Analysis Of The Ministers Black Veil By Nathaniel Hawthorne

The short story â€Å"The Minister’s Black Veil† by Nathaniel Hawthorne follows the minister Mr. Hooper whose simple change in appearance alters the very nature of his existence in society till his death. While his decision to begin to wear a black veil over his face ostracizes him from society, it also turns him into a more influential clergyman. With the symbolism of the black veil, Hawthorne makes a statement on the involvement of society in personal matters and the â€Å"black veil† that is present over the heart of every man, making the point that everyone is guilty of being sinful. â€Å"The Minister’s Black Veil† was first published in 1832 and was written during the American Romantic time period. Romanticism was a time period where emotion and†¦show more content†¦Hooper for his reason for donning the black veil: â€Å"no attempts were made...to discover the secret which [the veil] was supposed to hide† (6). Hawthorne portrays society’s obsession with that which they do not know for sure or cannot understand. Hawthorne portrays the townspeople in this way to convey how people can often be involved in matters not concerning them so much so that they often pass judgements that may not be just. In Mr. Hooper’s case, the townspeople are so invested in analyzing his black veil that they allow themselves to be affected by his veil so much that they fear him and his veil, and they even avoid him, all the while not considering how they might be wrong as they are not entirely different from Mr. Hooper. Symbolism is very prom inent throughout the entire short story. The color black typically symbolizes evil, darkness, and sin. The black veil which conceals the minister’s features, with its negative connotation, is representative of sin. The fact that it is a veil, which traditionally has a purpose is to conceal one’s face, implies that the minister’s black veil symbolizes secret sin. Hawthorne uses this symbolism to imply that man is inherently sinful; if a minister could potentially guilty of sin, so can others. For the townspeople, the black veil has various possible meanings. While many townspeople guess at its significance‒some of the townspeopleShow MoreRelatedAnalysis Of The Ministers Black Veil By Nathaniel Hawthorne1398 Words   |  6 PagesThe author Nathaniel Hawthorne is a American novelist. Born into a family of old Puritan lineage, both his life and his work were marked by the Calvinist tradition. John Sutherland points out in his book that Hawthorne was in his e arly childhood when the tragedy of losing a father occurred him making a â€Å"[closer relationship] to his sister, Elizabeth.† (85) His early literary vocation forced him to face numerous economic problems, as his works did not give him enough to live. He wrote plenty of novelsRead MoreLiterary Analysis : The Minister s Black Veil 1224 Words   |  5 PagesSagerson ENGL 1302 September 21, 2015 Hawthorne, Nathaniel â€Å"the Minister’s Black Veil† Literary Analysis The minister is acquiring attention to actions of the town people to keep secret his guilty and sinful ways. The reader, while reading the short story, can conclude that the narrator is in third-person to reveal the character’s thoughts. Nathaniel Hawthorne uses lots of symbolism and figure of speech to clarify the ministers reasoning for the black veil over his face. The first figure of speechRead MoreThe Minister’s Black Veil by Nathaniel Hawthorne 1144 Words   |  5 Pagesspecific parable written by Nathaniel Hawthorne entitled The Minister’s Black Veil. Notably, a parable is a simple story used to illustrate a moral or spiritual lesson. The characters and setting of which Hawthorne uses to get his point across creates an overwhelming atmosphere that increases the power of his message. An analysis of Nathaniel Hawthorne’s The Minister’s Black Veil offers readers an opportunity to interpret and evaluate the various themes and symbols used by Hawthorne to convey an implicitRead MoreTheme Of The Ministers Black Veil1080 Words   |  5 PagesAnalysis of Symbolism in â€Å"The Minister’s Black Veil† Each individual has to make the choice to either dwell on their sin, or let go of their sins. Some people can let it go and move on, but some try to hide from their sin. Some even hide from the sins of others. In his short story â€Å"The Minister’s Black Veil,† Nathaniel Hawthorne creates an eerie tale about the veiled minister of Milford Village. The main character, Mr. Hooper starts wearing a veil to his sermons. The whole town is skepticalRead MoreHawthorne’s Use of Allegory1545 Words   |  7 PagesThe Ministers Black Veil by Nathaniel Hawthorne is a short story that was first published in the 1836 edition of the Token and Atlantic Souvenir and reappeared over time in Twice-Told Tales, a collection of short stories by Nathaniel Hawthorne. The short story narrates the events that follow Reverend Mr. Hoopers decision to start wearing a black veil that obscures his full face, except for his mouth and chin. Mr. Hooper simply arrives one day at the meeting house wearing the semi-transparentRead MoreThe Scarlet Letter, By Nathaniel Hawthorne1422 Words   |  6 Pages The eighteenth-century author, Nathaniel Hawthorne was born on July 4, 1804 in Salem, Massachusetts. He was most famous for his writings The Scarlet Letter, â€Å"Young Goodman Brown,† â€Å"The Minister’s Black Veil† and an abundant array of other books and short stories. The stories that are mentioned contain a copious amount of symbolism throughout the entirety of each book. All the stories that he ever wrote have an underlying meaning and the symbolism was hidden within in the names, characters, placesRead MoreThe Whiteness of the Veil: Color and the veil in Hawthorne’s The Minister’s Black Veil and The Blithedale Romance1578 Words   |  6 Pageslight to produce symbolic meaning. Blair addresses â€Å"The Minister’s Black Veil† and notes the repeated emphasis on the blackness of Father Hooper’s veil and the pal lor as a reaction to it. â€Å"The design of this tale,† he asserts, â€Å"is one in which repeated patterns of light, then blackness, then whiteness meaningfully occur† (Blair 76). Similarly, Hawthorne’s novel The Blithedale Romance employs chiaroscuro for its characters, symbols and the veil motif in particular. Blair does not go further in his discussionRead MoreLiterary Analysis Of The Fall In The House Of Usher884 Words   |  4 PagesDeep Into the Mind of Fear: Literary Analysis â€Å"...Madman!- he sprung to his feet, and shrieked out his syllables, as if in the effort he were giving up his soul†(Poe 277). The short stories, The Fall in the House of Usher by Edgar Allan Poe, and The Minister’s Black Veil by Nathaniel Hawthorne explore fear in a deeper context. Fear is a very common emotion. Fear is the result of encounters with the unknown. The Fall in the House of Usher, shows a very anxious Roderick Usher sending for a childhoodRead MoreEssay on Ambiguity of The Minister’s Black Veil3127 Words   |  13 PagesAmbiguity of â€Å"The Minister’s Black Veil†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   There is no end to the ambiguity in Nathaniel Hawthorne’s â€Å"The Minister’s Black Veil†; this essay hopes to explore this problem within the tale.    In New England Men of Letters Wilson Sullivan relates the purpose of Hawthorne’s veiled image:    He sought, in Hamlet’s telling words to his palace players, â€Å"to hold the mirror up to nature,† and to report what he saw in that mirror – even his own veiled image – without distortionRead More The Minister’s Black Veil – Solitude Essay3553 Words   |  15 Pagesâ€Å"The Minister’s Black Veil† – Solitude  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Henry Seidel Canby in â€Å"A Skeptic Incompatible with His Time and His Past† explains regarding the solitude of Nathaniel Hawthorne: â€Å"His reserve and love of solitude were the defenses of an imagination formed by peculiar circumstances and playing upon circumstances still more peculiar† (55). Let us explore in this essay the solitude within â€Å"The Minister’s Black Veil† and its author.    Herman Melville in â€Å"Hawthorne and His Mosses†

War for Independence - 1113 Words

Waging War for Independence (1764 – 1783) Stephanie Maharaj History 1301 Antrece Baggett October 12, 2012 The thirteen colonies moved from peaceful resistance to outright war against the British government’s â€Å"reform† programs of new taxes and regulations during the period of (1764-1783). These new programs had a significant impact on the people of the colonies, and caused a great uproar. Protests broke out, and eventually the American Revolution came into the picture. I will explain some of the reasons colonists rebelled against the new reform programs, the roles African Americans played during the American Revolution, how the patriots achieved the unity needed to wage the War for Independence, and the impact the American†¦show more content†¦His method of doing that was attempting to seize the patriot’s stores of food and ammunition at Concord which he learned about from an informer. Militant Bostonians had spies that ended up discovering Gage’s plan, and they were ready to spread the alarm. This is the moment the patriots stood as â€Å"oneâ €  unit. It didn’t matter that they were not finished being trained and were unprepared. They all came out to fight, and they fought for all the same basic reasons. There were numerous battles that were yet to come, but this was the start of the patriot’s unity. Eventually all of the battles/wars led to drafting of the Declaration of Independence, which some people believe to be the ultimate reason the patriots achieved the unity they needed to wage the war for independence. The Declaration of Independence was drafted by Thomas Jefferson and set forth Congress’s reasons for separating from the government George III; the revolutionaries focused on the king’s offenses because they had already denied the sovereignty of Parliament. The Native Americans were also another group impacted by the American Revolution. Many took the side of the Americans but the majority sided with the British and assisted them in this revolution. Native Americans believed the Am ericans were more of a direct threat to them because they lived on the continent and would immediately â€Å"take the land†. Native Americans assimilated, and adopted new norms and customs of whiteShow MoreRelatedMexican War of Independence3064 Words   |  13 Pages* * * * * * * * * * * The Mexican Wars for Independence: Failed Ambitions * Pablo A. L. Briger * * * * * US and Modern World I * Mr. Segiel * February 15, 2013 * * * September 16 is a day of celebration all through Mexico. Even the president emerges from the royal palace, decorated with a sash to represent Mexico, rings a bell three times just as Miguel Hidalgo did on that same day in 1810 to commemorateRead MoreIndependence During The War For Independence1512 Words   |  7 Pages Independence in Mexico changed the dynamic of life inside the country. It brought about social and economic issue that seemingly found a way to intertwine themselves. In Mexico, the decline in stability led to corruption throughout the country that created not just banditry, but massive widespread banditry. Bandits and the police aspired too many roles in Mexico before and after the war on independence. These roles by both bandits and the police were backed by motivations that changed over timeRead MoreThe Revolutionary War And The War Of Independence1191 Words   |  5 PagesThe Revolutionary war another name for the war of independence and lasted from 1775 a nd ended 1783. There was a lot of tension between the 13 colonies and the British Monarchy. Smaller battles between British troops and smaller militias near Lexington and Concord kicked off the war. And by 1777 the rebels began a full scale war on Great Britain. The war turned into an international conflict when France joined the war and sided with the American colonists in 1778. With the help of the French the BritishRead MoreThe Revolutionary War Of Independence1366 Words   |  6 PagesThe American Revolution which began as a War of Independence for American quickly transformed into a civil battle between the American patriots and loyalists joined by Indian forces. This war of independence, irrefutably, had a great effect on the citizens of America in varying degrees. The revolution, of course, gave a free rein to unforeseen political revolutions which often spark social revolutions. However, the American Revolution has foreseen the beginning of an abolitionist movement for Afri canRead MoreThe Second War Of Independence907 Words   |  4 Pagesits original independence by fighting off the British in the Revolutionary War. With the British infringing on their unalienable rights, the American colonist knew they needed to take action to stop the overpowering British monarchy to preserve their freedom. The same situation arose in 1803 when the British started seizing American ships and stealing their goods. By 1812 the United States was fed up with Great Britain and their rebellious acts towards them. The United States declared war on June 18Read MoreThe American War of Independence665 Words   |  3 PagesAmerican Revolutionary War, also known as the War of Independence, began on April 19th, 1775 with the Battle of Lexington and Concord. The American Revolution was a war between the thirteen colonies and Great Britian. The colonies wanted to gain independence from Great Britian. It was also a rebellion against the monarchy, which lead to the establishment o f the republic [CROSS]. The outcome of the war was a victory for the thirteen colonies. The colonist gained independence and British recognitionRead MoreThe Revolutionary War On Independence935 Words   |  4 PagesThe war on Independence, known as the Revolutionary War, dramatically changed American life. Not only did it expand upon religious freedom, the rights to vote, and expand the number of legislative seats, to men of lesser property, but also it changed the daily lives of many colonists by fighting for natural rights, which were detained over the years. The Right of â€Å"Free Suffrage† addressed the idea that a man, whose personal liberty and rights are taken from him, is an enslaved man, even if societyRead MoreThe U.s. War Of Independence1126 Words   |  5 PagesThe U.S. War of Independence ensued from the increasing conflict between the British North American colonies and England. However, this conflict cannot be traced back to a single cause, rather, to multip le issues and protests towards the tyranny of the mother country. Even though the numerous Acts enforced by the British government undoubtedly generated dissatisfaction amongst the colonists, it was the government’s rejection of cooperation or compromise that persuaded many colonists of the inevitabilityRead MoreThe Civil War Of Independence967 Words   |  4 PagesWomen. In 1776 was the year the American War of Independence, also known as the American Revolution, started. The American War of Independence was a dispute over land between estate owners and small farmers pushed American colonists into the interior where they fell into conflict with Amerindian peoples. King George III moved to restain american smuggling and raising taxes. Because of resistance, petitions, and boycotts that slowly turned violent, a war soon broke out. A new government system wasRead MoreThe Revolutionary War Of Independence790 Words   |  4 PagesBy the War of Independence, slavery was deeply rooted in the American colonies. However, the Revolution provided African American slaves with several opportunities to obtain their freedom, including through military service in the British and American armed forces. From the war’s outset, both American and British government officials as well as military officers contemplated how they could use African American slaves to further their war efforts. This paper uses a case study approach to explore two

Disclosures In Australian Corporate Sector â€Myassignmenthelp.Com

Question: Discuss About The Disclosures In Australian Corporate Sector? Answer: Introduction: This business research report has been prepared to describe the importance of the fulfilment of the objectives of general purpose financial reporting and also to describe the characteristics of useful financial information (according to The Conceptual Framework for Financial Reporting) for the distribution of right kind of information to the stakeholders of the company. In this assignment discussion has been held on to what extent the company named BHP Billiton has fulfilled the PPE disclosure requirements as per AASB 116(Parker,2011). Objective of general purpose financial reporting The basic objective of general purpose financial reporting [covering OB1-OB21 of the Framework for Financial Reporting as per IASB,2010] is to distribute most useful financial information to the investors stake holders(lenders and the creditors) of that company(Costello, 2011). These crucial decisions involve whether to buy, sell or hold equity and debt instruments of the company or not and these decisions will be taken on the basis of clear and meaningful financial data that will help them to assess the financial health of the company which and to regulate their decisions regarding credit period investments in that company. Another objective of general purpose financial reporting is to represent the financial data to the investors creditors and the other stake holders of the company in such a way so that they can easily understand the degree of capability of the management of the company to discharge their duties and according they can vote or reject the managers as per their efficiency or inefficiency as presented in the financial figures of a useful report (Van et al.,2011). However this report is not prepared for directly inform the value of the report generating company to the stake holders of the company but offers the possible ways through which the investors and creditors can estimate the possible value of the company. The general purpose financial reports give a clear picture regarding the available sources of fund as well as uses of fund of the company to help the stake holders to identify the possible strength and weaknesses, level of liquidity solvency of the company and scope of additional investments fund collection opportunities with respect to the reporting company. The financial data that describes this kind of information help the stakeholders to assess the possible future growth potential of the reporting organization (Zhang, and Andrew, 2014). The report also describes the basis of accounting followed by the company. Because the stakeholders of the company mostly prefer the accrual basis of accounting where the impact of a cash transaction is recorded and reported under the period in which they occur even if the periods of actual cash receipt payment differs and thus deliver a clear assessment of the impact of financial transaction over the asset liability position of the company The cash flow information of the report explains the pattern of cash earning and expenditure and the synchronization between the receipts and payments of cash (Bruce et al.,2010). The qualitative characteristics of useful financial information[covering QC1-QC39 of the Framework for Financial Reporting as per IASB,2010] requires that the financial information of the financial report should be presented with sufficient amount of relevance and honesty so that the report can bring some differences in the decisions taken by the users of that report with respect to the company. (Beest et al.,2009). The information of the report should be material in nature so that omission of that information will badly affect the decision making process of the user. The information of the report must contain high degree of predictive and confirmatory vale(DeFond et al.,2011) so that the information can be used for making future financial prediction and the data is well conformed by the relevant respondents. The data information of the report should also posses the characteristics of comparability, verifiability, timeliness and understandability which are considered as the fundament al qualitative characteristics that must be present in the information of a general purpose financial report. Discussion on latest annual report of in relation to disclosure requirements for PPE as per AASB 116 This accounting standard describes the accounting principles that are to be followed while accounting for property, plant and equipment both at the time of recognition and also during the subsequent treatment through the choice of two methods; cost and revaluation. (Hanlon et .al.,2014). The key reporting requirements of the company are as follows: The Assets recognition to be done when the future benefits will flow in to the enterprise and the cost of the asset can be measured with sufficient reliability After initial measurement the asset will be measured at cost where the cost will include the followings: The cost of preparing the asset ready for its intended use[ delivery, site preparation, installation] The cost of restoring a site ( dismantling and removal cost)(as per AASB 137) The expense of bearing the interest if the asset is a qualifying asset (as per AASB 123) For measurable assets the cost will be considered as the fair value of the asset Once the recognition of the asset has been done after that the asset will be measured by using either the revaluation or the cost model Under the cost model the following principles will be applied: Asset will be carried at cost less of accumulated depreciation and impairment losses During the depreciation calculation, each part of the asset will be depreciated separately if possible Depreciation cost must be included in the profit and loss account(Champion, 2009) Requirements of the revaluation model: Revaluation should be carried at regular in intervals so that the fair value and the carrying amount does not differ If one asset is revalue then all the assets of this asset class must be measured via revaluation method. An increase due to revaluation will be credited to the equity under asset surplus and a decrease due to revaluation will be considered as expense(Pilcher, 2009) Disclosure requirements: For property, plant, and equipment of each class the basis for measuring the carrying amount, depreciation methods including the life and rate of the asset, gross carring value of the asset and the accumulated depreciation and impairment losses are to be disclosed(Tan?Kantor et al.,2017) Here we are going to discuss that to what extent the chosen company BHP Billiton [ASX listed global resource company operating in the materials sector] is meeting the disclosure requirements for PPE as per AASB 116 As per the annual report-2016 of the company both in 2015 and 2016 the property plant and equipment of the company were being recognized at cost less of accumulated depreciation and impairment charges At the time of acquisition the cost of the asset will be considered as the fair value of the asset At the time of construction of an asset the cost of the asset will be considered as the fair value of the asset The cost of the asset includes the followings: The direct cost for bringing the asset to the location The cost needed for preparing the asset in to the necessary operation Estimated future cost of closure rehabilitation of that asset From the above discussion it can be seen that BHP Billiton strongly follows the 1,2,3,4,7 of the disclosure requirements for PPE as per AASB 116 (The Conceptual Framework for Financial Reporting, 2010) Discussion on the fulfilment of the useful financial information distribution in relation to disclosure of PPE as per AASB 116 From the discussion in section-B it can be seen that the disclosure made by BHP Billiton regarding the measurements of property, plant and equipment has got sufficient materiality. As the information describes the whole process of asset valuation in brief and omission of this information will not allow the user to properly understand how the company value their assets and how the cost of the PPE has been calculated for their representation in the balance sheet(asx.com, 2017) A discussion on to what extent disclosures on PPE align with the objective of general purpose financial reporting Disclosures on PPE by BHP Billiton fulfil the following objective of general purpose financial reporting The volume of the depreciation and impairment cost will help the investors of the company to understand the future volume of the cost that the business has to incur for maintaining the assets of the company(asx.com, 2017) The high depreciation cost with respect to an asset class indicates either inefficient maintenance operation to the part of the company or purchase of low quality asset. On the basis of this information the investors will decide how much to invest in the company and the creditors will decide that what should be the most suitable credit period that can be offered to the company The investors will be able to assess the possible impact of increase in asset price over the economic resources of the company(The Conceptual Framework for Financial Reporting, 2010) Conclusion: The improvement of the PPE disclosure report of the company requires the following initiatives: As per the objective of general purpose financial reporting the method of accounting [whether the cash or accrual basis of accounting] that is followed by the company has to be clearly mentioned. In order to enhance the quality characteristics of an useful financial information, the company should add comparability, predictability and confirmatory to the report (Stanley and Marsden, 2012). Reference: asx.com. (2017).Integritiy Resilience Growth,Annual Report-2016. [online] Available at: https://www.asx.com.au/asxpdf/20160921/pdf/43bb7y2c5d351b.pdf [Accessed 20 Sep. 2017]. Barth, M.E. and Landsman, W.R., 2010. How did financial reporting contribute to the financial crisis?.European accounting review,19(3), pp.399-423. Beest, F.V., Braam, G.J.M. and Boelens, S., 2009. Quality of Financial Reporting: measuring qualitative characteristics. Bruce Pounder, C.M.A. and CFM, D.A., 2010. A common framework for accounting standards.Strategic Finance,92(5), p.20. Champion, C., 2009. Australian Infrastructure Financial Management Guidelines.Commonwealth Journal of Local Governance, (4), pp.129-137. Christensen, J., 2010. Conceptual frameworks of accounting from an information perspective.Accounting and Business Research,40(3), pp.287-299. Costello, A.M., 2011. The impact of financial reporting quality on debt contracting: Evidence from internal control weakness reports.Journal of Accounting Research,49(1), pp.97-136. DeFond, M., Hu, X., Hung, M. and Li, S., 2011. The impact of mandatory IFRS adoption on foreign mutual fund ownership: The role of comparability.Journal of Accounting and Economics,51(3), pp.240-258. Hanlon, D., Navissi, F. and Soepriyanto, G., 2014. The value relevance of deferred tax attributed to asset revaluations.Journal of Contemporary Accounting Economics,10(2), pp.87-99. Parker, D., 2011. Valuation of airports for financial reporting: fair value?.Journal of Property Investment Finance,29(6), pp.677-692. Pilcher, R., 2009. Deconstructing local government performance and infrastructure measurement.Asian Review of Accounting,17(2), pp.163-176. Stanley, T. and Marsden, S., 2012. Problem-based learning: Does accounting education need it?.Journal of Accounting Education,30(3), pp.267-289. Tan?Kantor, A., Abbott, M. and Jubb, C., 2017. Accounting Choice and Theory in Crisis: The Case of the Victorian Desalination Plant.Australian Accounting Review. The Conceptual Framework for Financial Reporting. (2010).IFRS Conceptual Framework, pp.A-21-A-51. Van Greuning, H., Scott, D. and Terblanche, S., 2011.International financial reporting standards: a practical guide. World Bank Publications. Zhang, Y. and Andrew, J., 2014. Financialisation and the conceptual framework.Critical perspectives on accounting,25(1), pp.17-26.

Mastering Physics free essay sample

To learn more, read your instructors Grading Policy [Switch to Standard Assignment View] [ Print ] Electric Field Due to Increasing Flux Learning Goal: To work through a straightforward application of Faradays law to find the EMF and the electric field surrounding a region of increasing flux Faradays law describes how electric fields and electromotive forces are generated from changing magnetic fields. This problem is a prototypical example in which an increasing magnetic flux generates a finite line integral of the electric field around a closed loop that surrounds the changing magnetic flux through a surface bounded by that loop. A cylindrical iron rod with cross-sectional area is oriented with its symmetry axis coincident with the z axis of a cylindrical coordinate system as shown. It has a uniform magnetic field inside that varies according to . In other words, the magentic field is always in the positive z direction, and it has no other components. We will write a custom essay sample on Mastering Physics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For your convenience, we restate Faradays law here: , where is the line integral of the electric field, and the magnetic flux is given by , where is the angle between the magnetic field and the local normal to the surface bounded by the closed loop. Direction: The line integral and surface integral reverse their signs if the reference direction of or is reversed. The right-hand rule applies , then the fingers point along . You are free to here: If the thumb of your right hand is taken along take the loop anywhere you choose, although usually it makes sense to choose it to lie along the path of the circuit you are considering. Part A Find ositive. Hint A. 1 Selecting the loop Hint not displayed , the electromotive force (EMF) around a loop that is at distance from the z axis, where is restricted to the region outside the iron rod as shown. Take the direction shown in the figure as session. masteringphysics. com/myct/courseHome? This law was extended by Maxwell to include a new type of current that is due to changing electric fields: The first term on the right-hand side, . , describes the effects of the usual electric current due to as usual. The second term, moving charge. In this problem, that current is designated , is called the displacement current; it was recognized as necessary by Maxwell. His motivation was largely to make Amperes law symmetric with Faradays law of induction when the electric fields and magnetic fields are reversed. By calling for the production of a magnetic field due to a change in electric field, this law lays the groundwork for electromagnetic waves in which a changing magnetic field session. masteringphysics. com/myct/courseHome? start=1 2/23 12/3/11 MasteringPhysics: Course Home generates an electric field whose change, in turn, sustains the magnetic field. We will discuss these issues later. (Incidentally, a third type of current, called magnetizing current, should also be added to account for the presence of changing magnetic materials, but it will be neglected, as it has been in the equation above. The purpose of this problem is to consider a classic illustration of the need for the additional displacement current term in Amperes law. Consider the problem of finding the magnetic field that loops around just outside the circular plate of a charging capacitor. The cone-shaped surface shown in the figure has a current passing through it, so Amperes law indicates a finite value for the field integral around this loop. However, a slightly different surface bordered by the same loop passes through the center of the capacitor, where there is no current due to moving charge. To get the same loop integral independent of the surface it must be true that either a current or an increasing electric field that passes through the Amperean surface will generate a looping magnetic field around its edge. The objective of this example is to introduce the displacement current, show how to calculate it, and then to show that the displacement current is identical to the conduction current . Assume that the capacitor has plate area and an electric field between the plates. Take to be the permeability of free space and to be the permittivity of free space. Part A First find , the line integral of around a loop of radius located just outside the left capacitor plate. This can be found from the usual current due to moving charge in Amperes law, that is, without the displacement current. Find an expression for this integral involving the current the introduction. Correct and any needed constants given in Part B Now find an expression for , the same line integral of around the same loop of radius located just outside the left capacitor plate as before. Use the surface that passes between the plates session. masteringphysics. com/myct/courseHome? start=1 /23 12/3/11 MasteringPhysics: Course Home of the capacitor, where there is no conduction current. This should be found by evaluating the amount of displacement current in the Ampere-Maxwell law above. Hint B. 1 Find the electric flux Hint not displayed Hint B. 2 Express in terms of Hint not displayed Express your answer in terms of the electric field between the plates area , and any needed constants given in the introduction. , , the plate ANSWER: = Correct A necessary consistency check Part C We now have two quite different expressions for the line integral of the magnetic field around the same loop. The point here is to see that they both are intimately related to the charge on the left capacitor plate. First find the displacement current Hint C. 1 Find the flux using Gausss law Hint not displayed Hint C. 2 Find the displacement current Hint not displayed in terms of . session. masteringphysics. com/myct/courseHome? start=1 4/23 12/3/11 MasteringPhysics: Course Home Express your answer in terms of introduction. ANSWER: = , , and any needed constants given in the Correct Part D Now express the normal current Express your answer in terms of introduction. ANSWER: = Correct Using Gausss law, you have shown that the displacement current from the changing electric field between the plates equals the current from the flow of charge through the wire onto that plate. This means that the Ampere-Maxwell law can consistently treat cases in which the normal current due to the flow of charge is not continuous. This realization was a great boost to Maxwells confidence in the physical validity of his new displacement-current term. , in terms of the charge on the capacitor plate.

Five rivers of life. The dawn of a new revelation Review Essay Example

Five rivers of life. The dawn of a new revelation Review Paper Essay on Five rivers of life. The dawn of a new revelation Try to bring the pieces, although I think it is difficult to make an impression all because Brad vpeleten to normal at first glance the text. Did you take the empty dishes in Kazan? He asked the general sat down at the table generalissimusky. Captain, is that the interrogation? Bring them in, said the captain of the beautiful government phone turntable. Two thugs entered imams. Well-worn people always like to dress up. You did not spare even their I cried. immure them in Stalins outhouse, all four We quickly began walling, spattering haste solution. German, meanwhile, rushed to the toilet dictator. It is not fear, but because they really want, she said, revealing the butt and fearing accusations of cowardice. Imams, I said Where is your power of prayer? Imams focus, singing the main hymn . You do not want to come to us in the cabin? You do not want to do after dessert cold debauchery? Lawyer ate cake with strawberries. I love to watch the birds, sad lawyer said. I love Par is, I said, Paris for my hometown. For three years I have been collecting there in childhood stamp collection. When we win, Ill make the world center of Moscow, Paris and destroy the devil In general, poditozhivaya his review: I did not like that in some places a good text, a sensible thoughts intertwined that something strange, abstract. Well, perhaps it was just hard to write about their thoughts about Russia and its place in the world, observations of other peoples, historical facts, national characteristics without weaving grotesque. So why is it needed? I have what he called negative emotions, but Yerofeyev still read clearly going to Five rivers of life. The dawn of a new revelation Review Essay Example Five rivers of life. The dawn of a new revelation Review Paper Essay on Five rivers of life. The dawn of a new revelation There are things in my opinion, is not clear. For example, I do not understand when a person with a pronounced literary gift goes to the unthinkable abstraction. What for? What are the objectives it pursues? Five rivers of life is a collection of five stories. After reading the book, I realized that yes, the author holds a pen, or is able to communicate with the keyboard. That he is a writer. It is formed. Just do not understand what the guys he writes like an allegorical phantasmagoric blur. There are some suggestions: 1. to scare away large numbers of readers in order to be corrected in the underground, to pose as the importance of supposedly understands the 1% of the population, but what! 2. in order to surprise their fellow Copyright shop, they say, it is a gesture, just like we understand literature it for a narrow circle. 3. I have held, I can do what I want, We will write a custom essay sample on Five rivers of life. The dawn of a new revelation Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Five rivers of life. The dawn of a new revelation Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Five rivers of life. The dawn of a new revelation Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 4 encode ka I a secret message to the people of Botswana there I understand exactly, 5.on described the chain of his dreams, a kind of Salvador Dali in the literature but Dali painting I see and perceive, and then I read and ofigevayu From all I have read like allegories, absurdist best I can name only Lipskerova extravaganza breda- but read, I do not even try to decipher and tut..Vse my attempts are futile. There is also nonsense, highly artistic, and also to read, but then, unlike Lipskerova delirium is a hidden symbolism, which I was not too tough. Ie like clarity and understanding, and here Please rate the titles of the stories: Historical orgasm on the Volga in Stalingrad, Selected fantasies of the old Rhine, Imyarek, Flying alligators on the Mississippi Niger. Love in Black Africa. All is full of yells and-read me, read, read I have to be honest, and Harms not understand, okay, I put up with it, but here? The riddle of existence Why do I suddenly felt shame? From what I feel enormous potential hidden in the author. From what Im afraid to open his other books yet all priznakam- worth, And probably the fact that I do not belong to the 1% of readers who can appreciate it without special skills. If someone of you read Victor Yerofeyev, I have to ask you, explain to me what is it? Decode p.s. from the fact that like God is one (God).

Traits Theory in Leadership

Traits Theory in Leadership Introduction Leadership was first used by Greeks to refer to those who were known as first among equals. The term involved operations on the platform of accountability which was used in enhancing equity within the society. Assertiveness, courage, and imitation were some of the traits considered to be responsible for leadership effectiveness amongst individuals (Zaccaro, 1991).Advertising We will write a custom critical writing sample on Traits Theory in Leadership specifically for you for only $16.05 $11/page Learn More The success of any group is attributed to the kind of leadership it has or operates under. Successful leadership entails delegation of group interests with respect to individuals’ association with specific policies. Thus leadership involves combination of traits that could be incubated and propagated through an organization and includes all members. Qualities of a leader Leadership means ability to influence and extend necessary suppor t to others making them work towards achieving specific goals. A leader posses various qualities which include being dynamic, tactful, motivator, orator, futurist, good analyzer, social, supportive and should have job related knowledge. A leader should be the kind of person capable and ready of taking any risk amidst controversial issues. He should have the ability of putting his juniors on toes for the purposes of achieving important goals. Good communication forms part of leadership since messages and objectives need to be articulated through clear and well understood means. Interractiveness form part of socialization where a leader is required to mingle with his subordinates and even offer them support within different areas of need (Zaccaro, 1991). Traits of leadership Hypothesis shows that history has since been shaped by extraordinary leadership; this forms critical starting point for the trait theory of leadership (Zaccaro, 1991). Trait theory argues that leadership fully dep ends on the personal qualities of the leader. Some researchers were acknowledged earlier for the manner through which they applied trait theory, one of them being Bowden 1926. Cowley 1931, summarized by indicating that understanding of leadership required the study of traits. Table 1 below, gives the level of interractiveness involved in traits of leadership. Self confidence appears in all but two of the reviews, whereas other traits including adjustment, sociability and integrity tend to appear in multiple reviews though not consistent (Anderson, 1978).Advertising Looking for critical writing on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dominance emerged as an important leadership trait within some major reviews. An important observation is the exclusive trait of self confidence; none of the traits emerged as related to leadership in the majority of these reviews (Mann, 1959). Table 1: Review of traits of effectiv e or emergent leaders Leadership Criteria There is general agreement that a five factor model of personality developed by some personalities in early nineteen sixties could be used to describe the most critical aspects of personality (Goldberg, 1990). Traits studied in the five factor model include; Neuroticism, nature of being open towards experiences, extraversion, agreeableness and Conscientiousness. However, several ways emerged on how leadership could be assessed explicitly. Two distinctive classes of leadership emerged which were referred to as leadership emergence and leadership effectiveness. The former refers to the nature of quality as seen by other people concerning leadership’s capability of an individual. This may not be such accurate since the analysis is based on limited knowledge about the leader. Personality traits of an individual leader are deeply explored before making any applicable conclusion. Neuroticism This could be referred to as the status where an individual posses weak emotions towards events. This leads to stressful emotional reactions and experiences. Reviews done by Bass (1990) showed positive correlation in studies on self confidence that showed low levels of neuroticism to leadership. Self esteem an indicator of low neuroticism is thought to be a factor in both senior and subordinate staff within organizations.Advertising We will write a custom critical writing sample on Traits Theory in Leadership specifically for you for only $16.05 $11/page Learn More Neurotic individuals as indicated by some authors are less likely to be perceived as leaders. In consideration of these facts, neuroticism is thought to be negatively related to leader emergence and leadership effectiveness. Extraversion An extravert person is thought to possess leadership traits which make him/her active, assertive, energetic, restless and not easily withdrawn from circumstances (Gough, 1988). According to Costa 1988, extrave rsion is strongly related to social leadership whereas other publications agree that extraversion leads to emergence of a leader within groups. Extraverts are viewed by others to possess unique leadership traits that are of great importance within the field. Leaders are more likely expected to be more energetic as compared to non leaders, they are required to have more stamina and be generally active, lively, and often restless, (Kirkpatrick and Locke 1991). Major facets among extraverts thought to be leaders comprises of dominance and sociability, (Gough, 1990). There is a general feeling that links extroverts to leadership emergence which is mostly associated with leadership effectiveness. Openness This represents the status where leaders are expected to be mentally alert and autonomous when conducting events. According to Bass 1990, openness is the most vital trait of leadership. Openness shows a positive correlation to personality based upon behavioural measures of creativity. T his trait also correlates with the ability to think widely beyond limitations placed by human will. Creativity appears to be an important skill to effective leaders. Research indicates that creativity is linked to effective leadership. There is a consensus belief which suggests that open individuals are more likely to emerge as effective leaders at any given place. Agreeableness This involves the status of being considerate towards situations and events. Zaccaro 1991 discovered that interpersonal sensitivity was related to leadership. Altruism, tact and sensitivity are hallmarks of agreeable personality and would suggest that leaders should be more agreeable.Advertising Looking for critical writing on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Agreeable individuals are likely to be modest and they tend not to be excessively modest as well as being affiliated to certain groups (Bass, 1990; Goldberg, 1990). Need for affiliation appears to be negatively related to leadership in some circumstances (Yukl, 1998). These factors suggest that agreeableness would be negatively related to leadership. In light of these conflicting justifications, the possible relationship between agreeableness and leadership appear little bit ambiguous. Conscientiousness This involves leadership with the end result in mind; the leader proves dependable in times of need and ensures tasks are appropriately completed. Effectiveness for the group and reinforcement of the tendencies all depends on the leadership positioning (Bass, 1990). According to Barrick 1991, conscientiousness is related to job performance which in turn depends on leader effectiveness. Kirkpatrick and Locke 1991 noted that leaders should be tirelessly persistent in their activities a nd follow through with their programs. Conscientious individuals should have more tenacity and persistence therefore expected to make excellently effective leaders that conscientious individuals will be more effective leaders (Goldberg, 1990). Trait theories have been used for the purposes of differentiating between leaders and non leaders. Qualities such as ambition, energy, eagerness to lead, honesty, integrity, self confidence, intelligence, and job relevant knowledge are those which differentiates leaders from non-leaders. Those who find pleasure in shepherding others are considered to make good leaders. Several theories were developed in the process of describing traits. Path goal theory This theory was discovered by Robert House. It involves the extraction of key elements on structure initiation and consideration from Ohio state leadership structure. Also the theory incorporates expectancy theory of motivation. The theory argues that it is upon leaders to help their followers and ensure that they achieve the necessary goals in life and within particular organizations. Four types of leaders’ behaviours are described within this theory; directive behaviours which enable followers easily imitate what is expected of them. Supportive behaviours which shows lots of concern to members, then there is participative behaviour which makes a leader be more consultative with those he/she leads. Finally, there is an achievement behaviour which makes the leader to challenge members through setting of higher goals. Leader Participation Model This is the kind of model which relates leadership behaviour and the level of his/her participation in decision making. This model provides rules which are helpful in the process of analysing leader’s contributions. The levels of participation are drawn against personality traits of the leader under review. Qualities such as ability to communicate effectively, ability to relate freely with members and other employees a nd also training qualities are considered within this model. Conclusion Barrick and Mount (1991), investigated the relationship of the Big Five traits to leadership pooling across the leadership criteria. Conceptually leadership effectiveness and emergence are distinct constructs. Effectiveness and emergence in leadership are analyzed through measures and observations by other people’s perception of leadership. There exists a strong link to ascertain that Neuroticism, Extraversion, and Openness are related to multiple leadership criteria and that these traits display significant relationships with leadership in combined analysis. Emphasis should be given on the importance of teamwork within the various individuals within any group. Leadership requires proper attention to team members through various means which includes providing appropriate advices on ways of improving the overall performances. Leaders should ensure that all the programs used appropriately towards strengthen ing of group members making them ready for any challenging task. At the same time leadership roles should be reinforced through delegation of some duties to individual members; this ensures that all employees and members are actively involved in the running of the team. Leaders should learn to engage the staff in open conversations and record every crucial matter that arises from the conversations. They should also be involved in teaching and guiding the team through various processes and showing them various ways of solving specific problems. Leaders should learn the importance of prioritizing events both on short term and long term basis. In this way it is easy to provide leadership towards utilization of available resources on areas which require immediate attention in the quest for providing quality services. They should be capable of selecting competent members having the capability of working towards achieving the laid down long term objectives. Leaders chosen in every departm ent should have the capability of playing supervisory roles ensuring provision of quality services. Trait theories have been effectively applied for the purposes of differentiating leaders. It makes it easier to identify and associate highly flexible people with leadership, this is since they have dynamic capabilities which enables them to adequately monitor others. References Anderson, G. Viswesvaran, C., 1998. An Update of the Validity of Personality Scales in Personnel Selection. Paper presented at the 13th Annual Conference of the Society for Industrial and Organizational Psychology, TX; Dallas. Print. Barrick, M. R. Mount, M. K., 1991. The Big Five personality dimensions and job performance: A meta-analysis. Personnel Psychology, (44), pp.1–26. Bass, B. M., 1990. Bass and Stogdill’s Handbook of Leadership. New York: Free Press. Bowden, A. O., 1926. A study of the Personality of Student Leaders in the United States. Journal of Abnormal and Social Psychology, (21) , pp. 149–160. Costa, P. T. McCrae, R. R., 1988. Personality in Adulthood: A six-year Longitudinal study of self-reports and spouse ratings on the NEO Personality Inventory. Journal of Personality and Social Psychology, (54), pp.853–863. Cowley, W. H., 1931. Three Distinctions in the Study of Leaders. Journal of  Abnormal and Social Psychology, (26), pp. 304–313. Goldberg, L. R., 1990. An alternative â€Å"description of personality†: The Big-Five Factor Structure. Journal of Personality and Social Psychology, (59), pp.1216–1229. Gough, H. G., 1988. Manual for the California Psychological Inventory. Palo Alto, CA: Consulting Psychologists Press. Hughes, R. L. Curphy, G. J., 1996. Leadership. Boston: Irwin McGraw Hill. Kirkpatrick, S. A. Locke, E. A., 1991. Leadership: Do traits matter? Academy of Management Executive, (5), pp. 48–60. Mann, R. D., 1959. A review of the relationships between personality and Performance in small groups. Ps ychological Bulletin, (56), pp. 241–270. Stogdill, R. M., 1974. Handbook of Leadership. New York: Free Press. Yukl, G. Van Fleet, D. D., 1992. Theory and research on leadership in Organizations. Handbook of industrial and organizational psychology, (3), pp. 147–197 Zaccaro, S. J. Kenny, D. A., 1991. Self Monitoring and Trait based Variance in leadership: An investigation of leader flexibility across multiple group situations. Journal of Applied Psychology, (76), pp. 308–315.

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words - 11

Discussion Board Post Response - Essay Example For instance, you have posited that if your organization wants to improve a specific indicator, then it may look at a particular organization that is experiencing significant success with that indicator over time. In my organization, benchmarking is used to help improve competitiveness through replicating best practices adopted from other top performing organizations. Your discussion gives more insight on how benchmarking can be conducted using national guidelines as a reference or source. For instance, there are credible national guidelines for all care processes and these are used in the accreditation process. For an institution to be accredited, all the requirements necessitated by the accreditation bodies must be achieved (Kay, 2007). Using the national guidelines as a benchmark can ensure provision of highest level of standards as there is no need to worry of risks since national standards are a credible source. Processes that fail to meet the required standards can also be identified through data analysis and hence strategies for improvements formulated and implemented (Kay, 2007). There is however some issues that need to be addressed in your discussion. For instance, your discussion has not explicated the potential risks of using non-credible sources as the basis for benchmarking. Since you work for the Veteran Administration, it would be interesting to find out how benchmarking using non-credible sources as the basis would impact your

Y-parents questionnaire Essay Example | Topics and Well Written Essays - 1250 words

Y-parents questionnaire - Essay Example That's why we moved into a closely knit community where all the residents take part in helping educate and instill the correct social values in our children. That is how we, as parents, were able to instill in the value of family in our children. Since most of the children attending Choate shall be staying in the Rosemary hall as residents, we believe that our daughter will be able to influence them positively by showing them the true value and importance of family life, even when one is living away from home. We raised our daughter to be independent yet mindful of the feelings and needs of others by respecting their individuality and embracing what makes them unique as a person. We raised her to understand what discrimination is and why it is something that should not be done to others. We believe Choate can help develop these values in our child. What qualities would you like to see your child develop while at Choate?1000 Characters left in your response -- We believe in the leader ship abilities that our daughter possesses and shown us glimpses of in her daily life. As a student at Choate, we would like to ask the school to help us further develop, hone, and polish her leadership skills. We see the school doing this by encouraging her to join in and experience diverse activities that can call upon not only her leadership, but also teamwork abilities. After all, in order to become an effective leader in the future, our daughter will have to learn all about becoming a valuable team member first. Choate offers her an abundance of these activities. That is why we are looking forward to seeing our daughter continue to develop her positive thinking, widening her perspective about life, and developing a healthy mind. All of which will hopefully result in our daughter developing a much nobler character than we can ever expect of her. Ownership of the decision to come to Choate can play a significant role in a student's success. Please describe how the decision was re ached to apply to Choate. 1000 Characters left in your response -- We already have one daughter attending Choate. Helena, Julia's older sister, has shown us how educational, happy, and challenging student life can be at Choate. Helena has us that the other students and teachers at Choate can continue to provide the kind of positive influence that we desire for our children. Helena has shown us that she has been positively influence by her peers and mentors at Choate by working hard to achieve her academic goals. That is an endeavor that, although challenging, Helena meets with the most positive attitude that we have ever seen. That is the kind of influence that we hope to expose Helena's younger sister, Julia to. Julia is a child who enjoys a challenge and enjoys reaping the benefits of her successes. We believe that Choate is the best place to help Julia achieve all her goals due to the remarkable person that her older sister has become since attending Choate. What event would you consider the most significant in your child's life? 1000 Characters left in your response -- The most significant event to have recently happened in Julia's life would have to be the decision to send her to school in the United States. We explained the importance of studying abroad to her before we packed her up and shipper her off to the U.S. but that did not mean that she was fully prepared for the move. She went to the United States without knowing much about the culture and people of the Americans. She spoke some English but not as proficiently as she would have wanted to. Worst of all, she was living in a dormitory on her own for the first time, living with other foreign students. This time, she was fully independent and needed to learn to manage her dorm room, her

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 62

Discussion - Assignment Example Organizations are more willing to listen to the grievances raised by unions and protect their members against intimidation by their employers. Since companies rarely win against claims raised by union, they pay their employees according to the market rate or standards determined by the workers unions to avoid conflicts such as strikes that may sterilize operations of the organizations. Unionization contributes to about 13% increase in nurse wages. Also, according to Edwin & Trevor (2011, p. 16) there is a â€Å"strong correlation between the presence of unions and overall wages for nurses.† Unions benefits to the patients in terms of quality of services they get from the nurses. According to Edwin & Trevor (2011, p. 16), unions enhances self-esteem of the nurses, promotes interaction of nurses in the organization and improves the employees confidence resulting to better quality of services the patients receives from the nurses. The study indicates lower mortality rate for patients with â€Å"acute myocardial infarction† in unionized hospitals than less unionized areas (Edwin & Trevor, 2011). Since unions attract more nurses unionized, hospitals have a higher number of nurses per patient than those less-unionized hospitals. Higher nurse-patient ratio result to increase in quality of care the patients receives in the hospital (Lovell,

Effective Leadership And Successful Leaders

Effective Leadership And Successful Leaders A view of leadership as it pertains to equality in education for all students regardless of gender, race, or socioeconomic status will be reviewed during this 2010 Go Global experience in South Africa. In preparation for this trip, different articles and books were reviewed for insight on management and leadership. Included in these readings were suggestions on how best to lead, as well as direction for handling toxic relationships. Toxic relationships can be defined as those relationships that are shadowed with negativity and tend to be reactive and judgment based in nature. Creating a sense of team building and acceptance were found to be key roles for those in leadership positions. Leaders should have a sense of direction, not misuse their power, and should be able to inspire others. A leader should also be humble in attitude and encourage all team members to brain storm and contribute to the task. Whether leading personally or professionally, in a business or in a school, a leader should recognize the dynamics of the group under their direction and be able to modify accordingly. While great leaders should be flexible, they must retain their convictions and focus toward attaining the goal or vision. It has been through a conviction that great leaders have inspired others to desire and create change. These leaders have intelligently led by example, never condemning anothers beliefs, but instead inspiring in others the desire to change. It is through charisma and intuitiveness that leaders are able to begin movements that create change. Movements for change are not limited to only political greats, they are also found in our own school systems. Assuming the role of the leader in a school must be carefully considered. It should be a role that one assumes with the understanding that they will both directly and indirectly affect, either positively or negatively, many that will follow their lead. Staff and students alike will be affected by the type of leadership roles they have in their school systems, so it must be remembered that school leadership is not limited to the parameters of the school, it affects generations that in turn will affect futures. Life is an echo what you send out comes back. Chinese Proverb There have been many great leaders throughout history, including Nelson Mandela, Mahatma Gandhi, Martin Luther King, and even Elizabeth Cady Stanton. Each person was seeking to right a perceived injustice during a particular time in our history. Through history we have seen leaders who would initiate ideas that others would continue, some who would make contributions small, yet impactful, and others who would change the course of history. No matter the result, one thing was consistent, all great leaders throughout time possessed similar leadership qualities. Reading Response to Vaclav Havel, former president of the Czech Republicà ¢Ã¢â€š ¬Ã‚ ¦ Bohemian Rhapsody www.opinionjournal.com/editorial/feature.html?id=110010218 Living Responsibly: Vaclav Havels View www.acton.org/publciations/randl/rl_article_284.ph?/view=print Vaclav Havel, former president of Czechoslovakia, has been compared to Nelson Mandela, being considered a saint in the West. Havel, a playwright who put his career on hold to lead a group against communist totalitarianism, a man who would be imprisoned, and a leader who would later become president, is a man of conviction. Speaking and responding to the global force for freedom and the long struggle between conscience and tyranny, Havel is the author of the essay on the Power of the Powerless which deals with the indifference seen in our Western cultures. It would be suicide for the world -the indifference to the freedom of others ultimately becoming indifference to freedom for ourselves. Vaclav Havel The idea that if we assume apathy for circumstances that do not directly affect us, we will ultimately become indifferent to our own freedoms has much significance. It sends a message that we must work as a community in order to continue to move forward. Leaders play a crucial role in focusing their team. Their qualities must include the ability to persuade a group to work together for a common goal, and dissuade, without insult, those ideas that serve only a selected group. As future leaders, we must recognize that our beliefs should not be subjective, nor are they limited. Our goals should always serve the good of all. The salvation of this human world lies nowhere else than in the human heart. Mr. Havel to the United States Congress Our ability to recognize ourselves as part of a greater good is central to becoming a great leader. Our leadership should have focus, yet be humble. Our ability to see others through ourselves, and lead others as we would like to be lead, creates such a salvation. Leadership must maintain a global view, with the leader part of the view and not the puppeteer of the view. I have read and reviewed leaders that possessed many of the characteristics of great leadership (Adolf Hitler and Charles Manson), but whose leadership qualities were outweighed by their self-centered separation of themselves from the human world. I see that leading with your heart can be subjective, but I do not believe that is what Havel meant. I feel as if he stated that compassion, respect and understanding for all members within a particular dynamic, business, academic or otherwise, will create a stronger vision. A vision shared by many is not limited, but grows exponentially. Setting an example is not the main means of influencing another, it is the only means. Albert Einstein Reading Response to Charles Manson as a charismatic transformational leader Leadership Style No Easy  Choice http://www.smartentrepreneur.net/charismatic-leadership.html Leadership needs enthusiastic involvement, by leaders who are not jaded by personal agendas. Charles Manson, one such charismatic leader, chose to use his gift of leadership for less than honorable reasons. Manson would be defined as a transformational leader using passion and energy to transform an organization. He sensed what his followers perceived they needed and then created a vision to fill that gap. Charismatic leaders create visions that seem to improve ones present circumstance by finding the missing link between what one is getting and what one desires. This type of leader is persistent and even willing to make personal sacrifices to attain the vision which has been set. Unfortunately, a negative charismatic leader manipulates their audience for their own good even seeking out audiences that are emotionally wounded. Ones ability to discern between the honorable and dishonorable leader is just as important as ones ability to lead and be part of a productive team. Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen Sir Winston Churchill Reading response to Viktor E. Frankl, psychiatrist and Nazi death camp survivorà ¢Ã¢â€š ¬Ã‚ ¦ Mans Search for Meaning, Beacon Press, 2006 Forces beyond your control can take away everything you possess except one thing, your freedom to choose how you will respond to the situation. You cannot control what happens to you in life, but you can always control what you will feel and do about what happens to you. Viktor E. Frankl This book was chosen not necessarily because of Frankls leadership, but because of his responses to the effects of negative leadership during the persecution of Jews at Auschwitz. Frankl shares an honest view of the persecutions that occurred, while sending a message of ones ability to control their responses. He talks about not being one of the most muscled up men and that he was looked upon as one who would not make it (survive) long. Frankl had a choice, find himself condemned before his fight began, or choose to be positive and believe that this persecution would soon end. Leaders must understand, as Frankl had to understand, we have no control of others. It can not be forced upon another my vision for change and growth, it can only be exampled. Leadership is not a series of demands, but commands. It is a cooperative effort in which all parties feel valued and respected. While Adolf Hitler possessed many qualities of the great leadership, he did not possess value and respect for all of mankind. This self-serving type of leadership serves a limited time; it can not be maintained or carried on because there is no collaboration and no shared vision. As a leader, one will really have little to no control of anything except ones own responses. We have the ability to choose our response and through modeling teach this strategy to those among us. If I choose humbleness, invite feedback, and remain positive, my leadership will influence others to do the same. This communication strategy invites all members to take part, or have ownership, in the goals at hand. With members feeling valued and sharing ownership, leaders are able to maximize the strengths of a team. It will be the choice of all members, including the leader, to do this even when there is friction within the group. It is easy to respond negatively to internal and/or external negativity, but that response leaves unmet goals and does not promote growth. Reading response to Nelson Mandela, seeker of a multi-racial democratic society and ex-president of South Africaà ¢Ã¢â€š ¬Ã‚ ¦ Nelson Mandela Long Walk to Freedom: The Autobiography of Nelson Mandela, Nelson Rolihlahla Mandela, 1994 Invictus, (2009) http://www.mandelainstitute.org.za/ If you want to make peace with your enemy, you have to work with your enemy. Then he becomes your partner. Nelson Mandela Nelson Mandela, 1993 Nobel Peace Prize winner, exemplifies a man of true conviction. He articulated a vision and led by example. At a time when Mandela could have been full of anger and revenge, he chose a much different voice, a voice of dedication to an end of racism. In his speech to the court that convicted him, Mandela said Whatever sentence Your Worship sees fit to impose upon me for the crime for which I have been convicted before this court, may it rest assured that when my sentence has been completed I will still be moved, as men are always moved, by their consciences; I will still be moved by my dislike of the race discrimination against my people when I come out from serving my sentence, to take up again, as best I can, the struggle for the removal of those injustices until they are finally abolished once and for all. Mandela, a man of honor, sought for the end of racial discrimination in South Africa, and even through imprisonment maintained his desire to attain this goal . He did not seek race domination; he desired a multi-racial democratic country. Mandela understood the importance of communication and role-modeling in order to attain the desired outcome of his vision and committed himself to a non-violent resistance against the apartheid*, following the role model of Mahatma Gandhi. Apartheid a social policy or racial segregation involving political and economic and legal discrimination against people who are not Whites; the former official policy in South Africa wordnetweb.princeton.edu/perl/webwn Although Mandela voiced non-violent resistance, he soon saw a need to change the approach. He commented to this change from non-violent resistance at the Rivonia trial when he stated that after long and anxious assessment of the South African situation, I and some colleagues came to the conclusion that as violence in this country was inevitable, it would be wrong and unrealistic for African leaders to continue preaching peace and non-violence at a time when the government met our peaceful demands with force. It was only when all else had failed, when all channels of peaceful protest had been barred to us, that the decision was made to embark on violent forms of political struggle, and to form Umkhonto we Sizwethe Government had left us no other choice. The task of leadership is not to put greatness into humanity, but to elicit it, for the greatness is already there. John Buchan Leaders must be able to maintain a vision when circumstances and the world around them seem to stand in the way. Mandela exhibited this quality unlike no other, no matter how provoked he never answered racism with racism and he stood solid in his dedication to democracy. He recognized the greatness in humanity and strived to help others find it as well. Mandela understood the need to make peace with the enemy. He knew that it was not the person who was the enemy, but the actions of the person that becomes the enemy. In other words, he recognized that the answer for change was in the people themselves. Being a leader is not about what you make others do. Its about who you are, what you know, and what you do. You are a reflection of the people who follow you. An effective leader is not a one-man show or do-it-all-yourself hero. Effective leadership is about recognizing and taking advantage of the skills and talents from different people to form a cohesive unit. All of the great leaders have had one characteristic in common: it was the willingness to confront unequivocally the major anxiety of their people in their time. This, and not much else, is the essence of leadership. John Kenneth Galbraith Mandela recognized that in order to create change that he too must confrontà ¢Ã¢â€š ¬Ã‚ ¦ [his] anxiety. He knew that he would have to forge a partnership with all of South Africa (black and white alike); he would have to stand for a united country and put in the past his memories of racial discrimination. Mandela would have to learn from his past, modeling himself as a man of acceptance of all men, both black and white. Like many other black South Africans, Mandelas disapproval of government discrimination was shown in many ways. One such non-violent means to show disapproval was to cheer for any team opposing the white Springbok Rugby team. In the movie, Invictus, Mandela, then president, is questioned by the media about his new found support of the Springbok Rugby team. Without waiver, Mandela replies how can I expect others to change if I, myself, am unwilling to do the same. Realizing the need to mediate difference respectfully and setting an example to others of own willingness to change is crucial to dynamic leadership. If we create an environment that invites open and positive communication along with respect, the overall health of an organization or in this particular circumstance for Mandela, a country, will be positively impacted. Education is the most powerful weapon which you can use to change the world. Nelson Mandela Mandela was driven not only by his belief in equality for all people politically; he was also an advocate for other non-political issues affecting his country as well. Mandela would address, problem-solve, and advocate for the AIDS epidemic, poverty, and education. Mandela was also instrumental in having South Africa house the 2010 Soccer World Cup. http://www.mandelainstitute.org.za/about/mandate_and_vision/ University of the Western Cape meeting with staff and students (oral interviews) Mandela, an educated man himself, saw education as a tool in the fight against the apartheid. When South Africa won its fight and Mandela became President, he remained focused on the benefits of quality education for all children in South Africa. He would continue to strive for quality education even after his presidency. In 2007, the Nelson Mandela Institute (a partnership between the Nelson Mandela Foundation, the Department of Education, and the University of Fort Hair) would be founded to continue his work in education. There can be no contentment for any of us when there are children, millions of children, who do not receive an education that provides them with dignity and honor and allows them to live their lives to the full. Nelson Mandela, 2006 A man among men, Mandela believes that in order to create a sustainable future South Africa must invest in the education of the countrys youth. The statistics for children of poverty who matriculate is devastatingly low. The education system had not been meeting the needs of the majority of children in the nation (the poor black child). Matriculation (graduation) of the rural working-class has been as low as 1% with a child needing to score well on this exit exam in order to enroll in a university. Of those who do manage to matriculate, they still struggle to read and write at a level of success for the university because of inadequate academic preparation. To change these statistics and recreate an educational system that can provide education success for all children, resources in addition to a focused and strong leadership are a must. Mandela advocates change in education, and brings others together to share the same vision. The Nelson Mandela Institute mandates to work globally t o achieve Mr. Mandelas visions for education and rural development and is inspired by a common future shaped by the minds and creativity of all children. It is not beyond our power to create a world in which all children have access to quality education.   Those who do not believe this have small imaginations. Nelson Mandela, 07 http://www.ncrel.org/policy/pubs/html/leadersh/goodschl.htm http://www.newhorizons.org/trans/gardner.htm Whether the leader of a country like Nelson Mandela or the leader of a school system, one must be able to communicate the vision of the organization. School systems, like countries, need dynamic leadership by individuals that realize the potential of the young people following their guide. School leaders have a responsibility to their public; they should both influence and inspire the students and the staff. They should act less like a boss making commands and more like an artist creating unbounded imaginations. They must be able to develop a clear sense of purpose as it is important for people to see where they are going. In addition to direction, effective school leaders should elicit from their staff and students both trust and respect. It is important to remember that both trust and respect are earned by the leader through their actions and are not a guarantee. The task of the leader is to get his people from where they are to where they have not been. Henry Kissinger http://www.bgsu.edu/departments/acs/1890s/plessy/plessy.html http://brownvboard.org/summary/ American schools, not unlike the South African schools, have seen many struggles. It has been because of dynamic people (principals, teachers, and students) that our systems have evolved to where they are. Like South Africa, racial discrimination is not a stranger to the American school systems. It was the voice and dedication of a few that allowed our school systems to change and grow. A little over sixty years ago the states overturned Plessy v. Ferguson. Plessy v. Ferguson was an 1896 Supreme Court ruling most remembered as the separate but equal ruling. It was a decision that served as justification for racial discrimination until Oliver Brown and others brought complaint against the school systems. In Topeka, Kansas Linda Brown, an African-American student, lived right across from a school, but because of the color of her skin could not attend this white school. Under the counsel of Thurgood Marshall this discriminatory practices were being challenged. The ruling in Brown v. Board of Education not only affected the educational system, it ended legal racial discrimination. Discriminatory practices can damage the good of the whole, but strong leadership can build bridges and fill gaps. Good schools, like good societies and good families, celebrate and cherish diversity. Deborah Meier School leaders create exponential change simply by caring for people and giving them a chance to succeed. When inspiring the minds of children in a school setting it can be thought that success is never final. Our behavior and our beliefs are carried on through the minds and actions of many. That is a great responsibility knowing that as an academic leader we can affect so greatly, so many. This undertaking has to be done with openness of ones mind and willingness to celebrate others successes and not our own. Imagine yourself as the principal of one of those white schools when the Supreme Court ruled in Brown v. Board of Education. Imagine the strength and character needed to moderate such a change. During world change, it takes great character to evaluate how your personal ideals fit into the role that you must serve. Leading is not limited to times of progression when everyone is inviting openly whatever circumstances may be needed for the change. The test of a great leader comes during times like that 1954 ruling when faced with legal obligation and social conflict. An academic leader must be able to separate oneself from who they are right now and look into the future to where they have dedicated themselves to lead others. A leader must be willing to deal with conflict head on, not with aggression, but with insight and intuitiveness. All leaders, especially academic leaders, must always err on the side of action. They must not just clean up a mistake, they must problem solve and elimi nate it. It is especially important that a school leader view problems as an opportunity for growth. Not all visions will be met without conflict, and if we perceive as an opportunity to grow, then we maximize the effects of our leadership. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur School leadership is not limited to only those in administration, teachers play a huge role in influencing and changing lives. A teachers full charge is to enable students to become independent citizens of society. It is more than math or english, it is one of the most influential roles in our communities. Teachers not only provide academic knowledge, in combination with administration and the community, they provide clean, safe and healthy environments for the students to learn. All school leaders, administration and teachers, must possess and be proficient in instructional leadership, management, community building, and communication. http://cecp.air.org/download/MCMonographFINAL.pdf He writes, A leader is an individual (or, rarely, a set of individuals) who significantly affects the thoughts, feelings, and/or behaviors of a significant number of individuals. Most acknowledged leaders are direct. They address their public face-to-face. But I have called attention to an unrecognized phenomenon: indirect leadership. In this variety of leading, individuals exert impact through the works that they create. Whether direct or indirect, leaders fashion stories: principally stories of identity. It is important that a leader be a good storyteller, but equally crucial that the leader embody that story in his or her life. When a leader tells stories to experts, the stories can be quite sophisticated; but when the leader is dealing with a diverse, heterogeneous group, the story must be sufficiently elemental to be understood by the untutored, or unschooled, mind. Daily Journal of Observations of team members, and leadership roles within these dynamics. Sunday, 11, Julyà ¢Ã¢â€š ¬Ã‚ ¦ Meeting at the airport getting ready to depart for a two week trip away from family and not knowing anyone you are traveling with can heighten anxiety in even the best of travelers. GoGlobal trips allow many observations of group members, but it also allows one to observe the practices and strategies of the school sponsors in their real-life leadership role. As I am waiting at the airport, as I always do, I spend a great deal of time looking at not what is being said, but at all the non-verbal communication that is also being seen. Understanding a little of those I will be traveling with is very important. My opinion through my various experiences and readings is that there is a high correlation between a leaders intuitiveness and their effectiveness. While not asked, I would assume that there would be a degree of this used when interviewing the prospects of such trips.

Speak Noah

Bogeyman Mrs.. Johnson February 14, 2013 English Honors Period 3 An Untold Story â€Å"There is no greater agony than bearing an untold story inside you. † (Maya Angelo) The novel Speak details the life story of Melinda Sordid, a freshman in high school, and how both the traumatic and happy events of her life shape her character. In the summer before entering high school, Melinda is invited to a party that changes her life; and it is not for the better. A senior in high school named Andy Evans rapes her, and since she is so scared, she calls the police, they arrive shortly, and proceed to reek up the party.Throughout Speak, Melinda is reassured by a poster of Maya Angelo, who was also raped as a child, but went on to become a successful public figure and author. A major theme that echoes throughout the novel Speak is that all people are made smarter not by aging, but by the experiences they have been through. This fact that experience defines a person is evident in Melanin's l ife by both the traumatic experience she has of rape and the enjoyable experience she has attending Mr.. Freeman's art classes. These two opposite influences wage war and, in he end, Melinda decides to emerge from her shell.When she speaks to her middle school friend-turned-enemy Rachel about the event at the summer party, Melinda is accepted with open arms and forgiven of her accusations. Through the symbol of the white couch and the metaphors of the seasonal change and the tree, which is each effectively inserted into Speak, one can tell that a person grows through learning from his experience rather than by mere aging. Most trees are a symbol of life when they are full of leaves in the summer, or a symbol of death when they have lost all heir leaves in winter.In Speak, however, as shown on page 12 by Mr.. Freeman and Melanin's brief conversation, the tree actually represents Melanin's life story, â€Å"By the end of the year, you must figure out how to make your object say somet hing, express an emotion, speak to every person who looks at it. † This introduction to art by Mr.. Freeman turns out to play a big role in Melanin's life because the object she chooses mirrors the Journey of her life. Melinda thinks to herself, â€Å"Some people groan. My stomach flutters. Can he really let us do this? It sounds like too much fun. Tree?It's too easy. I learned how to draw a tree in second grade. I reach in for another piece of paper. † Just as she is about to grab the second paper, Mr.. Freeman dissuades her by saying, Mimi Just chose your destiny, you can't change that. † This quote is the beginning of a book-long metaphor for the progression of Melanin's life; as Melinda improves her drawing of the tree, her life improves. Throughout the rest of Speak there are many other references to the tree metaphor; with each successful encounter of Melanin's tree project, her artistic ability has shown improvement.This correlates with her life improving t hrough the experience she has gained. On page 15 of Speak, Melinda returns home from school, sits down on her white couch, and orders pizza. The white couch symbolizes Melinda; this is shown by the following trick to eating on it is to turn the messy side of the cushions up. The couch has two personalities: ‘Melinda inhaling pepperoni and mushroom' and ‘No one ever eats in the family room, no ma'am. ‘ Flip, flip, flip – cushions reversed to show their pretty white cheeks† (15).This quote is a symbol of Melanin's life because the hidden underside of the couch is symbolizing Melanin's secrets that are buried and not visible to people on the outside. Although, what makes the couch such a great example, is that the visible exterior of the couch is white, which symbolizes purity. On the contrary, the white couch looks repulsive if it is dirty; this relates to a possible reality for Melinda because if she does not speak up, but instead buries her abuse under neath a clean exterior, she cannot be fully clearness of her burden.Thus, by not peaking up to the world about how she was raped at a party last summer, she can never reach her true potential of the beautiful, white couch. Melanin's reasoning behind hiding the real couch and the truth behind the party is that she fears that people will Judge her for her imperfections. Through the experience she has gained in her freshman year of high school, Melinda realizes that the only way for her to conquer her fear is to use those various positive and negative incidents to help her grow in maturity through experience.A final example of metaphoric language append to occur on the final page of Speak. It is the last day of Melanin's freshman year and the person she must talk to is Mr.. Freeman. Melinda ideates, â€Å"The tears dissolve the last block of ice in my throat. I feel the frozen stillness melt down through the inside of me, dripping shards of ice that vanish in a puddle of sunlight on t he stained floor† (198). The ice in this quote represents Melanin's secrets that are weighing her down, not allowing her to speak up for herself, and harming her physically (Andy hurt Melinda after she told Rachel Andy raped Melinda).The tears signify the experiences she has undergone in high school and how those experiences allowed her to mature. The sunlight on the stained floor symbolizes Melanin's artwork of the tree; how the tree emanates warmth to cure Melanin's ailment of a frozen mind. Without the experience Melinda had by communicating with Mr.. Freeman, she would never have been able to face her fears and come out of her shell. Speak is overflowing with metaphorical expressions, but many readers do not understand the implications behind the author's use of a particular metaphor in a even situation.People think, â€Å"Oh, I know this is a metaphor,† and then move on reading. This ignorance of the meaning behind symbolism is actually a symbol for how those indiv iduals live their lives. The following quote by Maya Angelo shows this ignorance of symbolism in a real world sense, â€Å"Most people don't grow up. Most people age. They find parking spaces, honor their credit cards, get married, have children, and call that maturity. What that is, is aging. † For example, whenever a person attends a party, the driving factor behind that party's success is the quality of inversion.If everyone there was one of the â€Å"most people† that Maya Angelo mentions, the party would be dull and boring, and it would only age the people rather than provide them with new experiences. In summation, if one is to truly live and contribute to society, he must be so overflowing with experiences that he will use metaphors to describe accurately a situation that he has encountered; without wasting the time that could be spent living through more life Journeys and garnering experience, rather than aging by merely passing through life.

Development Activities Essay

Support individuals to take part in development activities Overview This standard identifies the requirements when supporting individuals to take part in development activities of various kinds, including those that will help them retain or regain skills, interact with others or engage in chosen physical or intellectual pursuits. The standard includes preparing for development activities, supporting participation and contributing to evaluation of the activity. SCDHSC0211 Support individuals to take part in development activities 1 SCDHSC0211 Support individuals to take part in development activities Performance criteria You must be able to: Prepare for participation in development activities P1 P2 P3 acquire information about how best to encourage and support the individual to prepare for and participate in development activities check that you have correctly understood any instructions for the support of the individual and preparation of the environment work with the individual, key people and others to identify the individual’s goals and preferences regarding development activities and what options are available discuss benefits and any risks of different options to enable a choice to be made seek additional expertise where you, the individual, key people and others have concerns about a development activity or the individual’s participation in it prepare the environment for the chosen development activity ensure the environment complies with health and safety requirements offer reassurance and encouragement to the individual about their planned participation in the development activity and the benefits of participation agree with the individual ways to minimise any risks associated with the activity agree  your role in supporting the individual to participate in the development activity and minimise risks prepare yourself for supporting participation in the development activity P4 P5 P6 P7 P8 P9 P10 P11 Support the individual to participate in development activities You must be able to: P12 P13 P14 P15 P16 P17 P18 P19 work with the individual to overcome any fears or other barriers to them taking part in the development activity carry out your agreed role in supporting the individual to participate in the development activity and minimise risks carry out your agreed role in ways that promote active participation and minimise risks offer the individual positive feedback on success throughout the activity offer the individual encouragement if they experience difficulty stop the activity immediately if the individual is distressed, in pain or feels unable to continue report problems as soon as possible to appropriate people feedback to appropriate people on successes, problems, risks or gaps that occurred whilst supporting the individual 2 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities P20 P21 contribute to recording progress in the required format identify with the individual and key people any changes that need to take place to make the development activity more effective and enjoyable record and report on development activities according to confidentiality agreements and legal and work setting requirements P22 Contribute to the evaluation of development activities You must be able to: P23 P24 P25 P26 P27 agree with the individual and key people how the development activity will be evaluated and how they will be involved support the individual and key people to provide evaluation information in a useful form discuss with the individual and key people the benefits and limitations of the development activity identify with the individual any parts of the development activity which they found difficult or which they declined to participate in report to appropriate people about aspects of the development activity which have been declined by the individual or identified as difficult by them record information and observations about the effectiveness of the activity and the individual’s participation in and enjoyment of it work with the individual, key people and others to agree any changes needed to the activity or the support for participation in it complete records and reports on the evaluation of development activities according to confidentiality agreements an d legal and work setting requirements P28 P29 P30 SCDHSC0211 Support individuals to take part in development activities 3 SCDHSC0211 Support individuals to take part in development activities Knowledge and understanding You need to know and understand: Rights K1 K2 K3 K4 K5 work setting requirements on equality, diversity, discrimination and human rights your role in supporting rights, choices, wellbeing and active participation your duty to report anything you notice people do, or anything they fail to do, that could obstruct individuals’ rights the actions to take if you have concerns about discrimination the rights that individuals have to make complaints and be supported to do so How you carry out your work You need to know and understand: K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 codes of practice, standards, frameworks and guidance relevant to your work and the content of this standard the main items of legislation that relate to the content of this standard within your work role your own background, experiences and beliefs that may affect the way you work your own roles and responsibilities with their limits and boundaries who you must report to at work the roles and responsibilities of other people with whom you work how to find out about procedures and agreed ways of working in your work setting how to make sure you follow procedures and agreed ways of working the meaning of person centred working and the importance of knowing and respecting each person as an individual the prime importance of the interests and well-being of the individual the individual’s cultural and language context how to work in ways that build trust with people how to work in ways that support the active participation of individ uals in their own care and support how to work in ways that respect individuals’ dignity, personal beliefs and preferences how to work in partnership with people what you should do when there are conflicts and dilemmas in your work how and when you should seek support in situations beyond your experience and expertise 4 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities Theory for practice You need to know and understand: K23 K24 K25 the factors that may affect the health, wellbeing and development of individuals you care for or support how these affect individuals and how they may affect different individuals differently the main stages of human development Communication You need to know and understand: K26 K27 factors that can have a positive or negative effect on the way people communicate different methods of communicating Personal and professional development You need to know and understand: K28 K29 why it is important to reflect on how you do your work how to use your reflections to improve the way you work Health and Safety You need to know and understand: K30 K31 your work setting policies and practices for health, safety and security practices that help to prevent and control infection in the context of this standard Safe-guarding You need to know and understand: K32 K33 K34 K35 the duty that everyone has to raise concerns about possible harm or abuse, poor or discriminatory practices signs and symptoms of harm or abuse how and when to report any concerns about abuse, poor or discriminatory practice, resources or operational difficulties what to do if you have reported concerns but no action is taken to address them Handling information You need to know and understand: K36 K37 legal requirements, policies and procedures for the security and confidentiality of information work setting requirements for recording information and producing reports including the use of electronic communication SCDHSC0211 Support individuals to take part in development activities 5 SCDHSC0211 Support individuals to take part in development activities K38 K39 K40 what confidentiality means how to maintain confidentiality in your work when and how to pass on information Specific to this NOS You need to know and understand: K41 how to recognise adverse changes in the conditions of individuals when supporting them to participate in development activities and the actions to take in these circumstances the risks, dangers and difficulties associated with different equipment and materials and in relation to specific individuals K42 SCDHSC0211 Support individuals to take part in development activities 6 SCDHSC0211 Support individuals to take part in development activities Additional Information Scope/range related to performance criteria The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS Note: Where an individual finds it difficult or impossible to express their own preferences and make decisions about their life, achievement of this standard may require the involvement of advocates or others who are able to represent the views and best interests of the individual. Where there are language differences within the work setting, achievement of this standard may require the involvement of interpreters or translation services. Active participation is a way of working that regards individuals as active partners in their own care or support rather than passive recipients. Active participation recognise each individual’s right to participate in the activities and relationships of everyday life as independency as possible Development activities may include i ntellectual activities and pursuits, activities that enable the individual to retain or regain their skills; activities that enable the individual to keep fit and mobile; activities that enable the individual to participate and interact with others The individual is the person you support or care for in your work Key people are those who are important to an individual and who can make a difference to his or her well being. Key people may include family friends, carers and others with whom the individual has a supportive relationship Others are your colleagues and other professionals whose work contributes to the individual’s well being and who enable you to carry out your role SCDHSC0211 Support individuals to take part in development activities 7 SCDHSC0211 Support individuals to take part in development activities Scope/range related to knowledge and understanding The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS All knowledge statements must be applied in the context of this standard. Factors that may affect the health, wellbeing and development of individuals may include adverse circumstances or trauma before or during birth; autistic spectrum conditions; dementia; family circumstances; frailty; harm or abuse; injury; learning disability; medical conditions (chronic or acute); mental health; physical disability; physical ill health; poverty; profound or complex needs; sensory needs; social deprivation; substance misuse Values Adherence to codes of practice or conduct that may be applicable to your role, and the principles and values that underpin your work setting including the rights of children and adults. These include the rights that individuals have: To be treated as an individual To be treated equally and not be discriminated against To be respected To have privacy To be treated in a dignified way To be protected from danger and harm To be supported and cared for in a way that meets their needs, takes account of their choices and also protects them To communicate using their preferred methods of communication and language To access information about themselves SCDHSC0211 Support individuals to take part in development activities 8 SCDHSC0211 Support individuals to take part in development activities Developed by Version number Date approved Indicative review date Validity Status Originating organisation Original URN Relevant occupations Skills for Care & Development 1 March 2012 August 2014 Current Original Skills for Care & Development HSC211 Health, Public Services and Care; Health and Social Care; Associate Professionals and Technical Occupations; Health and Social Services Officers; Health Associate Professionals; Personal Service Occupations; Healthcare and Related Personal Services; Health and Social Care support, assist, development, activities Suite Key words SCDHSC0211 Support individuals to take part in development activities