointments with Muslims on Friday afternoon were not appropriate as they attend mosque. I would seek to give appointments on another day. Giving Muslims women make caseworkers to counsel they wont talk give them women? I will signpost people to their own community groups to give help and support. Once you listen to somebodys problems you are counselling. I overcame all these by putting the needs of clients first before my own. Privilege as described by Bailey (1998:109) is systemically, conferred advantages individuals enjoy for being members of a dominants few with access to resources and institutional power that are beyond the common advantages of marginalised citizens Sidanius and Pratto 1999 further suggest that an individuals privilege is derived from their membership or association to privileged groups rather than their personal achievement. According to Ixer 199 it is important to examine privilege critically in two ways i.e. how it benefits the privileged person and how it affects the individual who does not possess it. In critical social work practice social worker need to reflect upon what causes privilege and explore the socio political dimensions of an individuals problem than focus on their capability to cope. (Fook 1999 Morley 2004) Carniola (2005) observed that social workers is in the right direction of developing critical consciousness about the psychological impact of oppression on individuals. He further expressed that there is concern on the degree of awareness among social workers on the impact of privilege or dominant status on individuals subjectivities and world views. Rossitter (2000) echoes the same sentiments when he mentions that the position/ impact and ways in which professionals engage with clients is overlooked and underestimated as they possess a certain class in the form of gender, race, and sexual privilege. It is important to highlight at this stage the values of critical social work practice. It is important to mention that values are in different categories ranging from personal, organisational, ethical, institutional political and religious. Values can conflict each other as well and socially constructed. Traditional Social work values and critical social work values overlap and are based on Biestek 1961 and consists of the following: Individualism, non judgemental, self determination, purposeful expression and controlled emotional development. In post modernity terms these can be interpreted to promotion of social justice, emancipation, anti-oppressive, anti-discriminatory, empowerment, non judgemental and respect and dignity. As discussed these are values that underpi critical social work for it to exist. Critical social work as discussed explores the best way forward to individuals problems and seeks to listen and engage with the individual to tell their story and work in partnership to find the best way forward. The limitation is critical social work is surrounded by external forces which are beyond it control. For example resources in the current economic climate globally and at home. It is also criticised as its values and origins are Eurocentric and do not represent universal circumstances as what seems to work in UK might not necessarily work in Afro/ Asian communities. For example the issue of confidentiality is valued and essential in UK and Europe whereas in Afro Asian cultures they value kinship support in times of distress. However they would not want anyone else outside the kinship clique to know about their situation. This brings inrterpretation problems to confidentialtity. Having explored critical social work practice and theories underpinning it it is important to acknowledge that there is continuos transformation and contest within the academic field and socio-political arena. This is greatly impacting on vulnerable people and how they are treated and marginalised in issues affecting their lives. 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