Self-Employment Essay -- Jobs Businesses Papers

Self-Employment Today large companies are downsizing and reengineering with much more frequency, and it would appear that the trend has become one of people starting their own business. An interesting statistic stated that in the United States a new small business is started every 11 seconds; (of course many do fail, but they are started all the same). (Sullivan) We must also keep in mind that starting a business and being self-employed are not always one in the same-as this paper will examine in more detail. People can be, and often are, simultaneously owners, self-employed producers, and capitalists. It was stated that, In traditional economics a basic principle is that economic resources-the means of producing goods and services-are limited or scarce. Economic resources are defined as property resources-land or raw materials and capital-and human resources-labor and entrepreneurial ability. Therefore, entrepreneurial ability is one of the four cornerstones of our economy. (Kautz, "Entrepreneurial Issues.") The availability of all of these resources in turn, determines the vitality of the economy and its growth. Although to be an entrepreneur does not require that one be self-employed, being self-employed does require that one, at least to some extent, be an entrepreneur. Therefore it is important to understand what it "is" to be an entrepreneur as well as what it "takes" to be an entrepreneur. The basic components of entrepreneurial ability can be reduced to four basic components. First, the entrepreneur is the one who takes the first step, and thus the initiative, to combine the individual parts of land, capital, and labor to produc... ...ary/weekly/1999/aa051799.htm Kautz, Judith. "Entrepreneurs Add Vitality to the Economy." July 2, 1999." wysiwyg://24/http://entrepreneurs†¦.s/library/weekly/1999/aa070299.htm Kautz, Judith. "Entrepreneurship Beyond 2000." wysiwyg://29/http://entrepreneurs†¦.s/library/weekly/1999/aa112599.htm Martin, Ed. "Entrepreneurs and Small Business. What's the Difference?" wysiwyg://53/http://sbinformation†¦.ation/library/weekly/aa082800a.htm Pettersson, Edvard. "Countering View of Immigrants as Entrepreneurs." Los Angeles Business Journal. January 24, 2000. The Gale Group (CBJ, L.P.). Sullivan, Robert. "Nine Steps to Success." The Small Business Start-up Guide. wysiwyg://17/http://www.bizproweb.com/features/9_steps_to_success.html "Top 10 Reasons Small Businesses Fail." wysiwyg://14/http://about.allbusin†¦ormation/general.jhtml?fname=10207

The Views On Womens Roles History Essay

An mean adult female in the fifth and 6th centuries of the Byzantine Empire did non hold a large function in public society.[ 1 ]In fact, it was common for her to non be seen in public at all. It was standard for Byzantine adult females to acquire married around 12 to thirteen old ages old due to an ordered matrimony chosen by her parents. Once married she spent most of her clip at place. Occasionally a adult female was allowed to go forth her place to go to to church, festivals, matrimonies, births, visit dealingss, or travel to public baths. These were the lone activities in society acceptable where a adult female could to go forth her house.[ 2 ]However, if a adult female must venture outside, she must hold her face covered by a head covering at all times and be accompanied by a adult male. Though head coverings were seldom shown in Byzantine graphics, this was a societal criterion for adult females. The erosion of head coverings frequently represented the difference between an ho norable adult females and a cocotte.[ 3 ] Even in her ain place, a Byzantine adult female had to digest gender inequalities. During repasts she was non allowed to dine with work forces foreign of her dealingss. More frequently than non, she would be eating entirely separate from work forces.[ 4 ]For her instruction, she was taught accomplishments merely utile for a house married woman. If a adult female was in in-between to upper category, she was normally taught to read, compose, and sing.[ 5 ]Womans of royalty nevertheless, were given the chance to analyze medical specialty and natural scientific disciplines with bookmans in their tribunals.[ 6 ]However instruction was normally 2nd quality compared to the instruction given to work forces. Womans could easy be described as â€Å" cloistered as captives, † though her prison walls were merely the unseeable judgements and regulations cast by society.[ 7 ] Most adult females could non take part in political relations. A adult female could non even attest in tribunal for fright that her testimony would be easy influenced by her hubby or brother. It is merely in rare instances where a adult male was non involved that a adult female could attest.[ 8 ]Despite what small influence and regard adult females had in public society, through place life a adult female could still easy act upon her ain hubby, boies, brothers, and other male dealingss in her place life.[ 9 ]This influence could be subtle in a little Byzantine household or highly considerable if she was the married woman of the emperor. Unlike work forces who could lift up to a political place through military, or the church, for a adult females to derive political power she had either be born or marry into nobility. Born in 399 A.D, Empress Pulcheria was the eldest girl of Emperor Arcadius.[ 10 ]She was a devoted Christian that paved her manner into power through her influence over her younger brother Theodosios II. She finally received the rubric of Augusta ( Empress ) which was the highest place a adult female of relation to the Emperor could draw a bead on to.[ 11 ]Pulcheria was merely two old ages older than Theodosios II but had a great influence over him all his life. Though Pulcheria was the eldest Born into royalty, she did non hold much power as she would if she had been born male. Even with this gender disadvantage, she was highly intelligent. At the age of 16, she swore a vow of celibacy and besides influenced her younger sisters to make the same.[ 12 ]This was a manner to prolong power that would be lost if she was forced into matrimony every bit good as halt the competition to her brother ‘s throne.[ 13 ]The concluding she gave for her actions was due to her Christian destiny, comparing the Virgin Mary as her celestial opposite number.[ 14 ]Figure 1 depicts an ivory alleviation known as The Translation of Relics Ivory dating around the twelvemonth 420 A.D.[ 15 ]and was acquired by the Trier Cathedral in 1844.[ 16 ]The carving step 13.1 ten 26.1 ten 2.3 centimeter and has been cut to a deepness of 2 centimeter[ 17 ]. The Byzantines loved tusk and normally imported it from India and Africa. The tusk of this specific piece has been speculated to hold been imported from Africa do to its larger size.[ 18 ]The Translation of Relics Ivory depicts a emanation of people in the streets followed by two priests siting a chariot pulled by mules. Leading this emanation is an Emperor keeping a taper and ready to have the relics is an Empress keeping a cross in forepart of church doors. In the background are looker-ons heartening beckoning incense and a church which is still under building, still being complete for the relics to be topographic point into. For many old a ges, the supporters in this alleviation have been unidentifiable. Historians have compared the lives of Justin II, Maurice, and Phocas and their married womans but found no historical grounds which relates them to this scene.[ 19 ]In the late seventies, The Translation of Relics Ivory has been identified by historiographers, Kenneth G. Holum and Gary Vikan that the characters in this alleviation are likely Empress Pulcheria, her brother Emperor Theodosios II and the relics given are the castanetss of Saint Stephen. The historiographers deducted this from written grounds of a chronicler of the 9th century named Theophanes Confessor. In his narration he wrote: Under the influence of the blest Pulcheria, the pious Theodosius sent a rich contribution to the archbishop of Jerusalem for distribution to the needy, and besides a aureate cross studded with cherished rocks to be erected on Golgotha. In exchange for these gifts, the archbishop dispatched relics of the right arm of Stephen Protomaryr, in the attention of St. Passarion†¦ [ Pulcheria ] arose taking her brother with her and went to recognize the sanctum relics. Receiving them into the castle, she founded a glorious chapel for the sanctum Protomartr, and in it she deposited the sanctum relics.[ 20 ] The narrative matched absolutely with the description of The Translation of Relics Ivory every bit good as another found narration which proved that the castanetss of Saint Stephen had in fact appeared outside Jerusalem that clip in December 416 and subsequently went under control of the bishop.[ 21 ]The church under building is believed to be a church of St. Stephen.[ 22 ]An interesting item to The Translation of Relics Ivory is the composing of the piece. The full focal point of the image is on Pulcheria instead than the Emperor Theodosios II, her brother. Even Theodosios ‘ alleviation is still a spot further back than hers, as he is standing right following to her. This is a immense representation of Pulcheria ‘s power as she is the centre of attending opposed to the Emperor himself. In her life-time, Pulcheria had commissioned several new churches, most dedicated to her frequenter saint the Virgin Mary. It was good known that Virgin Mary profoundly impacted her life to remaining openly celibate for God. However during the 5th century the Virgin Mary was non a major figure in Constantinople.[ 23 ]Her pick for the Virgin Mary as her frequenter was non to progress adult females but merely acquire rid of the stigma that adult females were the â€Å" expletive of Eve † , a expletive which claimed that adult females where responsible for original wickedness.[ 24 ]It was besides due to Pulcheria ‘s influence that the Virgin Mary would be once more be known non merely as the â€Å" Mother of Christ † ( christotokos ) but the â€Å" Mother of God † ( theotokos ) when the statement was overturned.[ 25 ]Pulcheria ‘s most well-know church to the Virgin Mary is the Church of Saint Mary of Blacherne, which has besides been depicted in literatu re with names such as the Panagia of Blachernae and the Blachernae Monastery. The church started building in 450 A.D. and was finished by her hubby Marcian after Pulcheria ‘s decease in 453 A.D.[ 26 ]The church was built around a preexistent sacred spring called the Ayazma of Blacherne.[ 27 ]It is besides said that Christians of Jerusalem had contributed a robe that belonged to the Virgin Mary as a relic for the church,[ 28 ]though other beginnings province that the robe was stolen.[ 29 ]Figure 2 shows the church before its 2nd fire, and Figure 3 shows the current modern church after being rebuilt. The church focused around images of the Virgin Mary, which led to much devastation of its icons during the reign of Constantine V.[ 30 ]The church foremost burnt down in 1070 from a fire but was rebuilt once more utilizing its old floor programs.[ 31 ]The church was wholly burned down yet once more in 1434, this clip from a careless fire caused by kids trailing pigeons on its roofs. [ 32 ]By the clip Constantinople fell to the Ottoman Turks in 1453, the Church of Saint Mary of Blachernae no longer existed and the people of Constantinople had to turn to different mediums for the protection Virgin Mary ‘s icons.[ 33 ] Figure 3 shows Icon of the Virgin Blachernitissa. In 626 A.D. , the Blachernitissa was credited for the protecting the metropolis from an Avar onslaught every bit good as an Arab besieging in 717. Thus this relic ‘s repute grew to be known as a powerful Byzantine amulet of protection and was kept in the Church of Saint Mary of Blachernae.[ 34 ]Though the figure caput of this icon was a adult female, it had immense fear. The term Blachernitissa was a type of representation of the Virgin Mary named after the Church of Saint Mary of Blachernae.[ 35 ]The icon shows Mary within it and was held in the Church of Saint Mary of Blachernae. The piece was besides within the church during its 1434 fire and was thought to be destroyed. It was a amulet that represented the protection of the metropolis ‘s walls.[ 36 ]Its absence was believed to be the ground why the Ottoman Turks succeeded their invasion merely 19 old ages subsequently. The twelvemonth 730 was the start of the first iconoclastic period lasing until 787.[ 37 ]It started with Emperor Leo III, who reigned from 717-740. The Iconoclasts believed that icons where immorality and led to the misunderstanding of the Catholic faith. As the Iconoclasts resorted back into symbols and Bible, they tore down icons, believing them as unorthodoxy to their faith. When Leo III died in 740, his boy Constantine V continued the prohibition of during his reign in 741-775.[ 38 ]It was during Constantine V ‘s reign, that the Church of St. Mary of Blachernae was attacked by image breakers. Constantine V ordered the devastation of the interior mosaics that represented a New Testament rhythm and replaced them with vegetational decorations and images of birds.[ 39 ]It was fortunate nevertheless that the Icon of the Virgin Blachernitissa was hidden from devastation at this clip. This first Iconoclastic period was stopped by Empress Irene. Irene acted in the name of her boy Constatine VI, who was excessively immature to govern at the clip. She created and ordered the Second Council of Nicea, which supported Iconophiles.[ 40 ]As Iconophiles, they believed that images were besides stand foring their faith and they were non incorrect in utilizing them. The Council condemned the resistance to icons as unorthodoxy. It is through Irene ‘s actions of the resurgence of icons that she earned the rubric of Saint in the Grecian Orthodox Church. The 2nd iconoclastic period lasted 814-842. This clip it was Emperor Leo V ( reigning from 813-820 ) who instated this new moving ridge of iconoclasm. It was speculated that it was to bring around the recent military failure. Emperors Michael II and Theophilus who succeeded him were besides image breakers. However after Theophilus died, he was succeeded by his boy Michael III. Michael at the clip was excessively immature to reign so his female parent Theodora acted as a trustee for him. Similar to Irene, Theodora was an iconodule and was able to proclaim the Restoration of icons. Now of all time since the resurgence of icons, the first Sunday of Lent is celebrated as the â€Å" Triumph of Orthodoxy. † Figure 4 shows the Icon of the Triumph of Orthodoxy, a picture that was painted on a wooden panel covered with gesso and linen. Its medium was egg poster paint and gold foliage.[ 41 ]The centre of the picture is a portrayal of the Virgin Mary, said to be painted by St. Luke. Empr ess Theodora and her boy, Emperor Michael III, appear on the left of the portrayal. On the right are three monastics with the Patriarch Methodios. This picture was painted more than 500 old ages after the terminal of iconoclasm during the clip when the Byzantine Empire was under menace of invasion by the Ottoman Turks.[ 42 ]Again as it is non normally common for a adult female to be in the picture, Empress Theodora is shown following to her boy in royal robes. Though she is non following to them, Theodora is shown at the same degree as the bishops. In the centre of the picture is the Blachernitissa, the Virgin Mary and kid. The Virgin Mary was a famed icon of her adult female position. It is non surprising that Irene and Theodora were iconophiles. Since the mean Byzantine adult female was housebound for the bulk of their lives, most had a particular dedication to spiritual patterns affecting icons.[ 43 ]It might be due to their life manner that adult females where the most affected when their cherished icons where taken off. The influence adult females had and their dealingss to art during the Byzantine Empire shown to be really of import. It is through the influence of the empresses Pulcheria, Irene and Theodora that impacted graphics despite a judgmental and men-driven environment that shadowed their lives. It is as intriguing and influential as the plant themselves that these adult females were able to act upon the Byzantine populace and the graphics.

Fundamental Change of American Society

The American War for Independence was brought on due to the subconscious aversion to British control. Americans increasingly wanted nothing to do with Great Britain and developed different societal Ideas from them constantly. America was growing as a nation, but to grow even further, they needed liberation from the Crown. Patriots took supremacy over all Tories in favor of the Crown and the rest of those remaining impartial.They felt strongly about getting rid of British existence by he time the war had commenced, and in 1779, a newspaper stated, â€Å"Instantly banish every Tory from among you†¦ [And] send them to the Island of Britain† (Doc. B). Because of the war, American society was changed in numerous ways. American fundamentals were altered by the American Revolution in regard to class differences economically, the growing trend of a strong central government politically, and the granting of more freedoms socially.Before the war, America's economy was controlled by Britain's mercantilist system; therefore, America was comprised of farmers in the south and merchants in the orth. Without the mercantilist system, disputes arose on whether the new country should be based primarily on agriculture or manufacturing and trade. Those In favor of the Jeffersonian idea believed that farming was, indeed, a very important occupation (Doc. F). Thomas Jefferson, a Democratic-Republican, believed farmers were so virtuous because they were economically independent and were self- sustaining.Because of the new land ordinances, there was plentiful land for farming utilization, too. Alexander Hamilton, a Federalist and first Secretary of the Treasury, n the other hand, believed that imports and exports was the best way to better the economy and develop as a country. He also pressed for a national bank to stabilize and Improve the nation's credit, whereas Hamilton was strongly opposed as he sought a more stately-governed nation. The post-war economy gave the citiz ens many hardships, though, and there was serious civil unrest in some areas (Doc. G).The classes differed in America greatly due to the poor economy, making a huge gap between the rich and the poor. Rebellions arose, including the Shays Rebellion, hich took place In Massachusetts from 1786-1787. It occurred because of the financial diffculties the lower-class people were going through, the lack of credit in the new paper money, and harsh policies to decrease the debt. A militia had to be formed instantaneously and the government power eventually won, but It showed that a strong military was needed for the government to be successful and reduce the amount of rebellions.Under the Articles of Confederation, the American government had little success. Federalists and Anti-Federalists existed, where Federalists generally pursued a strong entral government as the Ann-Federalists wanted the opposite. The Articles of Confederation gave a state-supported government, but It wasnt successful In many ways. There were many rebellions arising due to the weak government as a new 1 OF3 nation, so tne Idea 0T a strong central government Degan to arlse . Ine reaerallst papers addressed many aspects of why the Constitution should be ratified.The main ideas included the following: including the fact that a strong government would better defeat the rising up of factions and other rebellions. The Annapolis Convention occurred in 1786 and resulted in a call for a Constitutional Convention. In September of 1787, the Convention took place to revise the Articles of Confederation, but Alexander Hamilton and James Madison schemed to propose a new government all together: the Constitution. James Madison's main idea resulted in the Virginia Plan with a very powerful, proportionate bicameral legislature, an executive, and a judiciary.After the Constitution, the paper Federalist No. 51 was published in February 1788 and created by Madison to get across to the people the structure of he gove rnment planned by the Constitution Convention. The main ideas were: dependency and encroachment to assert that each department should be as independent as possible, the legislature to assert that it is the strongest branch with equally powerful individual branches, usurpations and security to guard from usurpations because it is divided into distinct and separate departments, and factions to end any political uprisings.Basically, the Federalist Papers advocated a means by which checks and balances can be created and a separation of powers. The government had more power than the Articles of Confederation now, but Madison still feared the Constitution gave too limited of federal government power (Doc. l). Since the Constitution was implemented, the Federalists and Ann-Federalists were now disputing about loose and strict interpretations of the document. For example, if a law came about that wasn't specifically stated in the Constitution that the Federalists wanted, the Anti-Federalist s deemed it unconstitutional.The Federalists argued that if a law was not expressly stated against, the law was constitutional. From being a divided, state-governed nation under the Articles of Confederation, to a united nation under the U. S. Constitution, the United States was now under the control of a strong central government and on the road to being one of the most powerful countries in the world. During the American Revolution, many social changes were brought about. In the war, women were taking part in activities that men typically only performed.Deborah Sampson was one of the women that participated in the war to assert her importance as a woman. She disguised as a man in order to serve in the Continental Army. Other women who were said to participate in battles were given the nickname â€Å"Molly Pitcher. The phrase â€Å"Patriot Woman† came into existence, and before the war, both terms were always separated (Doc. A). Daughters of Liberty used their home skills t o create a home manufacturing system for all the soldiers to support the war. Molly Wallace stated her claim that since women were allowed to read, then they should be allowed to speak (Doc.J). She wanted for women's voices to be heard since they were just as educated and active as men in society. Unfortunately, this speech signified that, although women contributed very much in the war, women's rights were not significantly changed. As far as Native American relations, they were hoping to have peaceful relations with Americans since the King told them to â€Å"take [the Americans] by the hand as friends and brothers† (Doc. C). The Native Americans were not included in the Treaty of Paris of 1783, however, as the United States were making pollcles 0T separate treatles wltnln trlDes.I ne Natlves were quite apprenenslve, ana they stated, â€Å"we thought that [the treaty's] conclusion would have promoted a friendship between the United States and the Indians† (Doc. E). T he whites were moving west now, as the Proclamation Line of 1783 was eliminated (Doc. H). The Northwest Ordinance was declared to let the Americans move westerly as long as they did not bring any slavery into the areas with them. The Indians were in no place mentioned in the laws of the Northwest Ordinance and were again trying to be disregarded by the Americans.On the other hand, the northern slavery opposition started growing even more, which was a huge step in social change for the blacks. They were also accounted for in Congress due to the Three-fifths Compromise allowing the slave population to be represented in the southern states in the House. Religious freedom came about as well during the American Revolution as the Virginia Statutes stated, â€Å"no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever† (Doc. D).This promoted religious diversity in the United States; thus, encouraging the American Identity. The First Amend ment of the Bill of Rights also established freedom of religion, as well as freedom of speech, the right to assemble, and freedom of the press. These new freedoms escalated to the fundamental idea of a free country. The fundamentals of American society were changed by the American Revolution. Economic change in class differences, political change in the strong central government trend, and social change in the spreading idea of freedom.Egalitarianism was an overall change in the society, too, meaning everyone is equal. The main effect of the revolution was a new strong federal government brought about by the Constitution, which gave everyone equal rights. This is a main foundation for the United States of America's prospering. Without the ideal of equal rights for all, America would be a completely different society all together, without â€Å"life, liberty, or the pursuit of happiness. â€Å"

Supporting and Promoting Children and Young People’s Positive

Natalie Cullen 19/11/12 Supporting and promoting Children and Young People's positive behaviour Part 1: Behaviour Policy Charles Saer primary school's behaviour policy is for all who are involved in the school. A few examples of who these people are pupils, staff, volunteers and school governors and even parents to name just a few. These rules are equal to all. This ensures all who attend the school know what behaviour is expected of them and what behaviour will not be tolerated.The policy gives a list of aims of what is hoped to be achieved by these rules being followed by everybody. The aim is for good behaviour to make a major contribution in providing a safe, pleasant enviroment for all to work and play in, to build and raise self-esteem, respect, honesty, truth, co-operation, kindness and tolerance of others. 1) This will make the children feel safe as with good and positive behaviour a safe, welcoming, enjoyable enviroment will be built for them to work and play in. ) By giving the children a safe positive enviroment where good behaviour is shown by all, it teaches the children respect, honesty, truth, co-operation, kindness and tolerance of others. This will make a positive contribution not only to school life but also society and their own futures. 3) By the children learning to behave in a good decent manner and being rewarded for this will also raise their self-esteem and self-worth as well as build their confidence. It teaches them to treat others with respect and kindness and to take other peoples feelings into account, thus helping their social and emotional skills. ) The children are able to learn the expectations of what is expected of them by rewarding their good behaviour and giving sanctions for any bad behaviour. This also will teach them that they are responsable for their own actions and bad behaviour choices have consequences. Code of Conduct The code of conduct is a set of short, simple, realistic rules for everyone to follow. These rules are again for everyone not only the children as it is also important that the adults lead by example and set good standards as they are infact role models for the children. Also read: Different Approaches to Promoting Wellbeing and ResilienceThe rules are useful in the day to day of school life. Charles Saer has 5 main rules of conduct: 1) We never shout or run in school 2) We always care for others and their property 3) We are always polite and do as we are told 4) We never fight or throw things 5) We always keep our school tidy Classes however may have their own rules for inside the classroom as different circumstances may arise for example ages of children, special needs etc. Although they will still reflect the behaviour of which is expected by the school. ) Children will feel safe by the code of conduct as it cleary states what is expected behaviour and what is not. So if a child experienced any type of bad behaviour towards them they know it will not be accepted and to inform a teacher of the issue. 2) The code of conduct will help the children to make a positive contribution towards helping the school achieve the safe, pleasant enviroment for all to work and play in, to build and raise self-esteem, respect, honesty, truth, co-operation, kindness and tolerance of others. ) By the children learning to behave in a good decent manner and being rewarded for this will also raise their self-esteem and self-worth as well as build their confidence. It teaches them to treat others with respect and kindness and to take other peoples feelings into account, thus helping their social and emotional skills. Also helping them to become well rounded members of society. 4) It helps the children to see rules are there to be followed and what is expected as good behaviour and what is unacceptable behaviour giving them expectations and limits. Rewards and SanctionsRewards and Sanctions are basically ways of teaching the children when they have shown good behaviour when a reward is then given or bad behaviour when a sanction is given and will be seen to be fair. This will emphasise the diffrence between good and bad behaviour. Rewards at Charles Saer it is important to recognise and encourage good behaviour with some types of rewards such as: signs of approval, praise and encouragement, displays of work, comments in homework books, class points which can be banked for negotiated class treats, student of the week certificates and medals, tickers and badges, golden book ticket, silver awards, special mention in assembly, postcard/phonecall home. This way the childs confidence and self worth is boosted and they are more likely to keep up the good behaviour. Sanctions however when a child has shown bad behaviour a sanction must be given to that child to teach them it is not acceptable how they have behaved. Some types of sanctions that we use at Charles Saer are: eye contact (a mean look! ), adult disapproval, time out chair or isolation table in the classroom, child will be given a post it which the teacher will write e. . 5minutes in Mrs Smiths class and child will go to that class for given time, unacceptable behaviour will be discussed with child after lesson and not during, kept in at play time, serious misbehaviour will lead to involvment of the head teacher and maybe parents will also be asked to come in to school. 1) Children will be made to feel safe by gaining rewards for their good behaviour as it will give them a sense of achievment, recognition and self worth. ) Children will want to make a positive contribution into the school by ensuring they show good behaviour and try their best at all times to gain the rewards on offer for any good behaviour as this gives them a great feeling of doing well and a sense of accomplishment. 3) The reward system helps develop social and emotional skills as by the children following the simple rules of respect, honesty, truth, co-operation, kindness and tolerance of others, this also gives them the basics for good behaviour and being rewarded for that also helps them develop self esteem, self worth, confidence in themselves. ) Rewards and Sanctions help childr en to understand when expectations are met they are rewarded and praised. When these are not met there is consequences to their actions, teaching them to take responsiblity and that there are limits to which bad behaviour will not be accepted. Dealing with conflict and Inappropriate behaviour At Charles Saer school if a pupil is still presenting challenging behaviour after numerous attempts to try and intervene e. g. rewards, sanctions etc then there are some steps the staff will take to take the matter further. ) A childs parents will be contacted and asked to come in to discuss the situation 2) the next step if still no improvement would be to put the child on a report where his behaviour is monitored throughout the day and good and bad behaviour is recorded, the SENCO should be informed and given copies, 3) If after 4 weeks no improvement the the child should be placed on the SEN register and parents and authorities will discuss the issue. There are 3 stages and if no improvement then child will be referred to pupil referral services . Of course this type of continuing challenging behaviour is very unlikely to occur so serverly.More often than not a conflict or any sort of inappropriate behaviour a pupil displays that is serious can be resolved quickly by informing the parents and the head and class teacher being involved and some sort of plan and agreement as to what the course of action should be. 1) The other children at the school would feel safe knowing that when another child is behaving badly to a serious extent the staff are seen to be taking action against the bad behaviour and taking the matter very seriously, keeping to the their promise in the behaviour policy of ensuring a safe and enjoyable enviroment. ) If inappropriate behaviour is seen to be dealt with seriously then the other children are more likely to make a positive contribution by showing good behaviour and abidding to the rules of the school. 3) The child may be behaving inappropriatl ey due to their home life, so by first displaying bad behaviour and getting into trouble. They may then learn how to behave in a better way with the help of the staff which would help to develop that childs social and emotional skills that they probably wouldnt have learnt at home. 4) Rules and structure help children to understand what is accecptable behaviour and what is not.There has to be boundaries or the children wont be aware of what the limits are and will just keep seeing how far they can go. Anti-Bullying Bullying can be in the form of indirect, physical, verbal or cyber. Common forms of bullying are racial, sexuality, disability etc. Bullying has zero tolerance and will dealt with extreme seriousness. Once the staff have been informed and it is brought to their attention that bullying is taking place the head teacher will interview all concerned and will record the incident, class teachers and parents will be informed and if serious enough police will also be contacted.Sa nctions such as warnings, detention, even exclusion will be given. The victim will recieve support to be able to talk about it. Monitoring of the situation will continue until the head feels it is no longer a threat. 1) Children no doubt feel a lot more supported and safer knowing there is action they can take if they are being bullied in or out of school. 2) Children can make a positive contribution by their behaviour by acting in kind and caring way to one another and learning to accept everyone and their diffrences. ) By teaching children to respect, have honesty, tell the truth, have co-operation, show kindness and to have tolerance of others, that there are people who are different in the world. We give them them knowledge to understand and be accepting of diffrences helping to develop their social and emotional skills 4) Understanding the expectations n limits of bullying is to always treat people kindly and the way you'd expect to be treated by others and to know bullying is an extremley serious matter and will be dealt with serverly. AttendanceCharles Saer's Attendance policy is very similar to the behaviour policy, in that it aims to provide a welcoming and caring enviroment so the pupils can recieve a full time education to reach their full potential, there are incentives and rewards given to acknowledge the efforts of high attendance. Giving the pupils a sense of achievment and self worth. There is also rules to be followed, such as to be on time when school starts, what procedures to follow if off sick or have appointments etc, if too many absences then school will have to ask a family support to becoming involved.So like the behaviour policy there are rewards for good attendance n sanctions for bad attendance. 1) The children will feel safe by the attendance policy as yet again its setting out rules and structure very clearly. Which will make the children reassured knowing its the same rules, same expections, no confussion or uncertainty. 2) The c hildren can make a positive contribution by keeping up a good attendance and geting to school on time. ) By keeping a good attendance this will develop their social and emotional skills because they will be in school socializing with other children and learning but also theyll be developing a sense of achievement, self worth. If awards are given this will highten their self esteem. It will also benefit them in later life when they have jobs. 4) The policy helps lay the expectations and limits out clearly of what the school expects to be good attendance and what will limit that high attendance rate they are hoping for. Part 2:It is benefical to encourage and reward positive behaviour as it shows the child that you have acknowledged their behaviour and paid attention to the effort made by them. It also gives them a feeling of pride and happyness to have their behaviour praised, even if the reward is just a smile or a simple â€Å"well done I'm really proud of you†. Rewarding an d encouraging good behaviour gives the child confidence, self-esteem, self-worth, all the important things a person needs to become a self efficent adult in the future and make them feel like they have a purpose.

International Business - Mongolia Research Paper - 1

International Business - Mongolia - Research Paper Example Such a similar scenario may be witnessed in the entire globe at the time of interwar period. Due to which, not only the financial institutions became collapsed but also a political unrest took place in the entire globe that hampered its growth to a significant extent. However, among many others, Mongolia is one of the noteworthy nations, whose political scenario is totally hindered due to the economic turmoil (Kasuya, 2003). This research essay is divided into three phrases mainly highlighting the impacts of interwar in various nations in the entire globe. Along with this, it also describes, the ways by which, the political situation of the nation of Mongolia became disturbed among others. Interwar period is recognized as the time frame within 1919 to 1939. It is time in which the World War I ended and the World War II began. Due to which, it is recognized as one of the vital time frame for the financial institutions as entre change-over is taking place. This is because, it is time, in which the banking institutions of various nations like France, Britain and Mongolia is trying to pull back huge amount of money from stock markets. This is mainly due to the downfall or crash of stock markets. As a result of which, the economic activities of the nation of Mongolia slowed down thereby declining the prosperity of the nation to a significant extent. Along with this, due to lack of financial help from the institutions, the idea of over production and future investment is stopped that hindered the economic progress of the nation of Mongolia to a certain extent. It is mainly due to the presence of economic turmoil or recession in the nation. In addition, due to recession numerous institutions became closed thereby terminating or huge amount of individual. As a result of which, the rate of unemployment and redundancy enhanced thereby declining the level of living standards and economic conditions of the citizens of Mongolia certainly. Moreover, the income

Coming to Live in a Foreign Country Essay Example | Topics and Well Written Essays - 1250 words

Coming to Live in a Foreign Country - Essay Example I was very excited when I got admission in a United States College. Though I had hoped for it, however, for it to come true so easily was very exhilarating. I was glad that I had been granted this opportunity, both by the college’s board of admissions and by my family who supported my decision to go abroad for higher studies. The delight at felt at being able to be on my own, and that too in a foreign land was indescribable. I constantly made plans regarding how I would go about settling in once I reached the United States. I was essentially entering a new phase in my life and was very keen and enthusiastic about starting this chapter of my life. However, once I reached the United States, in fact as soon as I landed at the airport, I felt a strange sense of trepidation. Everything I saw and heard was new to me. All of a sudden I was surrounded by sights and sounds that were very unfamiliar. There were lots of people at the airport, in fact, it would be right to say that there was a throng of people at the airport, yet I felt completely and utterly alone. Out of all of these people around me, I knew nobody. What is more, nobody knew me. I felt like an outsider as if I somehow did not belong in this multitude of people. I was scared that this feeling of loneliness might get too much for me to bear, causing me to be unable to enjoy anything, but I was pleasantly surprised to find that that was not the case. All of a sudden, the feeling of anxiety was replaced by a sense of excitement. If I were essentially an outsider, then everything I was seeing was a new sight for me. I looked at everything I passed by closely. From the airport till I reached the college campus, I tried to absorb as much as I could. Everything seemed novel to me, even the simple and mundane things like air vents in buildings and how people had a different voice cadence in the United States than in Nigeria seemed to excite me. There was a sense of newness to everything. I noticed even dull and routine details around me and became excited over them. Though at first I only noticed the newness with an excited mindset, yet soon enough that excitement changed to trepidation. I simply had not taken to account the fact that there will be quite a lot of cultural gaps and cultural differences that I will have to cross. It is a given that all countries have their own set of norms and the adage of â€Å"when in Rome, do as the Romans do† entails that one follows local customs. I did not want to offend anyone for my lack of knowledge regarding local customs. Soon enough, though, I discovered that there were quite a bit of similarities between the two cultures of Nigeria and United States. I was still, however, afraid of offending others for my lack of understanding or knowledge regarding local culture. It was soon clear to me, though, that United States has a more relaxed approach towards following cultural norms and one can fit in without having to change or adapt much. Although that is true, nonetheless, I still looked forward to learning new things about the culture of the foreign land I found myself in. Perhaps it seems like my feelings were that of a child who is brought to a toy shop and told to go on an

To be Determined Essay Example | Topics and Well Written Essays - 750 words - 2

To be Determined - Essay Example Through his interpretation of Torah, he emphasized its importance in the life of people who believed in the piety of the soul and body. Hasidism in Hebrew means pious and Besht’s followers came to be known as hasidims and the spiritual movement became popular as Hasidism. Hasidism is known for its ‘piety, humility, and kabbalistic insights which had transformed religious practices and religious authority’ (Mintz, 1992, p10). Besht’s mystical power of healing was contributed to the powers of prayers and purity of heart that is devoted to God. Hasidism spread to other parts of the world through the disciples who propagated the teachings of Besht. The persons who preached the tenets of Torah and spirituality were called Zaddik and later on, were known as Rabbe. The mystic Zaddiks were spiritual guides whose prayers could heal and people came to them in their distress. Hasidims practice simple living and have strong community feeling. Hasidism promotes peaceful co-existence and intrinsically believes in the goodness of people. The basic religious philosophy of Hasidism is centered on the study of Torah, the religious scripture and the mystical powers of prayers. Hence, spiritual leaders or Rabbe are held in high place of reverence. Hasidism primarily believes that people should develop closer relationship with God through daily prayers and good and moral living. Devotion to God is paramount. The study of Torah is essential part of hasidim’s life. Each Hasidic group is guided by the Zaddic or Rabbe who has his own court where people congregate to hear his teachings. The various festivals are important occasions for hasidims to collectively pray at synagogues and purify their soul and body. The Hasidic movement branched out into different Hasidic movement through the Zaddiks in different places. The new Hasidic movement was either named after the spiritual guide or Zaddiks or the name of the place. The