The Importance Of English Language English Language Essay

The Importance Of English Language English Language Essay The usage of English Language has become significant in our daily life. It is a fact that English Language is the language that is used globally in the world nowadays. Many countries governments practise English Language as the formal language to carry out their jobs and to complete the paper works. In conjunction with the global trend, the English Language society of SMK Pandan Indah has planned some activities to be carried out in the school compound since the beginning of the year. This is implemented so that the students of the school can be exposed to the importance of English Language. Aims and Objectives of Programmes With the support from school administration, the English Language society manages to carry out the English programmes for all the students to participate in. There are few aims for the programmes to be held. First of all, the English Language society wishes to fully make English Language to be visible in the school compound. To make the English Language to be visible in the school compound, five essential skills are needed to be promoted among the students, that are reading, listening, speaking, writing and grammar. All the students must master all these skills to avoid being eliminated from the global trend. Besides, the second aim English Language society conducts English programmes is to make use of English as the medium of communication. Nowadays, english has become vividly important in the world. Many countries use English as the mean in carrying out the administration work. Being able to speak in English is not a strange anymore. Students who are not able to communicate English with people will be eliminated from the global trend. As we all know, the world nowadays becomes very competitive and undergoing rapid changes. Students must be able to improve themselves from time to time. Mastering English Language is unavoidable anymore. To support with the aims being set, English Language society has planned two activities to be carried out throughout the year. The first programme is learn a phrase a day. The objective is to boost up students confidence by standing up on the stage to speak in English. This activity will provide a medium for students to practise their English publicly. Through this programme, the students are also able to improve their pronunciation of English. Students of new era are weak in pronunciating the correct way of English words. From this activity, students are expected to learn the correct pronunciation of English words. Moreover, students will have the chances to boost up own confidence when presenting in English in front of the audience. The second programme is English Fortnight. In that two weeks, many activities will be organised by English Language society. This is to promote the use of English when participating in competitions.The students will be exposed to the importance of English Language through a series of activities being carried out. They should not only focus on their mother tongue respectively, but to learn other languages as well. Through the activities, students are expected to equip themselves with fluent English as it will be very helpful to them in the future. Duration of Programmes At the beginning of the year, English Language society officiated the learn a phrase a day activity at the assembly. An opening ceremony was held on 10th of January, 2011. This activity was being carried out throughout the whole year. Everyday before assembly commences, the activity was held on. It took up around 5 to 10 minutes for every presentation. For English Fortnight, it was held at the midst of the year, which was around the end of April to the beginning of May. The opening ceremony for English Forthnight was held on 25th of April, 2011. The programme lasted for two weeks consecutively. A series of activities was planned to be organised for all the students to participate in. Both programmes were carried out during schooling hours. For morning session, the programmes were held on from 7.20am until 1.20pm for Mondays to Thursdays, and from 7.20am until 12.45pm for every Friday. Meanwhile, for afternoon session of schooling, it is from 1.20pm until 6.45pm for every Monday and Friday, and for Fridays, the schooling hours are from 2.20pm until 6.45pm. Target Group Both programmes were being carried out with its specific target group. For the programme Learn a phrase a day, students of form four were required to take turn to present at the daily assembly. For afternoon session, students of form one and form two needed to send representatives for each class to give presentations on the stage everyday. Students of form three and form five were excluded as they were informed by the school administration to concentrate fully on government examinations, that were PMR and SPM. Meanwhile, English Fortnight was planned to involve every student of each form. There were numerous activities that took place for specific form of students to join. For examples, essay writing competition was held and targeted on form three and form five students. Choir singing competition was held for every form of students. Form one and form twos students were involved in poem recitation competition. Impromptu speech competition was organised targeted for form fours students. Report on implementation of Programmes Learn A Phrase A Day Learn a phrase a day was the major programme that was held according to the school policy. The programme was subdivided in to two parts. On Mondays, students selected were required to deliver speeches in English. For Tuesdays to Fridays, students were required to choose a phrase to present on the stage. The phrase could be selected from idioms, vocabularies, and so on. One week before the presentation of phrases, English teachers would guide the classes to elect few students for the presentation. For every presentation, two students would be selected. One would hold a manilla card written with the phrases of the day while the other one would explain the phrases to all the students in the assembly. The meaning, and the example are needed to be provided by the presenter so that all the students would get to understand the phrases better. For every Monday, one student would be needed for the presentation only and the respective student was required to present a speech. The speeches presented by the students must be conducted in English Language. The mean to select students for the presentations was on the teachers discretion. They could either choose the representatives by themselves, or being democratic by organising the voting session. In the morning session, form four students were involved in it only. Hence, every of the students in form four had to take turn to present on the stage according to the ascending order of the class name lists. Excuses such as sore throat, stomachache, or headache were not being accepted for them to skip the presentations, unless they could have the medical certificate verified from the doctors as the proves. Nevertheless, they could exchange the position for presentation with their classmates, with the base that the particular student agreed with the exchange. For form one and form twos students, the programme started from students of form two. This was because form twos students had adapted to the new studying environment after studying in the school for one year. Form ones students were still undergoing a period to adapt to the new studying environment and new rules and regulations. Their session started after March of 2011. The schools top administration would become the panel of judges to evaluate the performance of each presenter. The marks were allocated based on the pronunciation of the phrases, the content of the presentation, and the combination of gesture. The marks were collected to be accumulated until the end of the year. It was not an individual competition, but a class competition. Classes accumulated with the highest marks would be awarded with the RM500 and hamper worth RM200. Eventually, 4K class won the champion away for morning session while for afternoon session, 1S defeated other classes and took the prizes away. English Fortnight English Fortnight was the second major programme organised by English Language society. It was held from 25th of April, 2011 until 6th of May, 2011. A series of activities and competitions were planned accordingly. The first activity of the programme was choir singing competition. Every form of students were required to take part in it. Every class had to prepare a song to perform. The selection of songs was on their discretion, but with one criteria that all the songs must be performed in English. One week was given to them for the preparation work. The competition held on 3rd of May, 2011 in the school hall. The performance will be judged by few criteria, that were the combination of gesture, the rhythms of the songs and the content of the songs. Use of costumes was optional too. They could prepare some equipment to aid in their performance. Each class had to finish their performance within 8 minutes. There were 3 judges responsible for the adjudication, that were Mr. Herman, Ms. Wong, and Ms Geraldine. The competition went well as scheduled. Each of class performed well and the judges had the hard time to choose the winners. For the morning session, 4K emerged as the champion with the song t itled Love is Colour Blind. The first runner up went to 3S with their song You Raise Me Up. The second runner up went to 5K, who sang Hero. Meanwhile, 2B won the champion away for the afternoon session. 1M won the first runner up while third place went to 1K. The champion received cash RM 200 and hamper worth RM100. The first runner up would receive cash RM 150 and hamper worth RM50 while cash RM 100 was given to the second runner up. The champion teams were required to perform once again on the stage during the closing ceremony. Essay writing competition was another activity being held on. The competition targeted on form three and form fives students. Each class had to send two representatives to take part in the competition. The competition was held in the language room. The title of the essay writing was The role of English Language in the future. All the participants were given one and a half hour to complete the essay. The essay must be at least 350 words. Mr Illamaran and Ms Toh were the judges to mark the essays. The winners name list was announced during closing ceremony. The champion would receive hamper worth RM100. The first runner up would have a hamper worth RM50 while the second runner up would receive hamper RM30. Eventually, Cedric Koh from class 5K emerged as the champion and Mohd Hashim Hafiz won the first runner up place. The master pieces of them were pasted on the board and were uploaded into the school buletins. Besides, there was an impromptu speech competition which was specially for form fours students. Each class had to send a representative to participate the competition. The competition was carried out on 28th of April, 2011. On that day, all the participants were needed to gather at language room at 9am sharp. Participants were given the topics on the spot. They chose the topics by drawing from a box prepared. 5 minutes was given to them to prepare after they getting their topics respectively. Marks will be allocated on the combination of gesture, the content, the fluency of the speech, and the vocabularies. Ms Jamielah and Mr. Lim were the judges to evaluate the participants performances. Some gave up as the topics they got were too difficult and they were not able to think critically for the speech. Meanwhile, some students managed to perform well and they spoke in English fluently. Both panels had the hard time choosing the final winners for the competition. Damian Phun from class 5K emerged as the champion with the score 91 out of 100 marks. He took away hamper worth RM200 and cash RM200. Both judges were stunned with his impressive performance when his turn to deliver the speech. For the poem recitation competition, it took place in the school hall. Every class in the afternoon session were required to have a representative to participate in the competition. It was the last activity carried out in English Fortnight. Each participant was allowed to recite the poem of their choice within 5 minutes. Mr. Ong and Ms Lim were the panels to evaluate the performance of all the participants. They allocated the marks for the pronunciation of the grammars, the gesture, and the rhythm of the poem. All the participants prepared well as they managed to recite the poems with different rhythms. All the students applaused for their great performances to show their supports. The champion of the competition was Caryn Chang from class 2S with the poem entitled Road Not Taken. She took away cash RM200 and hamper worth RM200. Derek Lim for class 1M scored the first runner up place and take away cash RM100 and hamper worth RM100. His poem was Mama. The second runner up went to Audr ey Lim from class 2B with the poem titled Loneliness. Strengths and Weaknesses of Programmes The implementation of both programmes were a success. All the activities went well smoothly. To have a better performance in organising programmes in the future, English Language society had numerous meetings to discuss about the progress of the programmes and to analyse both programmes. For the strengths analysed, English Language society appreciated for teachers and students full cooperation. All the teachers had played their part according to the organising committees set. Any arguments incurred the teachers would calm down first before discussing in order to find out the solutions. The students were cooperative too as most of them were active in participating in the programmes designed. They were not shy to take part in it, vice versa, they volunteered themselves to represent the class respectively in the competitions. Through the programmes planned by the English Language society, all the students were given a chance to expose to the use of English. They had the opportunity to practise English in the daily life. Some of the students realised the importance of English and began to speak in English when communicating with students or even teachers. As the saying goes Rome was not built in one day, learning English is not simple, and we should figure out the different ways to improve English respectively. Through writings, students would be able to increase the vocabularies. The writing skills would be increased too. Through speaking, students would be confidence to communicate with others in English. They would not be shy to speak in English. Though listening, students would tend to understand what others say. They would not be blurred with what others say. Indirectly this will greatly enhance the discussions among students and establish good relationship among each other. In short, the programmes p rovided a medium for all the students to learn English and to speak English among them. Without support from parents and school administration, both programmes would not success. During the planning of the programmes, English Language society received great support from both parties. This indirectly boost up the progress of the plannings and the programmes were very successful. School administration had contributed the equipment needed such as PA system, the classroom and so on. Meanwhile, parents had played their part in encouraging their children to take part in the competitions organised. Morever, English Language society managed to seek for sponsorship from outsiders. The committee members approached to local companies to request for sponsorships of the hampers. The companies were willing to play their part in corporate social responsibilities by sponsoring the hampers and providing the incentives as the fund of the programmes. Nevertheless, English Language society had noticed few weaknesses that are needed to improve. First of all, in some competitions such as impromptu speech competition, most of the participants were old faces. All these participants were the school representatives for speech competitions. Indirectly this will discourage other students to take part as they think that they will definitely lose to the school representatives. Their confidence was gone before competing. Besides, the PA system of the school was old and not modern enough. During competitions such as choir singing competitions, the committee members often faced the problem that PA system was malfunctioning. The competition could not go smoothly. The malfunctioning of PA system nearly caused the competition to be delayed and could not finish on time. Furthermore, in the progress of the competitions, some students tend to give excuses such as going to toilets to leave the classroom. Indeed they went to watch the competitions and support their classmates. They would rather played truancy to watch the competitions that staying in the class to study. Schools disciplinary will be affected when the outsiders know. Suggestions and Recommendations In order to maintain the English programmes at high spirit, English Language society would like to share some suggestions and recommendations for improvements. First of all, English Language society would wish that the school administration would give the permission to extend the activities to be carried out outside the formal schooling hours, regardless the time and places. This is to enable the students or parents to watch the competitions and to give support to the participants. For the broken PA system, the school administration is advised to take immediate action to send the PA system for repairing and maintenance in order to maintain the good quality of the equipment. Furthermore, teachers should often encourage the students to speak English in the class through a series of indoor activities. Teachers are the ones who colour the students life, hence they should be good role models by speaking English with the students. Monitors are ought to lead the class to talk in English too. Students will be influenced when most of the students speak in English. Students should not tease those who are weaker in English, vice versa, they should become guiders to help them improve their English. Conclusion In a nutshell, the programmes planned by English Language society had hopefully generated positive effects towards the students, teachers, or even parents. As the saying goes, Practices Make Perfect, students should always bear the quote in mind and begin the trend of speaking English. The English Language society will keep the hard work up and plan the similar programmes next few years to benefit all the students and make English Language becomes more visible in the school compound.

Young Peoples Time Perspectives: From Youth to Adulthood

Young Peoples Time Perspectives: From Youth to Adulthood Summarise and critically evaluate the article (Brannen, J Nilsen, A 2002) â€Å"young peoples time perspectives focusing on; A) Its conceptual and theoretical framework and B) Its methodology and approach to evidence. The Author Brennan’s history includes her being a professor in Sociology for the University of London. She has written books and researched in on topics relating to gender and families with young people and children. She also co-edits, the International Journal of Social Research Methodology: theory and practice. The co-author history included Nilsen being a professor at the Department of Sociology, University of Bergen in Norway. She has researched in topic’s relating to women’s life course, biographical methods and time and environmental sociology. She is also the co-editor of the Journal of Psychology. The article under discussion examines three bodies of theory: individualization, the life course, and concepts of time. It cross-examines these theories with respect to the following questions: how young people speak about the future; the bearing of young peoples situations and time perspectives upon the way they envisage the transition to adulthood. Empirical d ata is taken from five different European countries and material from focus group discussions and interviews are conducted with young people taken from west-European countries, Britain and Norway. They analyzed variations in young peoples ways of thinking about their future lives, and propose, as a basis for further research, three ideal typical models. The concepts include Nowotneys concept of â€Å"extended present, which is the notion of planning for the future, which may be altered by the experiences of the present†. It is has been stated by Sennett 1998, that a shift from linear concept of time can mean people no longer try to predict the future and the notions of planning loses its meaning, Brannen and Nilsen have scrutinized all the theories and concepts mentioned. The purpose of their article was to begin to develop a language of description (Bernstein 1996) for representing and interpreting the nuances and diversity in young people’s orientation to adulthood which may be applied and modified in future research. They aimed to look at theories of life course processes and wanted to observe how young people think and speak about the future. The cross national study â€Å"young people’s orientation to the future reconciliation of employment and family life†, This initial cross-national analyses focus was on young peoples view’s of future in general and did not set out explicitly to examining the future in general, neither or their conceptualizations of time. There work related to another parallel study carried out with interviewing Norwegian men and women, (Nilsen, and Brannen 2002). The study method included 12 focus groups with three different groups for interviews; they tried to make each group as alike in terms of demographics as possible, however theory did not discuss what measures of precaution they took. The groups were divided by education and training levels, by occupational level, and by those in manual or while collar jobs. Questions about merging employment and family life were for most young people at the time of interview were hypothetical. The study was not concentrating on the issues such as time perspectives and theories linking to it, thus they were not able to examine methodically the interactions of gender, age and social class to the three models thinking about the future. The explicit focus of the study was on future reconciliation or employment and family responsibilities. Nilsen and Brannen were interested in gathering a qualitative approach. They did not however take into consideration the time scale was short and the research funding wa s low, there lack of planning and budgeting was thus seen. They explained further that is when the aim of when they decided to change it from a qualitative approach to an exploratory one. They employed focus groups ranging from 3-10 people. They do however agree to that fact that it is not justifiable, in which focus group methodology can generalize about young people to produce biographical material. They further stated that as well as focus groups, interviews were conducted with selected young people aged 18-30 however they did not provide evidence and document the findings in the article, which leads to questions of the purpose of such interviews. They talked about the theoretical perspectives including in the Individualisation theory (Beck 1992, 1994; Beck-Gernsheim, 1995; Giddens, 1991, 1994). This theory holds the idea that the processes remove structural separations of gender, social class and age. The assertion that individual choices become more important and the choice biography replaces the standard biography 1996. This theory has received much speculation, by Beck, Giddens 1994, Bauman 1998a, and Nowotney 1994. The â€Å"extended present† which takes account of â€Å"choice biography† and suggest it is untried as argued by Brannen and Nilsen that the way people pass through the transition to adulthood is prejudiced by their experiences of time. Brannen and Nilsen’s came to the conclusion of explaining there findings through proposing, three models. Brannen and Nilsen looked at three theories, 1) Individualization, 2) The life course 3) concepts of time. The models they obtained suggested a larger range in ways of thinking and planning for the future than the individualization theories. They attempted to apply theory to empirical data. They stated they were looking for a qualitative approach which then talked above exploratory, which leads the reader feeling a bit baffled. They compared the findings form both countries of Norway and England. They have put forward three models in the conclusions, model of Deferment, the model of Adaptability and the model of Predictability. There work carries no internal or external validity, when a test has content validity; the items on the test represent the entire range of possible items the test should cover. Individual test questions may be drawn from a large pool of items that cover a broad range of topics, however in Nilsen and Brannen study this was not the case. Brannen and Nilsen stated that young people were chosen as young people focus on time, a feature of social experience which has been ignored in empirical research. Brannen and Nilsen have put forward three ideal typical ways that have been identified in and applied to new material. One of the models of deferment, they have presented a critical case of younger women consider adulthood in looser terms, than the women in the second group the model of adaptability. From their findings they did report that imposing a dichotomy upon peoples lives in terms of either the â€Å"choice biography† is too simplistic. Brannen and Nilsen did not agree with other researchers they argued looking at their own models that a greater array of though processes and planning for the future in comparison to Individualization thesis â€Å"choice Biography†. They proposed that there are many factors affecting time orientations; these include the opportunity structures of education and training w hich have influence for employment aspirations. They argue that the complex material of social, cultural and discursive resources available or not, to young people together with the way young people adjust themselves in time, lead to construction of their identities .Brannen and Nilsen focus was differing from the cross-national analyses published by Brannen et al 2002. In that study the focus was on examining the view of the future in general neither or their conceptualizations of time. This article presented draws on a separation of cases from Norwegian and British seeking to apply to theories in time .At the end of the study all participants should have been given a full debrief, it is not clear from their article if this was carried out or not. All study participants should be told about procedures and any potential risks he confidentiality must also be maintained. They explained that the life course is no longer so clearly gendered .They researched that the decline of unskilled and semi skilled jobs in Britain and Norway led to led to men holding adult responsibilities at the same time as pursuing their youth, however women expected to have a job first then go down the route of motherhood, Brannen et al 1997. They also found that youth as a period of preparation for adulthood is going through change (Furlong and Cartmet ). The sources the authors used included their own research areas and past research that they had carried out. (Brannen and Moss, Owen Wale 1997, also Brannen and Nilsen and Smithson 2002; Also from Nilsen’s 1998, and 1999 studies).This article appears to be an extension of the areas of attention brought forward from past research experiments. The rhetoric and style of the article seems to be quite informal and loosely structured. Although some areas of their experimental explanations are clear, other areas are quite unclear with regard to the methodology and gathering of data. As a reader one is not convinced of their findings as t hey are qualitative and can not draw generalization to the wider public. Cultural issues were not considered in the countries studied carried out in, it is difficult to generalize the findings from cross-national studies, as every country to some degree has their own cultural patterns in youth to adulthood. In total they reported five countries were studies however he results qualitative that they may have been, was not mentioned. Other countries studied were not talked about a great deal nor the results discussed. Their study held no concurrent validity, construct validity or any predictive validity, as no tests were employed The intended audience to receive the data and outcomes of this research can be interpreted as the government and large organizations, as their focus was orientations over time, this would be beneficial to know. Also Cross-national studies lead to practical implications. The observations made can lead to a comparison of the employment/ education levels along with areas that each of the countries studies .This information is useful in the knowing which country is economically developing, along with attitudes of the public. Bibliography: Brannen Nilsen 2002, a ‘Young Peoples Time Perspectives: From Youth to adulthood. 2002. Falmer 2000. Connecting children and family life in later childhood, Routledge D. C. Howell 2002. Statistical Methods for Psychology, 5th edition, Duxbury/Thomson Learning. Weiner, I., 2003. Handbook of Psychology. New York, NY: Wiley 1

Feminism in William Gibsons Neuromancer Essay -- Feminism Feminist Wo

Feminism in Neuromancer Neuromancer is an amazingly complex novel. Being one of the first of its kind, Gibson tells a chilling tale of a world where computers, and a thing called " the matrix," become more "real" than reality. The story, set in the not-so-distant future, has our hero, Henry Dorsett Case, embarking on an adventure that stretches the limits of the reader's imagination. But even though Case is our main character, there are others with as much or more power and influence. Women play a significant role in aiding Case throughout his mission. Not only are they noteworthy, they hold most of the "power" and at the end, it is a woman who holds the final "key." By using the feminist approach to literary criticism, we can explore these female characters to find out how they contribute to the overall plot. Feminist literary criticism looks at how literary works portray women. They look to see if there is any social power exerted by females. Feminists also see our culture as a "patriarchal society organized in favor of the interest of men." (HCA...

GIS: A Step Above Essay -- Business Essays

GIS: A Step Above Urban growth in the suburbs and maintaining what is already built is one problem facing the United States today. One difficulty in regional planning is the visualization of the area in question. Finding the problem areas, addressing all the issues involved, and discovering the best way to implement changes can create challenges for those in charge. A technology that is growing to accommodate the various areas of study which helps address these issues is Geographical Information Systems (GIS). Geographical Information Systems is the prime tool for spatial research. GIS at work Geographic Information Systems (GIS) are used in a wide variety of businesses across the United States. The program can compile various amounts and types of data into the system’s database. The computer can then use the information to aid in spatially analyzing a specific research topic. Information stored in the GIS database is structured to order the information in separate applications. In a study of an urban street, information about the poverty statistics over the last decade would be saved separate from the literacy percentages. This input data could serve to catalog all the information a homeless shelter would record for the different neighborhoods around it. The computer software of the GIS system is what is used to analyze that data. GIS provides â€Å"an accessible, realistic model of what exists in the real world,† (Martà ­n 2) which allows different types of questions to be addressed. â€Å"Spacial means related to the space around us, in which we live and function.† (Clarke 2) The foundation for the use of GIS is to incorporate the many details of life in one location to describe the unit as a whole. ... ...ilities of GIS makes the program software realiable, accurate, and updatable. 6) Martà ­n, David. Geographic Information Systems: socioeconomic applications. Ed. 2. Routledge: London, 1996. - This book defines GIS by its uses, history, and the principles behind the technology. Its purpose is to explain to newcomers how to use the software. It details recent advances in GIS. 7) Vine, Marilyn F., Darrah Degnan, and Carol Hanchette. Geographic information systems: their use in environmental epidemiologic research. Journal of Environmental Health v. 61 no3 (Oct. ‘98) p. 7-16. - This article shows how GIS allows for researchers to show the relationship between human exposure and inset of the disease. The data from previous technology analysis used with the recent data can be used to show the spatial relationsihp of these elements.

Health and Safety Policy Essay

General statement of policy This policy is to provide and maintain safe and healthy working conditions and equipment for all our employees, and a safe environment for all children to learn and develop in. We wish to develop and promote a strong health and safety provision within the nursery for the benefit of all staff, children, parents and visitors. The policy will be kept up to date, particularly as the business changes in nature and size, and will be revised annually, or as and when necessary. Aims and objectives The aim of this policy statement is to ensure that all reasonably practical steps are taken to ensure the health, safety and welfare of all persons using the premises. To achieve this we agree to comply with the following objectives: †¢ Establish and maintain a safe and healthy environment throughout the nursery. †¢ Establish and maintain safe working procedures amongst staff and children †¢ Ensure information, instruction and supervision is provided for all employees where necessary. †¢ Ensure the safe handling and use of substances. †¢ Ensure all employees are competent to do their role and to provide adequate training where needed. †¢ Maintain a healthy and safe place of work and safe entry and exit from it. †¢ An effective policy and procedure is in place covering fire and other emergencies and for evacuating the nursery premises. The evacuation procedure is practiced on a regular basis. †¢ Follow the regulations of the Health & Safety at Work Act 1974 and any other relevant legislation. †¢ Maintain a safe working environment for pregnant workers with appropriate risk assessments undertaken where necessary. We believe the nursery as a whole is a low risk but to maintain the maximum protection for children, staff, parents/carers and visitors we comply with the following: †¢ Ensure the entrances and exits from the building, including fire exits remain clear at all times. †¢ Regularly checks are carried out on the premises and the individual rooms any faults or defects are reported to management as soon as possible. †¢ Ensure all staff are aware of the fire procedures and they participate in regular fire drills. †¢ Ensure that all members of staff are aware of the procedures in case of accidents. †¢ Protective gloves and clothes are worn when appropriate by all staff to control and prevent the spread of infectious diseases. †¢ The nursery has a strict no smoking policy in place. †¢ Any contractor working on the premises must seek permission from the owner prior to commencement of work. †¢ No inappropriate jewellery to be worn. One pair of stud earrings and wedding/engagement rings are acceptable. †¢ Dress code is smart black trousers no jeans, linen trousers or combat trousers and practical with sensible black shoes/small heeled boots and all hair must be tied back at all times. †¢ No running inside the premises. †¢ All electrical sockets are protected by safety plugs. †¢ All cleaning materials/toilet cleaner are out of reach of children and are kept in cupboards off the ground in the utility room. †¢ Appropriate clothing is worn when working in the kitchen. †¢ Peanuts and any other foods that can cause an allergic reactions are not allowed in the nursery †¢ Telephone calls must be received before 7am if a member of staff is not well enough to attend work. This must be to a senior member of staff, Owner, Manager, Deputy Manager or Assistant Manager. †¢ All staff know where the First Aid box is and know who the appointed First Aider is †¢ Children are supervised at all times by qualified staff  Ã¢â‚¬ ¢ Student are not left unsupervised at any time.

Advertisement Analysis essay

Advertisement Analysis On average, people today strive to look the best that they can. With this influence, consumers prefer to buy products that will give them the results they wish to achieve. Your advertisement has successfully portrayed many positive aspects of the Garnier Fructis product Sleek and Shine. By including detailed information about your product it educates a large number of consumers through the Sleek and Shine advertisement.Along with educating your consumers, as a corporation you also persuade your clients with evidence to back up your claims made about Sleek and Shine. Although your company exposes many valid points, when it comes to the ad itself it falls short with aspects like reassurance. If you take a look at the Pantene advertisement it is clearly backed by a credible source. The Pantene advertisement can also appeal more to viewers because its layout is crisp and easy to read, instead of one that is pushed to the side and jumbled like your Sleek and Shine a dvertisement.Although your an ecofriendly company which bases their products with mainly elements of nature (which explains the backdrop of a sky and a green bottle), the Pantene ad features an Olympian with a gold theme that conveys a thought to consumers that their product is the best and it will give the consumer what they want to look their best. What gives Pantene such a strong hold with this advertisement is the ethos that is set up behind it. The credibility of this ad is what brings it home for consumers; this is because it gives them reassurance that they are using the best product available to them.Having partners like P&G or the Olympics shows that this Pantene product is one of the best because it is back by major successful enterprises. Another huge aspect of the credibility of this ad is the quote â€Å" †¦ I always come out shining† by an Olympic gold medalist confirming that if you are one of the best you would only use the best products. Featuring major enterprises and Olympians gives the consumer trust and reassures them that by using this Pantene product they are getting what the best use. Along with the use of ethos the Pantene advertisement persuades its cliental by manipulating their emotions.As you can see there is a wide use of gold tied into this ad: from the water, to Natalie Coughlin’s bathing suit and hair, as well as the tops of the Pantene shampoo and conditioner bottles. The reasoning behind the wide use of gold is because how the color itself makes one feel. Gold conveys a feeling of joy for people it is also the color of the first place medal that one can receive at the Olympics. Just by the use of color Pantene has been able successfully apply pathos to evoke happy emotions towards using their product, which also make them believe that it is the first place product when it comes to hair care.One of the last key rhetorical devices that Pantene uses to convey their consumers to buy is the use of logos. Althoug h there is not much of it used in this advertisement it still helps validate points for the product. Pantene makes a claim at the bottom of the advertisement that consumers will receive â€Å"healthier hair in less than seven days†. The placement of this statement also plays a role in the use of logos, by placing it at the very end it shows the consumer that on top of being a gold medal worthy product it also is effective almost immediately.The only thing that discredits this claim is that the Pantene product, which is a moister renewal, is compared to a non-conditioning shampoo. Aside from what the product was compared to, the claim still adds logic on to reason to use this product. When it comes to comparing your advertisement for Sleek and Shine to the Pantene advertisement it seems that Sleek and Shine has its positives, but there are things that could defiantly be improved on. One of the major differences from your advertisement compared to Pantene is Garnier’s us e of logos.The Sleek and Shine formula shows scientific evidence to back your claim of a three-day seal of sleekness. Also by including showing an actual picture of the raw materials used to make your new formula it makes it seem more logical that the product really works. Unfortunately one of the biggest down falls to your strongest rhetorical devices is the size of the text as well as layout. The fact that everything is so small these great details about the product can easily be over looked, resulting in less of a response than you should obtain.In addition to the use of logos in the Sleek and Shine hair care we see a use of pathos. This use of emotional appeal those who want a product that works, but is also eco-friendly. By using a deep blue sky with bright white clouds and a bright green bottle it conveys the idea for the consumer that this product is natural and pure, resulting in a positive effect on your hair. This pure outlook may also result in a happy reaction from clien ts because there are not unknown products being put into use on their body.Once again although this thought of purity can be illustrated to consumers, the layout still creates problems in the advertisement. A simple correction that could be applied to solve this problem would be to include information made about its natural recourses in a bigger and bolder text. One last place that your product may need to be overlooked to be revised has to do with the use of ethos. Although there is lots of scientific evidence to convey some sort of credibility, there is no direct evidence like testimonials or a quote from a credible source giving feed back on how well your product works.However one good thing that does work for this advertisement is that by not having a credible source like an Olympian it makes the product seem more relatable and that it is a product for the everyday woman. Over all as an advertisement the Sleek and Shine product seems to be portrayed as a top product, but only if you look closely into the ad. Although the good news is that with a few slight revisions and rearranging this conclusion that this is a top product will jump right off the page and into a consumers head to influence them to buy your product.

“Motivation: Main Key of Public Service?”

Since their first day on earth humans have been running after happiness in form of one or the other, though happiness   is something that eludes anyone who chases it, and instead, evolves out of one's actions. Such characteristic of happiness was once nicely described by Allen K. Chalmers's words – â€Å"The grand essentials of happiness are, something to do, someone to love and something to hope for.† A package of actions like that actually   brought forth the idea of motivation – the charger of mind that would keep one inspired to fulfill one's mission. To make things better, the wise humans have even created many sets of do-s and don'ts to maintain a consistent streak of motivation. Those sets have tremendous utility value to maintain balance and consistency in decision-making and action-taking. Over the years, social scientists have improvised   those sets and subset of ideas to further establish the cohesion of thought and action, the ideal approach for any individual or an institution to achieve any undertaken mission. Thus this paper focuses on some of the essential elements of organized behavior like Motivation, Goal Setting and Reward System, before coming to its own conclusion and indicating about its future implication in the field of child protective service. What is Motivation? a)  Ã‚  Ã‚  Ã‚  Ã‚   It is an internal state or condition that activates behavior and gives it direction; b)  Ã‚  Ã‚  Ã‚  Ã‚   It is desire or want that energizes and directs goal-oriented behavior; c)  Ã‚  Ã‚  Ã‚  Ã‚   It is an influence of needs and desires on the intensity and direction of behavior. (Huitt, 2001). Motivation is a psychological phenomenon that propels humans or any other organism to act – be it for survival, or to develop, in this regard, even inaction can also be counted as the product of motivation – especially when humans engage themselves in deep thinking or meditation. Motivation is that persuasive force which the living beings cannot do without. According to modern management guru Shiv Khera (p. 112), motivation is â€Å"a drive that encourages action or feeling. Motivation can also mean igniting the spark for action. It is powerful. It can persuade, convince and propel you into action. In other words, motivation can be defined as motive for action. It is a force that can literally change your life† (Khera, 2004). The definition above might generate a few questions – if motivation is something like an automated process; why then people need to be motivated?   or, if motivation process is already active, then what is the logic behind attempting to activate it further? While it is right that motivation guides every action, yet the degree of its intensity determines the level of achievement. One easy example of that is the difference between humans and animals – while the animals' achievements are limited in leading only a fuller life, humans lead a multi-dimensional life that is packed with uncountable actions in addition to the actions for living. Thus motivation converts itself to a primitive urge to survive when it deals with basics like existence, and it works like the guiding light on aesthetics, emotional or esoteric plane of existence. According to Paul Hanna, every individual has many kind of goals spread out at various levels of his/her existence, and to achieve each of those goals s/he needs to utilize the power of mind and the force of body. In such circumstance motivation could be the only catalyst to synchronize the body and mind of that individual. Here the synchronization of body and mind covers more than the plain eye meets – where motivation enables one to heighten the intensity of emotion and passion to achieve the goal, besides helping to create clear mental pictures of the goal and the roadmap to reach there (Hanna, 2001). Now if one considers about how many instances of such goals a human has to achieve in a single day, the importance of motivation would come clear to one. Humans' world of desires is far more spread than any other creatures of earth, and therefore they need an uninterrupted supply of motivation to accomplish their missions. And what is a desire, anyway? Desire is a some kind of dream which people want to unearth through action. For that much needed action, humans need an intense urge to bring it to perfection. Motivation provides that intense urge with its persuasive force, as for example, auto-suggestion.   â€Å"In the forming of that intense urge,† Shiv Khera says, â€Å"auto-suggestion is a statement made in the present tense, of the kind of person you want to be (Khera, 2004). Motivation thus, an element which conditions a humans to achieve their cherished goals. Reason for Choosing this Topic In this era of fierce competition in every sphere of life humans need to remain motivated to perform their tasks smoothly, to block the stress and to create space for thinking about future development. This more applicable when it comes to public service or on behalf any non-profit organization, where motivation could be the only guiding force to inspire one to stick to social cause and not to opt for other services for personal gain. Therefore this topic has been chosen to spread more awareness regarding the potential of motivation and it's impact on humans. How Motivation Works Motivation creates a power-packed belief about achieving success and creates a make-believe condition where the possibility of the success seems as a reality. There are many ways to motivate the self, but the easiest way to be motivated is to repeat the belief time and again, just like hammering the idea again and again to get it registered in the subconscious mind. The reason behind such act is that, subconscious mind is considered to be a skeptic taskmaster who simply works on and on with whatever assigned to it! It is for this reason Dr. Joseph Murphy, writes in his book, ‘The Power of Your Subconscious Mind' (65), â€Å"Belief is a thought in your mind that causes the power of your subconscious to be distributed into all phases of your life.† While it is true that practice of self-motivation could be a tough task for someone initially, as it might take time to generate a belief in the abilities of the subconscious mind. Yet, the enormous potential of subconscious mind is now widely accepted and one can easily check that with the wise sayings or from the success stories of many. If motivation is something like a train raring to move out from the platform, what could be the shortest possible roadmap between the starting point and the destination? With this question one discovers the importance of   ‘Goal- Setting' a vital task for a person utilize the power of motivation. However motivated one becomes, in the absence of a roadmap, that power will be a sheer waste – as the old adage goes – an aimless life is like a rudderless ship in the sea without any fixed destination. Goal and Goal-setting Goal-setting enables one to march ahead with confidence and brings in joy and cheer through fulfilling a mission in the shortest possible time. Situations shape like that, because the process of goal-setting imbibes the sense of purpose in any action, and thereby justifies it wholeheartedly. Human life has many sets of goals bundled within one big goal like happiness or contentment – thus it can easily be understood that if one wants to achieve the main goal, one has to obtain the goals within it. But is it possible to achieve every goal of life? Certainly not. If it is so, then are the humans destined to miss the happiness? Certainly not, because it is the attitude towards accomplishing the goal that brings in satisfaction, which counts more on the devotion of one's inner beings rather than the external conditions, which might not always be conducive to achieve the goal. To clear the confusion in this regard, the sages have provided a solution, where they created a sub set of goals within the main goal of happiness, which usually covers the six areas of human life. And they are: 1. Family : To achieve harmony and prosperity. 2. Finance : To achieve source of sustenance and development and freedom of movement. 3. Physical and mental health : To achieve healthy body and a sound mind. 4. Social responsibility : To achieve good understanding with the world around by mutual exchange of good vibes and necessities. 5. Spiritual standing : To achieve the understanding about the greater world and its association with self. There are many explanations available about these areas – however, all are varied or extended interpretation of one single idea – to be happy with one's endeavor in life. Thus, it is easily understood that goal-setting is that coveted road-map or the action-plan which not only helps to achieve the goals, but also adds purpose in the actions. In other words, goal-setting is a multifarious instrument which encompasses all individual as well as collective goals, all the while acting as a helper to determine the feasibility of a goal, as well as a provider of suggestion of an alternative plan (John, 2007). Reward System Reward system is something that is based on the effect of appreciation and recognition on the humans. It caters to the emotional need of humans, which in turn motivates them. In today's world, when every people are stretched with competition the need for emotional support is being felt more than ever. â€Å"Every behavior comes out of ‘pain and gain' principle†, says Shiv Khera (p110), while emphasizing on the fact that if the pain is greater than the gain, then that would be a deterrent to smooth action. If the gain is greater than the pain, that is a motivator. (Khera, pp110) There can be many types of gains, ranging from money, vacations or gifts to medallions, or even they can be intangible too – recognition, appreciation, sense of achievement, growth, responsibility, sense of fulfillment, self-worth, accomplishment, and belief are the examples of such gains, which comes more from selfless public service. Reward system separates the elements of motivation into two categories, external and internal. In the first category it lists items like money, societal fame, approval, or fear, while in the second, it keeps factors like â€Å"pride, sense of achievement, responsibility and belief†. It values the fact that inner motivation is actually the inner gratification that might not always depends on the material success – it is an innate desire to feel content with an accomplishment, rather than just achieving a goal (Khera, 2004). This is very important issue in the sphere of public service. The elements like praise, love and faith can rise anytime as the most important element of motivation under a specific environment, they can be instrumental to boost one's self esteem, or to build a strong conviction to march ahead towards one's cherished goal. Inner motivation factors are bound to be more powerful than the outer ones. CONCLUSION From the above discussion it becomes clear that motivation, goal setting and reward system together form the way towards, the ultimate goal, and all three of them are entwined and can even be flexible in their order of appearance. Primary motivation (to succeed in life) helps to goal setting – which then can check and filter the mission before breaking them into easy steps. Next, reward system inspires a person towards accomplishing the mission. However, in all its form, motivation is extremely powerful and an invaluable tool to succeed in life. It persuades, convinces and propels one into action and therefore, it is an invaluable tool to motivate oneself and others in public service or in non-profit organizations. Application of Motivation in Chosen Mission Since I'm planning to work as child protective service worker in charge of four co-workers, I can utilize the power of motivation at every level of its functioning, where goal-setting can help us in formulating our schedules in three steps – long-term, mid-term and short-term, while reward system can take clue from the history of civilization that records innumerable selfless human endeavors to achieve happiness for the society. For the greater application of motivation we would use factors like pride, sense of achievement, responsibility and belief in oneself, besides practicing auto-suggestion technique and covering all areas of life that one has to deal in life. This way we would keep our spirit fresh to devote ourselves in public service. A Brief Overview of How Motivation can be Applied into My Workplace References Carnegie, D. (1999). â€Å"How to Stop Worrying and Start Living†. Dale Carnegie ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates Inc. Hanna, P. (2001). â€Å"Believe and Achieve†. Penguin Books, 2001. Huitt, W. (2001). â€Å"Motivation to learn: An Overview†. Educational Psychology    Interactive. Valdosta, GA: Valdosta State University. Retrieved 12 April 2008.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html Khera, S. (2004). â€Å"You Can Win†. Macmillan India, 2004 Murphy, J. (2001). â€Å"The Power of Your Subconscious Mind†. Bantam Books, January   Ã‚   2001 â€Å"Motivation†. Retrieved 10 April 2008.   http://www.d.umn.edu/kmc/student/loon/acad/strat/motivate.html â€Å"Motivation & Leadership†. (1997). Retrieved 10 April 2008. http://www.nwlink.com/~donclark/leader/leadmot.html â€Å"Seven Rules of Motivation†. (2000). 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