The Implantable Gastric Stimulator Essay Example | Topics and Well Written Essays - 4500 words

The Implantable Gastric Stimulator - Essay Example IGS is also being increasingly used for the treatment of Gastroparesis. Obesity is fast bloating into epidemic proportions in the United States and elsewhere in the world. Considering the prevalence of this condition, and the numerous health complications associated with excess weight gain, the need for its mitigation assumes a sense of emergency from public health point of view. Gastric Electric Stimulation (GES) is a novel and drastic method to tackle morbid obesity. This method provides a better alternative to the more invasive surgical procedures for treating morbid obesity. It does not alter gastrointestinal anatomy and has been shown to be safe in hundreds of study patients worldwide. The first IGS procedure was successfully executed in 1995. Since then more than 700 implants have taken place in Europe and the USA with positive results (defeatdiabetes.org). Obesity can be and often is a pathological condition that is not very responsive to diet and exercise. A medical approach too can prove to be ineffective in many cases, unfortunately. When all other simpler methods have failed, surgery becomes the only option to lose weight and stop suffering from various obesity-related health problems, which can even be potentially fatal. GES involves an i Obesity surgery is recommended in men suffering overweight by nearly or more than 100 pounds, and women overweight by 80 pounds, equivalent to a Body Mass Index of 40 (NIDDK 1). Several types of alternative procedures involved in traditional gastro-intestinal surgery result in weight loss either by restricting food intake or interrupting the digestive process. However, all these usual major surgical procedures (e.g., removal or blocking off of a portion of the stomach) have possible side-effects and risks. GES is a relatively new surgical technique which avoids the drawbacks of the conventional bariatric surgery

MGMT499 U3IP Research Paper Example | Topics and Well Written Essays - 500 words

MGMT499 U3IP - Research Paper Example 1. Monitoring performance is graded as mediocre level because this is linked with all employees and it cannot be managed by one person properly. Influences of various persons as supervisor in this matter are the cause of complex and trouble for determination of commerce. 2. Setting fair standard is categorized as average level because this procedure is performed by all relevant persons with exactness and accuracy. People can make their life pleasant with this technique because this is cause of better performance in the community. 3. Quality overview is graded high because this is observable in the market and public opinion is favorable in this matter. People can make their businesses successful by realization of quality matters that are essential for business sensation. 4. Measuring performance is categorized as poor because its determination is not easy and simple. Authorized people are not performing their duties accurately as they are unable to measure performances with exactness and success. 5. Average grading is awarded for strategies to improve performance criterion. The major cause of this grading is mentioned as everyone like to make performance level better in the market but implementation of recommendations is not performed by all people. 6. Production decision criterion is graded as mediocre because professionalism demands to all people to present better products in the market. This status is also involved in the sensation of business because this is major cause of attaining customer attraction. 7. Pricing decision criterion is shown with average level because this is managed proper consideration of market status. This is confirmed that those people which have running their business plans with average level are managed with market status that is highly influenced in pricing matters. 8. Average level is assigned for input & output decision criterion because a common running of business is based of

The Causes Of The Revolutions History Essay

The Causes Of The Revolutions History Essay Described as the year of the avalanche, the events of 1989 proved to be some of the most surprising and cataclysmic of the twentieth century. In early 1989, few would have dared to predict the unprecedented events which were to occur. In the space of a matter of months, the communist regimes across the Eastern Bloc began to crumble as the Soviet grip on the states lessened. However, the fact that the communist regimes in Poland, East Germany, Czechoslovakia, Hungary, Bulgaria and Romania all fell with such quick succession can lead to the misconception that the revolutions shared the same causes. However, the conventional tendency to assess the causes of the fall of communism collectively is particularly unhelpful; this essay will argue that, despite sharing the same fundamental long-term causes, the salience of these causes, as well as a number of other short term factors, did in fact vary. In making this assertion, the essay will adopt a thematic approach, assessing a range of fact ors which contributed to the events of 1989. Whilst acknowledging that everything was interconnected, each factor will be evaluated with regard to the six East European countries previously mentioned.  [2]  Thus, economic failure, regime problems, outside influences and popular protest will all be considered. It is important to note that the factors which caused the revolutions across Eastern Europe can be divided into both long and short term factors. Crucially, economic stagnation and underdevelopment proved to be central to the revolutions which occurred Eastern Europe. After all, as noted by Brown, economic failure stimulated and consolidated societal opposition in most Eastern European countries.  [3]  This view is supported by Chirot who asserts that economic stagnation and crisis was the most visible reason for the collapse of communism.  [4]  However, it is at this point that it is necessary to distinguish between the various Eastern European countries. Chirot describes how, although not impoverished on the scale of nations, such as Ethiopia, Romania and Poland were headed in that direction, while countries, such as Czechoslovakia, Hungary and East Germany were economically failing when compared to countries in Western Europe.  [5]  However, all of the six nations stru ggled with economic inefficiency and production inadequacies and were, thus, unable to act as competitive rivals to the capitalist economies of Western Europe. Economic stagnation affected the population significantly as there was a shortage of consumer goods, while the commitment to full employment and low food prices further damaged the economies of Eastern Europe.  [6]   However, the failing economy in these countries was arguably linked to regime problems; economic decisions were taken with primary consideration for the maintenance of party rule and the current system, not what was best for the economy. As a result, decisions were largely based on political will, rather than economic necessity.  [7]  Thus, a strong case can be made to suggest that inherent problems with the regimes hindered economic progress. For instance, rather than using foreign loans to invest in new technology or improvements to infrastructure, the communist regimes in Poland and Hungary instead used foreign loans to purchase consumer goods to make people happy, [an attempt to] shore up the crumbling legitimacy of [their] regimes.  [8]  As a result, it is clear that that the economic problems which gripped Eastern Europe arguably exacerbated the problems faced by the communist regimes regarding their fundamental à ¢Ã¢â€š ¬Ã‚ ¦ illegitimacy.  [9]  Overall, it is cle ar that the countries of Eastern Europe all experienced varying degrees of economic difficulties and, thus, the economy acted as a contributing factor to the revolutions. However, the key word here is varying. The most severe economic problems were experienced in Bulgaria, Romania and Poland, while the state of the economy was arguably a less significant cause of the revolutions in East Germany and Czechoslovakia as they were more prosperous than their communist neighbours. Furthermore, arguably one of the most crucial long term factors which contributed to the events of 1989 were regime problems and failings. Fundamentally, a strong case can be made to support the assertion that the communist regimes lacked legitimacy and it was this which ultimately rendered revolution a certainty rather than a possibility.  [10]  Crucially, the communist regimes made a fatal error in confusing authority and legitimacy. It was the misguided belief that authority delivered legitimacy which proved ultimately disastrous.  [11]  After over four decades of communist rule, by 1989, citizens arguably began to realise that, not only did the regimes lack legitimacy, but that the authority which they had previously exerted was open to challenge. Thus, it is evident that the illegitimacy of the communist regimes in all of the Eastern European countries directly contributed to the rise in opposition towards communist rule. Moreover, a strong case can be made to support the assertion that this was underpinned by an increasing realisation that the communist party could no longer use force to maintain control. After all, what little legitimacy the regimes initially had gradually eroded over time; the years of repression, terror and misery of life à ¢Ã¢â€š ¬Ã‚ ¦ created a general malaise.  [12]  For instance, in East Germany, Honecker utilised repression as a tool for maintaining control; once repressive tactics had been abandoned, however, the system collapsed in a few weeks.  [13]  Therefore, this highlights how, once fear had been removed, the illegitimacy of the regimes were exposed and their future was thus limited. Significantly, however, it is possible to assert that attempts to reform and negotiate with the opposition, as occurred in Poland throughout 1989, were an attempt at re-legitimising the communist regimes in order to preserve their power. After all, there was notable success for Ja ruzelski in Poland following the total amnesty he announced in the mid-1980s. Describing the effect of this, Brown asserts that, while the regime gained ground, the opposition seemed to be in disarray.  [14]   In addition, the communist regimes across Eastern Europe faced even greater problems than their illegitimacy. Notably, communist leaders had to find a balance between what was best for their country as well as avoiding disapproval from the Soviet Union. However, this was arguably extremely different; each Soviet leader pursued different policies towards Eastern Europe, with significant contrast between the approach adopted by leaders, such as Khrushchev and Brezhnev, and leaders, such as Gorbachev, for example.  [15]  This highlights the interdependence of the factors which combined to cause the revolutions in 1989; in this sense, regime problems were also dependent upon outside influences, namely the role of the Soviet Union. What is more, elderly leaders, who were increasingly out of touch with the needs of their people, also proved problematic.  [16]  This was arguably the case for Ceausescu, the communist leader of Romania. At the time of his fall from power, Ceausescu wa s 71 years-old and had been in office for 22 years.  [17]  Thus, a logical case can be made to draw links between his age and length of tenure and his uncompromising response to opposition and inability to sense the mood of the country, resulting in a rebellion which cost him his life.  [18]  Overall, a strong case can be made to support the assertion that regime problems and failings played a key role in all of the revolutions across Eastern Europe. However, whilst all of the European states shared this fundamental long term cause of unrest, the salience of the short term factors varied greatly between countries. What is more, another factor which arguably contributed to the revolutions of 1989 can be collectively referred to as outside factors. This is a reference to the range of short term factors which were outside the control of the communist regimes, including geographical issues, the role of Gorbachev, the significance of the domino effect and also the increased awareness of life in the West. In terms of geography, it is important to consider the location of the East European countries as a strong case can be made to suggest that this had a bearing on the events of 1989. For instance, East Germany was a front-line state due to its position bordering the capitalist West Germany.  [19]  Moreover, the population was also more western, with many citizens being able to remember a time when Germany was still unified. Thus, East Germany had a stronger permeation of Western culture than many of the other countries in Eastern Europe.  [20]  What is more, as the European continent has few natural borders, it is clear that events occurring in one country are likely to have a knock-on effect in neighbouring countries. For instance, following the opening of the Hungarian border with Austria, East Germany was severely affected; the opening of the border triggered an emigration crisis, with hundreds of thousands of East Germans attempting to escape due to their demoralisation and disgust with the regime.  [21]  This proved highly damaging for the East German regime; the exposure of the illegitimacy of the regime proved fatal. Thus, this highlights not only the importance of the increased awareness of life in the West, but also the significant role played by geography in terms of exposure to images of both life in the West as well as western media. However, these factors are clearly more important in explaining the causes of the revolutions in those countries which were geographically close to West Europe than those which were closer to the Soviet Union. Moreover, the role of the domino effect was arguably crucial, acting as a catalyst and thus explaining the spread of the revolution. Whilst the effect that images from the West had on frontline states was significant, a convincing case can be made to suggest that it was in fact images of life in the Soviet Union and, later, in neighbouring states which proved to be the ultimate short-term cause of the revolutions across Eastern Europe. The effect of such images arguably served to undermine the regimes in the eyes of the dissenting minority and, crucially, also the loyal minority.  [22]  The notion that the revolutions were in some way contagious is highly significant.  [23]  After all, the fall of communism in Poland paved the way for the overthrow of the communist regimes in Hungary, East Germany, Bulgaria, Czechoslovakia and, finally, Romania. Whilst the argument that the revolutions were contagious is somewhat oversimplifying the intricacies and distinctiveness of the circ umstances which occurred in each of the states, it is still a useful analysis as it emphasises the importance of the spread of ideas and confidence.  [24]  For instance, the successful non-violent overthrow of the communist regime in Poland arguably led to a growth of confidence throughout the Eastern Bloc as a precedent had effectively been established. The effect of such newfound confidence cannot be overestimated, with the contemporary example of the Arab Spring bearing similarities with events in Eastern Europe, for example. Thus, overall, it is clear that the domino effect played a crucial role in all of the countries following the precedent which was established in Poland. However, it is important not to overstate the role of the domino effect; had there not been numerous problems and rising discontent in the states, the revolutions would undoubtedly have been seen as isolated rather than contagious. Furthermore, an additional outside factor which arguably played a key role in the events of 1989 was the attitude and policies pursued by the Soviet leader, Gorbachev. In fact, Brown goes as far as asserting that the revolutions could not have happened without Gorbachev.  [25]  Gorbachevs policy of lessening the Soviet grip on the Eastern Bloc and effectively removing the Soviet rod which had previously reinforced the communist regimes of Eastern Europe arguably had a galvanising effect.  [26]  Not only did it bring together opposition groups and politically-minded youths, but, in Poland and Hungary in particular, it also served to stimulate reformers within the regimes themselves.  [27]  Gorbachevs policy of non-intervention arguably exposed the illegitimacy of the regimes as even their authority was now in question. This was particularly the case in countries, such as Czechoslovakia, where the communist regime did not wish to reform as, if Gorbachev was seen to be corre ct, it effectively validated the attempted rebellion in 1968. Moreover, a further result of Gorbachevs policy was that it increased the evaporation of fear amongst the population, thus explaining the rise in the number and vociferousness of public protest and opposition movements.  [28]  However, whilst Gorbachevs policy had a direct effect on those countries, such as Czechoslovakia and East Germany which had close ties to the Soviet Union, countries, such as Romania were not affected as much due to Romanias remoteness from the Soviet Union. However, despite clear variations in the importance of the role of Gorbachev in contributing to the revolutions, a convincing case can be made to support the assertion that, overall, Gorbachev played a key role. After all, previous attempts at rebellion in Hungary in 1956 and Czechoslovakia in 1968, for example, had been crushed by the Soviet Union. With this threat removed, surely it was only a matter of time before the unpopular regimes fa ced a challenge. Finally, popular protest and organised opposition was arguably the short term catalyst for the events of 1989. The long term factors previously discussed, including regime problems, economic failure and outside influences all combined, thus leading to an increase in opposition. However, despite the significance of popular protest, it is important not to overstate how widespread such protest was; regimes were undermined by the active opposition of a minority, not by the masses.  [29]  For instance, demonstrations were by no means universal, mainly attracting the younger generation who were more akin to western culture and also had less to lose than older generations. Crucially, the role played by protest and organised opposition varies between countries. In Poland, for example, organised opposition was strong in the form of the Solidarity Movement. Moreover, whilst signs of protest in Hungary initially suggest that there was visible opposition to the regime, most of the protests w hich occurred were focussed on non-regime issues, such as ecological problems, for instance.  [30]  In contrast to Poland, Chirot notes how there was little organised opposition in Czechoslovakia and Bulgaria except for seemingly isolated intellectuals [who] had no followers.  [31]  What is more, in East Germany there was only a small peace movement, but the regime had never been directly threatened, while in Romania, although there had been a riot in Brasov in 1987, intellectual protest was muted.  [32]  Thus, it is clear that popular protest played a more crucial role in contributing towards the revolutions in countries where the regimes refused to initiate reform or negotiate with opposition. Overall, it is clear that the revolutions in the countries of Eastern Europe all shared the same fundamental causes. What differed, however, was the significance of each factor, thus dispelling the conventional wisdom that a combination of popular protest and the domino effect provides for a definitive understanding of the causes of the revolutions. However, although this essay has offered a discussion of both the common causes of the revolutions as well as national differentiation, it is also important to question why 1989 was the year in which these revolutions took place. Arguably, 1989 proved to be the tipping point following the accumulation of decades of rot in the foundations of the communist system.  [33]  Ultimately, however, Gorbachev proved to be the catalyst, render[ing] the revolutions in Eastern Europe both inevitable and successful.  [34]  After all, the tinder was already there but it needed Gorbachev to light it.  [35]  

Unforgettable Experiences in the U.S. Essay -- Essays Papers

Unforgettable Experiences in the U.S. Problems faced by international students who come to the U.S. for the first time are not always easy to overcome. As one of them, I've found it very difficult to handle most of the problems I've encountered. I've experienced a very terrible culture shock that still makes me upset. As a student, I've found that the personal and cultural problems I experience may gravely affect my grades. The three major problems I've encountered deal with independence, homesickness, and loneliness, which really shocked me. Since my culture is completely different from the U.S., I was very surprised and shocked by the U.S. way of doing things independently. For many years, I lived in a totally different culture; I was completely unprepared for American culture. For example, since I first came here in August 1990, I have had to do many kinds of work by myself which I had never done when I was in Indonesia, such as doing laundry, cleaning the bedroom, and getting up early in the morning. In Indonesia, I never had a hard time doing such things since everything w...

Leonardo Da Vinci

Leonardo Da Vinci Leonardo Dad Vinci Leonardo dad Vinci was born in Vinci, Italy on April 15, 1452. He was an Italian artist, painter, sculptor, architect, engineer and a scientist. He was also one of the greatest minds of the Italian Renaissance. Renaissance is the transitional movement in Europe between medieval and modern times beginning in Italy in the 14th century and ending in the 17th century. It was marked by a humanistic revival of classical influence showed it a flowering of the arts, literature and by the beginnings of modern science.The Italian Renaissance is the time period when Italy was the center of the Renaissance. He was born to unmarried parent's who were Seer Piper dad Vinci (he was an official who certifies legal documents) and a nearby woman named Catering. There isn't much to say about Leonardo childhood except that when he was 15 his father introduced him to Andrea Del Veronica. He was a painter, sculptor, goldsmith and a magnificent craftsman. He wanted to make sure that his w ork was perfect regarding the way he portrayed the human body.The elements that Veronica had were important to Leonardo because he admired Veronica's artistic traits. After Leonardo completed his apprenticeship he continued his Job as an assistant at Veronica's workshop. Leonardo first well-known painting in displayed in Veronica's Baptism of Christ. In about 1478 Leonardo set up his own studio. Three years later he received a church contract for an altarpiece (the sculpture in front of a church) called the Adoration of the Magi. The Magi altarpiece was left unfinished because Leonardo left Florence to accept the Job of a court artist for the Duke of Milan.Leonardo presented himself to the Duke of Milan as a skilled worker in crafts but more particularly in military engineering. Leonardo first Melamine painting was titled Virgin of the Rocks. It is from a respected tradition that the Holy Family is presented inside a cave. The setting that this piece reveals shows Leonardo interest in representing nature with dimmed lights. Some advice that Leonardo gave out to artists was to draw at dusk in courtyards with the walls painted black. Another famous painting from Leonardo was the Last Supper.Instead of painting this piece with water color paints on fresh plaster he tested an oil- based medium. His experiment with the oil base was unsuccessful. His painting began to fall off of the wall and within 40-50 years the painting had spots on them. He left Milan when the Duke of Milan was overthrown by The French Invasion. From there he visited Venice for a short period of time. While he was there he had consulted with the Senate on some of his military projects and then went to Mantra. In 1500, Leonardo returned back to Florence.Immediately the Florentine painters of that generation began to follow Leonardo because they were thrilled by his modern methods. They were familiar with the methods in his unfinished artwork of the Adoration of the Magi. Leonardo also served as a military engineer for Cesar Boring in the year 1 502, and he completed the most amounts of projects during this time in Florence than at any time period in his life. In his works of these years he mainly concentrated on portraying the human vitality such as the Mona Lisa. The Mona Lisa is a portrait of a Florentine citizen's young third wife.Her smile in the painting is called mysterious because it represents the process of either appearing or disappearing. Another one of Leonardo fantastic painting was a cavalry battle scene (when soldiers fought on horses) that the city hired him to decorate the newly built Council Hall of the Palazzo Vehicle. The work known for that today is some roughly sketched groups of horsemen, carefully drawn single heads of men, and some copies of the whole thing. He began to paint the artwork but was called to go back to Milan so the work was left uncompleted.A short time after that, the room was remodeled and the piece was destroyed. When Leonardo was called back to Milan he was to work on a statue of a leader riding a horse but he didn't produce any new paintings. Instead he turned more and more to scientific observations. Many of Leonardo scientific concerns were his interests as a painter and, his research in anatomy (structure of a living organism) was the most developed. Leonardo produced the earliest anatomical drawing that is still followed to this day.Leonardo filled a scientific Journal with data and drawings that revealed his scientific interests such as firearms, the action of water, the flight of birds, growth of plants and geology (study of earth). All of his interests had to do with process of action, movement, pressure, and growth. It is said that his drawing of the human body are less about how bodies are and more about how they work. In 1513 Leonardo went to Rome and stayed there for 6 years. There he was honored, but he then became inactive especially with his artistic and rich life yet he still continued to wri te in his Journals.Francis I (the French King) invited Leonardo to his court and he received the title for first painter, architect, and mechanic and provided him with a house at Cloud, France. Leonardo died on May 2, 1519. Nasty or not pleasant. My definition of evil would be something deceitful and Leonardo Dad Vinci can be distinguished as a fighter against evil because in his sketches and sculptors of the human anatomy he expressed how the human body works. He portrayed how beautiful the human body can be, where to some people they looked at his art of something profane and evil. Leonardo Da Vinci Different inventions by Leonardo dad Vinci: Armored car – a forerunner to the tank: [pick] Leonardo wrote: â€Å"I shall make covered chariots, which are safe and cannot be assaulted; cars, which fear no great numbers when breaking through the ranks of the enemy and its artillery. Behind them, the infantrymen shall follow, without fearing injury or other impediments. † Leonardo has an idea to sowing panic and destruction among enemy troops with an armored car, which is a forerunner to the tank.The car consists of metal plates and are armored with guns. The car holds 8 men, who would turn cranks to move the heels and also shooting from the cannons. The notes on the drawing (see the picture) show that Leonardo had thought of replacing the men with horses, but he decided to not replace them. The notes Leonardo wrote about this invention can be dated to around 1487.Aerial screw – a forerunner to the helicopter: Leonardo wrote this about the aerial screw: â€Å"I bel ieve that if this screw device is well manufactured, that is, if it is made of linen cloth, the pores of which have been closed with starch, and if the device is promptly reversed, the screw will engage its gear when in the air and it will rise up on high. † The aerial screw is one of Leonardo most famous inventions. The aerial screw has a diameter of 5 meters, made of reed, linen cloth and wire, and it's 4 men who stood on the central platform to control the flying machine.But the invention is still an idea. And nobody has tested the aerial screw in the reality. The idea comes from Leonardo first period in Milan and is dated between 1483 and 1486. It belongs to the first series of machines designed for flight. He got the idea from a toy (called windmill game), which was popular in Leonardo time. Deep-sea diving suit: The diving suit Leonardo had also invented a deep-sea diving suit. It was made by leather and cane hoses fixed together by leather Joints so the diver can breath e.Inside the Joints it's steel spirals so the diver are protected from the pressure of the water. Without the spirals can't the diver breathe. Leonardo wanted the diver to be dry all the time so he made a coat, trousers and a mask with glass lenses. He invented the diving suit when he was in Venice. He invented it because Venice was threatened by the Turkish fleet. The idea was that one diver should sink at least one of the enemy's ships. [pick] [pick] Cane hoses, leather Joints and a steel spiral inside a Joint Leonardo Da Vinci Leonardo Dad Vinci, he grew up lonely in his birthplace Italy, were his parent's didn't really want a child in the first place. The first thing and best thing that his father did for the young boy was to put him in art school. Even know Dad Vinci was lonely he had the great nature to refer to and drew the earth for hours and hours of the day. Leonardo Dad Vinci was more than Just a painter; he created the types of machines that soldiers could use during the war.Dad Vinci was a vegetarian who loved pets and absolutely despised war, but worked as a military engineer and invent unique war machines to destroy the cities or countries. This bold young gentlemen contrived appliances and real life looking paintings that follow you were ever you go. During the 15th and 16th centuries men began to revive the arts and the sciences which had almost been forgotten during the middle ages. This period in history is called the renaissance. One of the greatest men of the renaissance was Leonardo did seer Piper dad Vinci. Vinci was born on April. 5th, 1452, in a small town called Michigan, which was near Vinci. Vinci was a unique boy with lots of intelligent and when he was young he used to admire the outside world and drew rocks and trees for his entertainment. Even though he was a lonely kid and an only child, he seemed smarter than the other kids that lived near him. Vinci had parent's but they broke up after his birth, after they separated his father raised him. Later on when Vinci was age 1 5 and already mastered the full potential of an artist was sent away by his father, to a man named Andrea del Overarching and was a pupil in his workshop.In 1472, working with del Overarching, Dad Vinci was obtained into the painter's guild of Florence. Vinci worked with Overarching for 10 years and humiliated Overarching so many times he quit being a painter, which was astounding because only so many students humiliate their own master. As this young teen growing up he never lost the in terest or his reputation as an artist but His interest in painting led him to study anatomy, the science of light and vision, the growth and structure of plants, and other subjects which would help him in his art.Later on down the road when Vine's career started to gain, he was charged with sodomy's, later the charges were dropped but he was humiliated when he was not hoses to be hired to paint the Sistine Chapel. Dad Vinci was going back and forth place to place going back to Florence for the second time to serve Cesar Barrio in 1502. In 1512 Leonardo went to Rome where the new pope was one of the Medics, his patron family. Dad Vinci did not remain too long in Rome but went instead back to Milan to prepare for the arrival of the King of France.In 1516 he left for France at the invitation of King Francis the first. While living in France he received a castle of Cloud and some money to live on. Leonardo spent his last two and a half years there. He painted a bit, but one of his hands was now slightly paralyzed because of a stroke. Leonardo Dad Vinci died in 1519 at age of 67 and was buried at Ambrose near his castle. He has become known as a true example of the Renaissance man because Leonardo was interested in almost everything. (http://www. Dovetailing. Com/ index. HTML) Leonardo had lots of students while he was alive but one student hanged out than the rest he taught than later adopted a child named Giant Giaconda Capacitor dad Reno, which he nicknamed the boy Salami which is also referred to as little Satan. Vinci eased the ten year old boy with extra care. He was odd, and used to destroy most of his work. Giant was named Salami because he would steal from Dad Vinci and steal from other people to as well. In the first year with Vinci, Salami was given a cloak, six shirts, three doublets and twenty four pairs of shoes.Even after all that he kept stealing, so Dad Vinci had to keep an eye on him the whole time they were in public. Giant showed some great work in painting but didn't become a painter. Vinci taught him some skills but always had to clean up Giant's paintings. (http://www. Lardier. Org. NZ/Leonardo/ alai. HTML) Dad Vinci painted so many real live looking people in his painting; it's incredible to think about back in the 1 5th and 16th century. One of Leonardo first paintings was with Andrea del Overarching and they drew the Baptism of Christ.Overarching told Vinci to paint the knelling angel and Vinci did a better Job than his own master. During his lifetime he has painted so many pictures that have been amazing. Some great works that Leonardo has painted were The Last Supper, when Leonardo remained in Milan for 17 years during which time he painted the famous Last Supper and completed a 6 foot model of the Oxfords statue. In 1499 French troops invaded Milan and Leonardo was unharmed, he fled to Venice. In a later invasion by the French, the model of the Oxfords statue was broken up, and there is no record of it besides for Leonardo sketches.Another Painting that Leonardo did back in Florence was one of his famous paintings La Giaconda which is more commonly known as the Mona Lisa. Madonna Lisa, the wife of a Florentine merchant. Leonardo worked on the painting for four years. â€Å"The poet ranks far below the painter in the representation of visible wings, and far below the musician in that of invisible things. † (http://www. Leonardo- dad-Vinci-biography. Com/quotes. HTML) Leonardo Dad Vinci painted tons but he also made military weapons and helped out.Many of his weapons were very helpful for the war and some are even still used today. Some weapons that Vinci came up with was his helicopter, first ever designed helicopter that was also referred to as Arial Screw, Leonardo felt that men could operate it by pushing the four parts to rotate the propeller. One of the inventions that he made, that we still used today is a parachute. One of the most known inventions Dad Vinci came up with was the glider he made with no engine, which could keep itself up from the wind currents. Once you have tasted flight, you will forever walk the earth with your eyes turned skyward, for there you have been, and there you will always long to return†. (http://www. Goodness. Com/quotes/5504-once- you-have-tasted-flight-you-will-forever-walk-the) Leonardo even came up with the first armored car that was designed as a cone shaped top for all the bullets to ricochet off of the armored car. Leonardo made so many other inventions to, he even invented the first crane, scuba diving suit, and he was so interested in the study of light and vision.He understood the principle which causes light to cast an image upside down on a screen Just like our cameras now. Dad Vinci helped out so much in his life time; he was a lonely man but dedicated his life time work to art, inventions and became one of the most genuine and one of the most popular people ever known. Without him the world wouldn't be the s ame today. He could build and draw the types of war machines with his imagination and could bring ideas and make them to life. Leonardo da vinci Leonardo dad Vinci Leonardo dad Vinci was born on April 15th in 1452 in Vinci, Italy. He was born out of wedlock and taken from his pheasant mother at the age of five years old. His father was Pierre dad Vinci, who was a legal specialist and married into a wealthy family soon after. He was sent to live with his grandparent's, where he was given little formal education. At age fourteen he was apprenticing under the famous artist Overarching. Leonardo never married and formed very few close relationships throughout his bedtime.Although it is said he was a very kind and sympathetic person. Not only was Leonardo one of the most important artists of the Italian Renaissance, but also a mathematician, inventor, musician, and a writer. Records of his detailed notebooks he possessed reveal that his interests spanned far beyond Just paintings. This man's extraordinary genius was not only given to the world of art, but that of astronomy, anatomy, botany, geology, optics and math. It is also rep orted that he was talented in he musical world, playing the lute.One of Leonardo greatest contributions to painting was his introduction to the idea of suffuse, which essentially meaner â€Å"Smokey'. Alt is a way of producing atmospheric perspective in paintings. Leonardo became a master artist in the Guild of Saint Luke by the age of twenty, shortly after he moved to Milan to open his own workshop and started taking orders from wealthy patrons. His greatest work while in Milan was his painting named The Last Supper. This was a slow inch by inch process because of the condition of the work is so poor.Being an experimenter, Leonardo painted on dry plaster with an oil and tempura mixture. It began peeling almost immediately after. During the early sass's dad Vinci began painting the Mona Lisa, which is one of his most important works and still today one of the world's most famous paintings. This piece of art continues to consistently fascinate people in today's society. It is said t hat it took him four years to omelet this painting. Not only was Leonardo a Renaissance man but he also made many great contributions to the world of science.Leonardo went to Rome in 1513 to work for Pope Leo the 10th. He stayed for about three years, all while practicing dissections and laid the foundation for human anatomy. He also spent his last few years of life working for the King of France as well as other members of the French nobility. Leonardo died on May 2nd 1519. Leonardo dad Vinci is deservedly one of story most famous painters, one of the greatest naturalists who ever lived, and is someone we continue to admire today. Leonardo da Vinci Leonardo dad Vinci is a Renaissance Man because he excelled in a wide variety of activities. He was a painter, scientist, architect, engineer, and many more. He valued nature's mysteries in awe. He had the power of intellect – he could be the master of anything he turned his mind to. He was handsome and strong and these qualities were also seen through his painting. Dad Vinci was an illegitimate child and they were a poor family. Illegitimacy hindered him from certain things like inheriting property, taking his father's name, certain professions & guilds.He had no real place & he was kept away from people of a different social status. He was accused of sodomy's. He wasn't chosen as one of the artists to paint the Sistine Chapel in Rome. These challenges ignited a passion in his heart to push beyond all obstacles and expectations in order to break free from the illegitimacy and low social class. Since dad Vinci wanted to break free from illegitimacy and low social class, he ha d to have a code of survival and success. He knew that his hope rests in his talent; therefore, he had to excel in it.So when they moved to Florence, his father sent him to Andrea De Overreach, a Florentine artist, who gave dad Vinci the experience needed to get into a guild. During these times were when dad Vinci realized the powerful connection between art and power. The Medici were a big influence as the powerful patrons of the arts. Dad Vinci learned all he can in order to excel more. As reflected in his notebooks, â€Å"A painter must develop all skills† and doing one thing well, isn't enough; a person should excel in different activities.In Overreach's workshop, he not only learned to paint but he also learned engineering & mechanical training, painting on ceramic, and sculpture in bronze or marble. He loved to observe nature and he believed that only through experimentation can we truly know anything. He always presented himself in a manner which showed him as handsome & strong and therefore immediately likeable. He always pushed himself beyond expectations & if something hinders him from his goal, he finds another way to achieve it. His code as to never be limited by what has been done before or what others might think.He pushed himself to the limits with his imaginative mind and endless stream of ideas. It was important that he followed his code of survival and success so that he could break free from illegitimacy & be a successful person in the time of Renaissance. If he followed his code, he would become one of the most valued people at that time because it was a period when art was closely related to power. His code pushed him to tackle more ideas, like his cannons, catapults, & ladders. He had the amazing ability to capture motion & emotion in his paintings and drawings which put him above others.As previously stated, he had the ability of being the master of anything he turned his mind to, which is a result of him following his code. He kn ew that painting was the in road to patronage life but he unfortunately left it behind to pursue other things that interested him more such as engineering & nature. If I were to pick one of dad Vine's masterpieces, I would pick The Lady with the Ermine. I think this painting exemplifies true Renaissance, humanism & Excellence because for me, he Renaissance was a time of excellence and amazing discoveries.In the painting, dad Vinci was able to capture even the smallest details of the lady. He was able to paint the wrinkles in her hand, her nails, and the tendon in her hand. He was also able to accurately paint her even if she appears to be looking somewhere distant or not directly at him. He was able to capture her, as well as the ermine's, emotion & thoughts and put it to paper. For me, his ability to do that really showed how the Renaissance time was a period of great art and excellence. Leonardo Da Vinci Leonardo dad Vinci â€Å"The life of an artist† Tiffany Made Union City high school World History January 2010 Leonardo was a really creative man. Leonardo did lots of things during his lifetime. He painted things appealing to him. He also sketched inventions that weren't made until later times. Leonardo wasn't really known in the beginning of his life, but he was really known for his artwork after he died. Leonardo was inspired by many things. He also liked working with lots of things. Leonardo may have also been fascinated by triangles so much he wanted to put them in mostly all of his paintings.The only thing bout his artwork and inventions is that he never finished anything. Leonardo dad Vinci was born on April 15, 1492. Leonardo died on May 2, 1519. He was born in Vinci, Italy. Leonardo didn't exactly finish school, but he did try to finish his schooling in later years. He was buried in San Foresting in Ambrose. He was raised by a single father. He drew lots of plans for things that would end up helping in war. While Leonardo was a child he never learned about love. So as Leonardo grew older he didn't really know how to love anyone.Things people may have realized was that he liked the weirdest things about humans. A kind of interesting thing about him is that he is left handed, but he could also use his right hand. Leonardo could use both of his arms equally. Sometimes he would write down what Jokes and riddles he wanted to share with his friends. One thing Leonardo always did was trying to avoid all the drinking parties. Lots of things inspired him like Paolo Del Bozo Toscanini, a physician and philosopher, investigator of natural phenomena and a mathematician, which inspired him the most out of everything else.Very early he started to use machinery. Soon he became more aware of his knowledge of the principles of physics. He was devoted to studying nature. He also dreamed of the end of the world being very cataclysmic. He philosophized about death. The year of 1476 was very hard for him. The first money check on his account was in March 1478 for 25 florins. Sometimes he would get mad that time was going to fast for him. When he worked with the monks he got a cask of red wine. The arrogance of the intellectual elite who did not like II Magnified and his contemporaries made him very irritated.He also even tried showing he couldn't be recognized in his own city for his efforts. Leonardo never forgot that they refused to recognize his labors. He also knew he could conduct his own research to learn about humanists. He also had and important interview about laws he wrote one day to be used took place at the end of 1482 or at the beginning of 1483. Also, he soon observed that of all the proposals, he laid before the ruler of Milan, was those concerned with innovations that brought up the most interest. To him all the fun and enjoyable times were all strange.At one point he kind of became homeless because he rent any apartments or bu ildings to live in anymore. While he was homeless he learned that Lombard artists met in groups for protection. There as a motto used by Leonardo that said in English â€Å"Love conquers all things,† and in another language that may be Latin it said â€Å"Moor noon cosec Vince. † He also tried doing schooling again for years while he was waiting to leave Via. While he was doing this he wrote a long list of words from the dictionary of Lugging Pulpit's â€Å"Vocalists. † He wrote definitions down in his own words.Leonardo also made lists of nouns and verbs and degrees. He also entered a competition for building a Cathedral building. People realized something about Leonardo because of his technical discoveries gave them the idea he was interested in mechanical inventions. Another thing he was very interested in was construction of houses and churches. Leonardo urged artists to rely entirely on nature. Also, after seeing a theatre he proposed to build a tomb for pr inces. He also may have held lots of scripts with velvet covers in his hands.He remembered one of them to him it was like a whole new world of research. At one time he had and apprentice that was a ten year old named Giaconda, son of Giovanni Pitter Capacitor of Reno. Leonardo was a painter and an inventor, but the only thing about his inventions were was that they were never made until later after he died. In his earliest paintings there was signs he was a very good artist. When Leonardo was about 21 he drew his first landscape. Leonardo did a self-portrait and in it he put every single detail that was on his face like wrinkles and all of that in the portrait.In the very first sketches he ever made the faces were all the same. Somewhere in his drawings he had isosceles triangles in them it didn't really matter they maybe where the arms were bent. Leonardo success began to show when people started imitating his work. A sketch that was found that was made by him in 1478 has been said that it was a sketch for an angels dead. The sketch was probably for the painting he helped Veronica with. In the painting he painted the second angel. He also worked on the theme of god for a while and he looked for the simple types of shepherds he had.On lots of sheets of paper he sketched attitudes and facial gestures of men when a supernatural thing was occurring. During the time Leonardo was making stuff for war he made a memorandum which he handed to Ladylove Sports. In this memorandum he wrote about times of peace and that he had a project and that the project was to make a monument for Francesco Sports. Soon he started realizing that in Milan it was hard life for the artists who live there during that period. He made a list of sketches for himself and at the top he put â€Å"Many flowers drawn from nature. In spring of 1483 the inspiration for him was the natural beauty of everything. He had signed a contract with a fraternity called the Dogma of the Immaculate Conception. Ten years after he signed the contract, which was for pictures, there was a problem and he took it to Imbroglio De Prà ©cis and he sent a petition to Ladylove Sports. Another thing about Imbroglio De Prà ©cis is that he finished some of Leonardo sketches and roundworm for things Leonardo was working on. Leonardo also had sketches of disasters and he put mountain landscapes and rivers rushing between the mountains.His first vehicle could probably only go a few yards. He invented a drum with a wheel trestle because drums were popular back in his period. He also drew tools for moving soil. When he was doing that he invented a machine for handling heavy rocks called a lifting grab. He waited for a reason to use it though. Leonardo was into warfare, so he drew sketches of things he thought they will need. One of the things he sketched was a 3-wheeled gun. The 3-wheeled gun is a Cambridge with a huge screw terminating in gigantic forceps which gripped the gun barrel.Leonardo was devote d to the Job for fixing the problems with machine parts. During this time he also sketched guns. Soon he started sketching even better plans for warfare. Leonardo owed his knowledge of military technique to his careful study witnessed by many extracts in the MS B. In these military times he made methods of construction of very light and strong bridges so that in war you can use them to get the enemies faster and he also knew that he knows how to destroy the bridges as good as he dad them. Leonardo also sketched gangways that could be moved to use on towers.He also said he had methods of destroying forts that are not built on rock. But one thing he didn't have was details on about how to move and stuff like that when rivals came. One thing he represented was an operation of a bomb made with hemp and fish glue and tubes that were going to be attached like spokes to a copper ball filled with a bottle. This was called a collection. During this time one of things he was concerned about a t all times was to make his weapons of very inflammable material. He also made and knew the physical laws on the use and possibilities of explosives.Leonardo made a memorandum and it was filled with strange proposals he made. Another thing he had in mind for war was an armored car. One of his projects he had was made in 1515 in Numerous; the project was a breech-loading gun. While he was doing a study with these things of warfare he discovered something by accident. The thing he discovered was steam. Leonardo drew something that looked like a water vessel connected to a copper tube which was heated by a coal fire. What it did s the water flowed into the red-hot tube and turned into steam, which drove the ball out of the mouth of the tube.This is probably how he discovered steam. Leonardo wrote â€Å"The Architectonic is a copper engine invented by Archimedes, which fires heavy iron balls with great force. † While doing all of these projects and sketches he sketched an apocaly ptic vision. The atmosphere had a peace sense and it was like he wasn't all there while drawing it and what it meant in reality. In years after he studied gun-making he was attracted by general mechanical problems outside of the gun field. For guns he decided to make a wagon. Leonardo also made the pistol, but he made it with the Wheel lock. It became known in the public in 1517.Then they changed the wheel lock to a matchlock until the end of the seventeenth century. The ideas he put in front of the lord of Milan made them not have any confidence about the wagon and guns he sketched and possibly made. Leonardo had lots of paintings he did. All of his paintings aren't finished. In his famous altar piece â€Å"The virgin of the rocks† He studied the nativity scenes and different poses and gestures of the mother and her infant probably in preparation for the main panel. In his drawing of the â€Å"Bennie Madonna† he may have had his stepmother with her first born in her l ap.The â€Å"Bennie Madonna† made other artists want to draw it. So, that's when his success began to show is because everyone started imitating this painting. Leonardo found other ways after to draw the â€Å"Madonna. † Leonardo was about 30 years old when he painted the â€Å"Adoration of the Magi. † He also had a painting called the â€Å"Saint Jerome. † The painting of â€Å"Madonna on the rocks† is suppose to be like a daydream someone has laying down on the ground and looking up at the sky. In it he also drew an equilateral triangle. In the painting of â€Å"Madonna Little† Imbroglio De Prà ©cis colored the clothes that Leonardo helped draw.Leonardo painted a portrait of Cecilia, Ladylove Saffron's daughter, when she was only about 17 years old. Cecilia is the sister of the â€Å"Mona Lisa. † The one reason you may realize that the â€Å"Mona Lisa† isn't done is because she isn't wearing any Jewelry. Cecilia let Isabella detest compare the portrait done by Giovanni Bellini's and she had altered completely because she was a lot younger when Giovanni Bellini's did the first one. His painting of the â€Å"lady with the weasel† was taken over by the Lombard school. The painting of the â€Å"lady with the weasel† Imbroglio De Prà ©cis helped with this one too.One thing found was a pen drawing of the head of Christ. There are seven sketches of â€Å"Saint Jerome in the Desert. † There are about eight sketches for â€Å"Saint Sebastian† There is about four sketches for the later picture of â€Å"Angel of the Annunciation. † There is one completed picture of the â€Å"Madonna. † There is one head of the blessed virgin for the picture of the â€Å"Ascension. † There is one sculpture of â€Å"Crucifixion in relief. † Leonardo drew â€Å"Mount Sepsis† in Ptolemy map of Asia. For a sculpture, the perfect smoothness was all done by him. Also, in a notebook he had instructions for what he wanted everything to look like.The architecture filled his every thought. He was asked to help with the design of the â€Å"Saint Sophia at Constantinople. † He made lots of sketches of this design. He was aware that they preferred the form of the Latin cross. Some people thought Leonardo was kind of weird for wanting to study the senses and stuff about the body. Leonardo began to think about stuff on the human mind understands things. He also thought that signs are the best of all the senses of the human body. But, he was very uncomfortable in the field of abstract thought. Leonardo wrote â€Å"The senses are earthly; the reason stands outside them during contemplation. In the classical school of reason and will he put in those places memory and intellect. He devoted his leisure time to the study of philosophy. But, Leonardo still didn't yet have his intellectual confidence. After reading a book that AFAIK Carbon gave him called â₠¬Å"The perspective communism of John Peacock. † He wrote something after called â€Å"An introduction to perspective, that to say to the function of the eye. † The lenses of the eye were his way into anatomy. He was first to record the phenomena of irradiation. He also made a lamp to help him at night with these studies.Leonardo was very interested in making things, so he decided to make new cities and towns. When he entered a competition for a Cathedral building he thought about making cities out of the soil. Leonardo considered ways of using Ladylove Saffron's life-preserving fear in his plans. He said â€Å"that to have humanity go from capital cities is to build ten towns and have five thousand houses to house more than 30,000 people. While he talked about this he never left out the economic side. He wanted his towns on riverbanks or seashores and he had the Diction in mind.His cities in mind were for the rich and aristocrats. There was going to be two cities right on top of each other. When he wasn't allowed to build the ten new cities he went and invented things to keep foul smells away. Leonardo was many things in his life even if it was mostly art. He was an interesting man with all of things he did like when he went back to school so he could do more since artists weren't known that much. Leonardo did have lots of art sketches that he didn't really have names for, but he still worked on them no matter whatever until he probably got bored with them.He id lots of things for warfare too he invented things we can use today because we put more into what he already had. We also have some of his paintings still around they are in museums all around the world, but he did lots of paintings even though he may not have finished them. Leonardo did like what he did even if people thought it was weird because he still studied some more into the human body. He may have wanted new cities, but that probably was only to make him famous.

Change Management and Communication Plan Essay

Riordan Manufacturing needs to develop a formalized method for controlling all client information into one centralized client administration method. The first part of this plan will develop a modified administration plan that will include many critical elements; for example, suggestion of a plan in order to execute modifications during the coming year and an explanation of the assessment processes following the implementation of the modifications. The 2nd part of the plan will make reference to an exhaustive communication plan for the suggested modifications. A sample message communicating the plan to the company employees is also included. Riordan Manufacturing currently uses a bureaucratic structure based on formal power. This structure is designed with set rules and functions on how the business will operate daily. Their organizational chart describes how the organization is departmentalized by scope of work into functional areas. Each specialized department has a vice president a nd managers that control their operations. The major advantage of this type of functional departmentalization is efficiency gained from putting like specialists together (Robbins & Judge, 2013). The power and political structure could affect the employee behavior because all decisions must go up the ladder. For example, if a decision needs to be made about how a heart valve machine needs to be updated, the decision must be routed through proper authority, rather than being handled by the foreman. Another advantage of this structure is that there is direct communication between lower level managers and their supervisors; this provides effective leadership, vision, and communication throughout the ranks in the organization. The most appropriate and effective organizational structure for Riordan is departmentalization and formalization. With the planned change for a new customer information system, structure, organization, and good communication between departments  is necessary. This form is valuable when an organization†™s customers are widely distributed geographically and have similar needs based on their location (Robbins & Judge, 2013). Most of the positions in the organizations are standardized, so each employee is placed in the correct department according to his or her abilities. Riordan Manufacturing has a separate department for each product they make, which is an example of departmentalization. Employees in a departmentalized and formalized organization have set rules to follow and are specialized to their department. Riordan Manufacturing employees are a diverse group that offers solutions in a diverse market. Each member is part of a team where each product made grows their total portfolio. Riordan’s culture is based on organic growth with innovation, although they are a bureaucratic organization. They are constantly looking for new products to innovate and expand in new areas without looking to cut costs to gain growth. Their characteristics include: ethical standards, innovative, and team building. The corporate culture of Riordan Manufacturing influences employee behavior by innovation and risk taking with an emphasis on team building. Riordan uses good communication and team orientation to keep their employees motivated. Some workers may become unwilling to cope with modification. Possible reasons may be the lack of knowledge regarding the modification, comfort, anxiety about being unsure, personal private views, job security, pressure from peers, clashes, and lack of confidence. Even though workers are being resistive, the administrators are intending to cope with the opposition and assist workers with the modification more efficiently. Administrators may apply the modification by conveying it clearly, being straightforward, and acknowledging their worries together while respecting workers. Administrators may provide support by meeting directly in regards to the modifications or by additional co aching. Administrators might place the resistive workers with employees or another company temporarily who are already using the modification. This can allow for administrators to make certain they have set some objectives to ensure the success of the modifications was worthwhile and advantageous. Modifications need constant and continuous quality improvements. During the 12 months, administrators must be sure that the modification they put in place continues to remain effective. Administrators can perform this by assigning reaction teams to  areas which are in danger, as well as continue to make contact with their workers via phone, email, direct contact, or memo. Safety precautions will also continue to be managed and improved. Staff and administration attitudes will remain optimistic, involving workers, caring for their views, ideas, and thoughts, continuing to provide training sessions, set objectives and goals, and encourage inspiration. Administrators may assess achievement by monitoring the effectiveness of the modification, organization numbers/sales, and ensuring workers are producing great results. In case the organization is failing or hasn’t seen any growth then they must adjust the modification. Communication Plan The best way to overcome the resistance to change is timely communication to employees. Managers should have meetings with employees, as necessary to discuss the changes. The reason for the changes should be conveyed in a way so employees will understand the necessity for the changes. Managers also need to make themselves available to address any concerns and to listen to feedback from employees. It is very important to listen to their concerns, and address them in a professional and compassionate manner. The manager needs to assert themselves as being calm and professional, while conveying the change and listening to concerns of the employees. Along with meetings, regular emails and memos should be sent to all employees to inform them in a formal manner of the changes that need to take place. It may be prudent to appoint a few reactionary team members to assist the employees with the new procedures. Some employees should be selected to join the reactionary team to instill a sense of ownership into the changes. If a written communication method was to be utilized there could be physical barriers to non-verbal communication. Not being able to see the non-verbal cues, gestures, posture and general body language can make communication less effective. To counter that, our preferred communication channel will be face-to-face to discuss anything that could be considered sensitive in nature. Jargon, abbreviations, and slanged terms for what is considered common items is commonly used in corporations; this can cause confusion for some whom may be less familiar. To ensure everyone has a firm grasp on the message being relayed, the use of these terms should be minimized in all formal communications. Email and Memo Message Valued Employees of Riordan Manufacturing: The organization decided to apply a client administration method that will permit you to easily monitor our clients. The administration knows that we have put enormous accountability on you to manage client info and wish to provide you with the methods to do this job more efficiently. This info might be more effective when we keep it in a uniformed style and saved in a convenient location. By applying this method we will be allowing the info to be easily available to all workers and will streamline searching methods. We know that this info, if not saved correctly will get lost, and we don’t want to jeopardize the client associations which you have worked so hard to maintain. Formalized training will be given to all workers prior to the launch of this method. Our objective is to make sure that you are happy and capable of using the latest program before it’s put into use. We have created a formalized coaching agenda for following week to make sure everybody has had time to see, work, and know the program. We hope that this may be applied on Monday March 30th, 2015. Administration knows that understanding the latest method is a difficult task, however we believe you will notice the advantage of this latest program. We thank you all for your hard work, persistence, and assistance in this matter. Please contact your immediate supervisor with any questions or problems. Thank You, Riordan Manufacturing Administration Conclusion The document has assisted in developing a modification administration plan for Riordan Manufacturing by deciding formalized and casual power structures of the company and their influence on the conduct of workers. It has additionally determined suitable company structures for this organization which will help in achieving the modifications. The document has described the company’s tradition by identifying its features, and the possible impact of this tradition on the conduct of workers. Riordan must think about applying the specified modifications which are contained in the modification administration plan, and they must also apply the communication plan that will assist in implementing the modifications effectively. Reference Robbins, S. P., & Judge, T. A. (2013). Organizational behavior (15th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Jackson vs. Dickinson Essay Example

Jackson vs. Dickinson Essay Example Jackson vs. Dickinson Paper Jackson vs. Dickinson Paper A very characteristically Southern duel between Andrew Jackson and Charles Dickinson. Charles Dickinson, 27 years old and having had a few drinks in him, made some â€Å"uncomplimentary remarks about Rachel Jackson, Andrew’s Wife, who was the subject of much gossip (Williams, p. 18). † The reaction was predictable, the next day Andrew Jackson confronted Dickinson, who attempted to no avail to apologize and found himself facing off against Jackson on â€Å"the field of honor† in May of 1806. According to William’s account, Dickinson aimed and did successfully wound Jackson in the chest. Old Hickory, however, lived up to his name and did not fall when struck. He clutched the wound, took one shot that failed to discharge his weapon and then a Second that killed Dickinson. Clay vs. Randolph On Saturday, April 8, 1825, Henry Clay and John Randolph squared off in Virginia over the latter’s support for John Quincy Adams and Clay’s having insulted Randolph for it. Randolph had a reputation for being a deadly-accurate marksman and it was assumed among most Washington officials that Clay would not survive the encounter. What followed was as farcical as any duel could have been. Randolph’s pistol discharged before the duel was underway. Clay, not satisfied, insisted that they carry though. The duel was held at thirty-steps distance, apparently beyond the marksmanship skills of either duelist. Clay shot and hit the ground, Randolph managed to hit a tree stump. Still, despite the urging of a Second, they insisted on carrying through. The third attempt was slightly more impressive, Clay managed to penetrate Randolph’s coat. Randolph, according to the Code Duello, now had the right to fire upon Clay. After stretching out the moment, apparently for maximum dramatic impact, he opted to fire into the air, against the rules of the Code Duello. Clay inquired whether he had injured Mr. Randolph’s to which Randolph replied â€Å"No, Mr. Clay. But you owe me a new coat. † (Kentucky, 2005)

Journal Entry 9 Example

Journal Entry 9 Example Journal Entry 9 – Coursework Example Word Recognition There are three main evidence based practices used in the development of reading fluency and word cognition. They include five areas of interest namely: phonemic awareness, phonics fluency, vocabulary, and text comprehension. The practises are aimed at diversification of a child’s capacity to recognize written texts and accuracy in reading them speedily. Some of the basic tools that enhance the reading capacity of children include the read-alouds, which give the children the confidence to go through prose and books. Since fluency develops gradually, evidence-based practices show that the students are subjected to repetitive reading skill as they continue to break the code. Consequently, the students may be subjected to silent reading, which a scientifically proven method used in improving the capacity of students fluency. Vocabulary comprehension is another way that is efficient in the development of word recognition both directly and indirectly from extensive individual reading, daily oral language, and explicitly learned vocabulary via word-learning approaches. Tutors further develop the student’s capacities of word cognition in the form of paired readings, choral reading, computer aid, etc. in addition to these aids the students are allowed  different books that allow them to increase their levels of understanding. Reading of these independent level books enable students to achieve better word cognition capacities with any advancements they make. According to the evidence-based practices, automaticity, and prosodic reading are used in unison in order to create a round environment that makes the students achieve fluency. Moreover, reader’s aids made significant improvements in students who were subject them. This makes it a significant method of word recognition. In conclusion, evidence-based practices used in development of word cognition are intrinsically unified since they must develop a child in an all round fashio n. Therefore the researches by Hudson and Rasinski assert that the main areas of interest should be developed in unison for better results.ReferencesHudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? Put reading first booklet, docdroid.net/v7wr/prfbooklet.pdf.html Rasinski fluency article 2006, docdroid.net/vfdc/rasinski-2006-fluency.pdf.html National Reading Panel (NRP) issued a report in 2000

Past Continuous Lesson Plan for ESL Learners

Past Continuous Lesson Plan for ESL Learners Learning the basic structure and usage of the past continuous is usually not that difficult for most students. Unfortunately, this is not the case when it comes to actively integrating the past continuous into everyday conversations or written communications. This lesson is aimed at helping students actively use the past continuous in speaking and writing. This is done through the use of the past continuous as a descriptive tense to paint a picture in words of the moment when something important occurred. Aim To increase active usage of the past continuous Activity Speaking activity followed by a gap fill exercise and  creative writing Level Intermediate Outline Begin teaching the past continuous by telling a story with exaggerated details through the use of the past continuous. For example: I remember that day well. The birds were singing, the sun was shining, and the children were playing games peacefully. At that moment, I saw Alex and fell in love. Point out how the past continuous is used to paint a picture of the scene.Quickly review the past continuous structure with the class. Go over differences in usage between the past simple and past continuous. Point out that the past continuous focuses on a specific moment in the past.Write various examples on the board of sentences combining the past simple and past continuous to illustrate the idea of an interrupted past. For example, I was walking through the park when I met David. Ask students to comment on what function the past continuous plays in the example sentences.Have students divide into small groups of 3-4.Ask students to complete the activity by providing an appropriate response with the past continuous to describe an action that was interrupted. Next, have students first conjugate verbs in the past simple to complete the story. Next, ask them to insert past continuous clauses into the appropriate place in the story.Correct this exercise as a class. Make sure to note differences between the past continuous and past simple as you review.Ask students to complete the written exercise focusing on a special day in their lives.Once theyve written their paragraph, ask students to find a partner. Each student should read their paragraph and ask questions to check to understand.   Interrupted Actions Use the verb suggestion to complete the sentence with an appropriate phrase expressing an interrupted action: I (watch) ____________ when her boss called with a job offer.My friends (play) _____________ when they felt the earthquake.When I walked in the door, they children (study) _________________.We (eat) _________________ when we heard the news.My parents (travel) ________________ when I telephoned that I was pregnant.   Use of the Past Continuous in Writing Put the following verbs into the past simple: Thomas _______ (live) in the small town of Brington. Thomas _______ (love) walking through the beautiful forest that surrounded Brington. One evening, he ____ (take) his umbrella and _____ (go) for a walk in the woods. He ______ (meet) an old man named Frank. Frank _______ (tell) Thomas that, if he _____ (want) to become rich, he should invest in a little-known stock called Microsoft. Thomas ______ (think) Frank _____ (be) foolish because Microsoft ____ (be) a computer stock. Everybody _____ (know) that computers _____ (be) just a passing fad. At any rate, Frank _______ (insist) that Thomas _____ (be) wrong. Frank _______ (draw) a wonderful graph of future possibilities. Thomas ______ (begin) thinking that maybe Frank ______ (understand) stocks. Thomas _______ (decide) to buy some of these stocks. The next day, he ______ (go) to the stock brokers and _____ (buy) $1,000 worth of Microsoft stock. That _____ (be) in 1986. Today, that $1,000 is worth more than $250,000! Improve the Story Insert the following past continuous fragments into the above story: As Frank was drawing the graph, ...... while he was walking to work,it was raining, so...While they were discussing the stock, ...When he was returning from his walk, ...As he was walking through the woods, Written Exercise Write a description of an important day in your life. Include the most important events that occurred during that day in the past simple. Once you have written the important events using the past simple, try to include a description of what was happening at some of the specific moments when those events occurred to provide more details.Write out a few questions about your important day.  Make sure to include a few questions in the past continuous. For example, What was I doing when I found out about the job?Find a partner and read your story twice. Next, ask your partner your questions and discuss.Listen to your partners story and answer their questions.

Why did the colonists want independence from England Essay

Why did the colonists want independence from England - Essay Example Another reason for independence is that the colonists did not view themselves as British. They considered themselves as Americans since they had lived in America all their life. England also kept a close eye on them on every move. They were kept under watch like children and they did not like it. England also ignored their attempts to address their grievances. They ruled them the way they wanted and not in collaboration. The religious issues between the British and colonialists also caused differences and brought thoughts of independence.Politically, the colonists wanted representation in the government, which the British did not allow. Due to lack of representation, they felt oppressed by the rules passed by the government. The colonists wanted a government formed and governed by themselves (Hyser and Arndt 36). They wanted to rule themselves and form their own rules and laws. They also wanted to prove to France that they could win the war and they were ready to help them. Forming a n alliance with French government also gave them hope for victory and they thought it better to fight for independence.Economically, England was imposing high taxes on the colonists, which they did not like. In addition to this, England did not allow them to trade with other countries (Hyser and Arndt 88). They were only confined to trade with England on all the goods they wanted to trade which they did not want. These reasons made them crave for independence, which they got through revolting and fighting.

Develop business aptitude skills including communication, Assignment - 1

Develop business aptitude skills including communication, presentation, and leadership abilities - Assignment Example Having several meetings would help in a better analysis of the problem and many issues will be highlighted which may have been missed in a meeting otherwise. It is strongly recommended that the teams comes prepared for every meeting and if the team is too big then the researcher can even break the teams into several sub teams as a few team members may provide a better insight of the problem. Coming prepared for the meeting always helps. The researcher can even ask all the teams to come up with a list of the problems that they think is the problem and if they don’t want to discuss it they can just hand over that page and may be the results are surprising. The researcher should basically look at avoiding two major types of conflict types at the meeting. One is the real profession differences and the other is power struggle and the issues related to personality types (Michelle, 2002). There are chances that different teams don’t like each other so there are a lot of chance s to conflicts to rise. There may be a few members of the team who know a lot but due to certain team pressures can’t say anything so the researcher needs to have strong analytical skills so that he can interpret the situation better. The researcher is suggested to be alert in the meetings as he has to sense the increasing tension in the atmosphere. He needs to quickly analyse who the troublemakers are. In a situation where there are chances for the situation to get tensed so it is better to state the rules for the meeting in advance. For instance, the meeting rules can include things like Individuals not allowed to speak until they raise their hands and just one person is allowed may speak at one time, the researcher needs to keep summarizing what has been said so that everyone understands. One more rule can be that everyone is invited to contribute and not just one person is to over the discussion. Two important questions for IT people One very important question to ask is about the software they are using and reason for using it. The other question can be the benefits and problems they have associated with the current system. The third question can be which system or software they plan to use in future and what are its pros and cons. Two important questions for manufacturing people Two very important questions to be asked from the manufacturing people are the processes that are using currently and what are the problems associated with it. After this the researcher needs to identify the gap areas and come up with suggestions. Two important questions for marketing people Marketing plays an extremely important role in making any business successful. So a lot of important questions are lined up for the researcher to ask. One very important question is to ask the success of the current marketing plan. Ask them how properly they have identified their markets. What do they think is the market potential for their product? And also ask the marketing strategie s that their competitors are using and what measures and procedures do they use o check the competitors strategy. Two important questions for distribution people One of the very important teams in such a business kind is the distribution team. The efficiency of the distribution channel and how quickly they respond to the orders and what feedback they get are few

NIE National Intelligence Estimates Essay Example | Topics and Well Written Essays - 3250 words

NIE National Intelligence Estimates - Essay Example Summary This section of my paper will be a summary of the article â€Å"Intelligence Estimates: How Useful to Congress†.1 National Intelligence Estimates (NIE’s) entail the collection or analysis of trends that are difficult and extensive to understand. This complex, estimative analysis report explores Congress efforts, under the guise of oversight, which can dilute or distort the NIE so as not to be true and accurate assessments. The scope and political influences from a variety of sources can be a bone of contention between the intelligence communities (IC) and Congress. The article describes many historically compiled examples unraveling the limitations faced by the NIE processes. NIE typically tries to cull out estimations from quite broad and extensive conclusions. However, some of the processes involve a single agency and do not intend to divulge any specific sources owing to a sense of mistrust. Considering this reluctance on the part of an administration which h olds a specific policy, may end up in a â€Å"watering down† of the conclusions so as to avoid possible controversies. As a result, a skeptical Congress has, over time, become more demanding with its insistence and request for the completed analyses. This distrust has lead to multiple efforts to pass legislations which accrue more authority to the Congress. Examples include the constant alterations into the Defense Authorization Act and the approval processes for the associated agencies such as the Director of National Intelligence (DNI) Without question, the scope of discontent cited in the article includes the aftermath of Iraq’s WMD Program. The article reported the well documented problems with the IC that place a great reliance on limited information, thereby resulting in wrong conclusions. Again, the findings listed in the article mention a shift in the scope and direction of the new global threat of terrorism. The current and perceived threats faced by the U.S. encourage the passing of new polices like the Intelligence Reform Act of 2004. This act enunciated new guidelines that NIE must follow in the future to avoid the repetition of the mistakes made in the past. However, much terminology inherent in the language of the act is quite problematic and difficult to interpret. The article concludes with the ongoing oversights incumbent on the future NIEs so that they may better understand Iran’s Weapons of Mass Destruction (WMD). The report conveys the importance of key judgments which are included in the 2007 NIE report. The report, â€Å"Iran: Nuclear Intentions and Capabilities†, highlights a shift which in a way oversimplifies a new narrative. These judgments were included by the Director of the DNI and placed in the ‘UNCLASSIFIED’ version .This new story line no way changes the importance or the goals of the NIE, except for suggesting some changes in the mechanisms resorted to while interacting with the public. Analysis Overview In this section, I will develop an analytical response to the article in which I will offer further historical and contextual possibilities that may exemplify how the Congressional processes could be harmful. Specifically, I will address the varied issues that can have a negative impact on the customer-analyst interaction. To understand this potential non-productive interaction, the NIE has engaged in a series of collaborations

Discussion Responses Essay Example | Topics and Well Written Essays - 500 words - 4

Discussion Responses - Essay Example The manager of Human Resources however, failed to implement the changes in accordance with the guidelines. He neglected the most important step – to inform all employees that changes were about to be made – instead he told them when they were being made. Obviously the repercussions were terrible. 3. The manager needs to ensure that decisions are made within certain time lines. I think that like all people working within a schedule they keep working to the limits and constraints provided, so if the manager provides a strict time frame, that is in fact longer than that really required, he/she will attain what he/she wants within the ‘real’ time schedule. I don’t think you will ever come to the situation where you need to consider giving up. 4. Obviously management needs to follow up on the outcomes of made decisions but this should be done in such a way as not to undermine middle management personnel. Feedback should be sought from them rather than embarking on their own inspection. Trust and autonomy are paramount and if not considered by employees as provided, will impact negatively on future decision making. 5. One way to deal with change resistance is to organize a group of personnel to determine who are the protagonists and advocates of the change and to determine who are the most influential among the protagonists. Concentration should then be placed on convincing that person of his/her personal gain with the change and the disadvantages for them without the change. 6. Ethics are in the eye of the beholder. If we believe the decision is truly right then we should have made it in consideration of everyone involved. If there is an employee who stands to lose by that decision then this needs to be acknowledged and dealt with my offering alternatives for that employee. The ethical option is not to lie and deceive but to be honest. 7. I know that business is undertaken in very different ways within

The Crappy Shades Sunglasses Company Essay Example | Topics and Well Written Essays - 2000 words

The Crappy Shades Sunglasses Company - Essay Example There have been certain unfortunate incidents like strikes on some of the issues, which put a bad impact on the overall operation of the company. Company happened to lose its key customers as well as few new orders. The company has been able to attain a profit of around  £ 2.3 million in the year, 2006. As the competition is getting intense, more of its competitors are going global. There is a low entry barrier in this market; which has led to a number of new entrants in this market. The products and prices of all of these companies are quite similar, so day by day, the market is getting divided into more segments. To survive this competition Crappy Shades now would like to go for expansion in some new regions to tap the global market. Zeroing down on a singe opportunity is the main decision to take on. Globalization has allowed ease in free trades among the countries. It has introduced greater speed and lesser difficulty in transportation of goods as well as that of the people. Most of the companies, in developing countries, are now interested in using their cash inflows to invest in developing nations. Even the company is now in a situation, where they can take the advantage of globalization by expanding their business to other regions. The destination should be cautiously picked as the company would like to keep their cost effectiveness up in that country. In such a way they can carry their brand names out of UK. With every brand name, an image gets attached to it. So this ‘low cost’ company should keep that image alive, even out of UK. Moving to another country means they would get access to the technology and resources of that nation. At the same time it would have a large customer base with access to a large talent pool of that nation. So using the resources worldwide, technical and cultural, the company would be able to

Science Lab Research, Predictions, & Observations Report

Science Research, Predictions, & Observations - Lab Report Example The force of gravity is greater on objects that have a heavier total mass. 2. When a rock and a feather are dropped on the moon, they are going to float in the air rather than falling, for a much longer time. There is no friction from the air to influence the feather, on the moon. â€Å"The weight of an object is different on the earth and on the moon since the strength of the gravitational field is different† (Newton, 2009). The hammer still has greater mass, so it will still hit the ground on the moon, faster than the feather. 4. The containers fall at the same rate, apparently. I dropped them from about five feet: a drop of several stories may have been different. When the objects are in the containers, the air resistance is equalized. 1. In terms of the logic of the horse, when the horse pulls, it puts force on the earth. It contacts the earth with its hooves, and pushes against the earth. At the same time, the earth exerts force itself. Meanwhile, the horse is exerting force on the wagon. It is a system of pushing and pulling, in which various forces have an impact on each other. The logic of the horse is that it will cause the wagon to accelerate, because of the force of the horse. 2. This may seem to make sense, but what the horse is stating incorrectly is the relative importance of its force on the wagon. The wagon and the horse are separate, so they have different levels of force acting on them, independently. The forces at work on the horse, are not the same as those at work on the wagon. The relation between the horse and the wagon is incorrect. 3. The force between the cart’s wheels and the road is another force that can be added to the picture. From this perspective, the force exerted by the horse on the ground, has an effect on how the wagon moves. This then questions the fallacy of the

The Crappy Shades Sunglasses Company Essay Example | Topics and Well Written Essays - 2000 words

The Crappy Shades Sunglasses Company - Essay Example There have been certain unfortunate incidents like strikes on some of the issues, which put a bad impact on the overall operation of the company. Company happened to lose its key customers as well as few new orders. The company has been able to attain a profit of around  £ 2.3 million in the year, 2006. As the competition is getting intense, more of its competitors are going global. There is a low entry barrier in this market; which has led to a number of new entrants in this market. The products and prices of all of these companies are quite similar, so day by day, the market is getting divided into more segments. To survive this competition Crappy Shades now would like to go for expansion in some new regions to tap the global market. Zeroing down on a singe opportunity is the main decision to take on. Globalization has allowed ease in free trades among the countries. It has introduced greater speed and lesser difficulty in transportation of goods as well as that of the people. Most of the companies, in developing countries, are now interested in using their cash inflows to invest in developing nations. Even the company is now in a situation, where they can take the advantage of globalization by expanding their business to other regions. The destination should be cautiously picked as the company would like to keep their cost effectiveness up in that country. In such a way they can carry their brand names out of UK. With every brand name, an image gets attached to it. So this ‘low cost’ company should keep that image alive, even out of UK. Moving to another country means they would get access to the technology and resources of that nation. At the same time it would have a large customer base with access to a large talent pool of that nation. So using the resources worldwide, technical and cultural, the company would be able to

Impressionist’s Gender Roles Essay Example for Free

Impressionist’s Gender Roles Essay Manet’s Olympia (circa 1863) is a classic example of the reclining nude. This appears to be a private space as there is an attending woman included in the painting. In contrast to this Berthe Morisot’s landscape painting is a public piece, depicting people on a promenade. For Manet’s painting, the viewer relates in a blatant voyeuristic way, gazing upon the nude just as the nude gazes back at the viewer in a poised repose. Morisot’s painting is striking because she depicts women out and about, not confined to a garden persey, but out in the open (two women and a small female child). In both paintings, the women depicted appear to be of high class, since the woman in Manet’s painting has a servant and the two women in Morisot’s painting have parasols indicating that they have enough money for accoutrements. Manet’s painting is a classic gaze painting, meaning there are tones of voyeurism but that the subject gazes back at the viewer with her head held high as though she were not indeed naked. In Morisot’s painting, there is a marked distance between the subjects and the viewer allowing the viewer more freedom to gaze upon these women and their stares do not penetrate the canvas back toward the viewer. It is interesting to note that Manet’s painting depicts a nude woman who stares blatantly back at the viewer while Morisot’s painting depicts clothed women who do note even recognize the viewer’s presence into their world. Thus, the difference between and male and female painters is taken note of in this instance: The female painter does not allow her subjects to look back while the male painter has a fully nude woman strongly gaze upon the viewer.

Looked After Children and Access to Tertiary Education

Looked After Children and Access to Tertiary Education This dissertation has used a historical timeline of Governmental changes to policies and laws as a background to describe the evolving importance of looked after children and education. This framework was chosen because of the amount of changes to policy and law and to clarify in more detail how they connected to corresponding law and policy. Prior to the mid 1980s very little research was conducted surrounding looked after children and education (Jackson and Martin, 2002). Essen, Lambert and Head (1976) found that looked after children performed poorly in comparison with the rest of the population DATA. Over the last twenty years, various Governments have focused on the importance for looked after children and their education, and a need to ensure its priority within assessment, schools and the wider environment. The aim of this literature review is to discover why the majority of looked after children still do not access tertiary education, even though their deficit in this area has been well known for many years. The dissertation will focus on specific areas for example: Looked after children and education Looked after children and access to tertiary education The role of the social worker with respect to looked after children and their progression through education International comparison Does the nature/ or experience of placement for looked after children have an effect on their likeliness to progress to tertiary education? Finally what social work can do to actively promote education for looked after children. The 1989 Children Act guidance required Local Authorities to provide educational opportunities for looked after children and support, and that this must be included in their care plan (Goddard, 2000). In 1994 the Department of Health and Department of Education additionally stressed the importance of co-operation between schools, social services and Local Authorities. Yet, in 1995 these measures to promote education for looked after children were found to have made little difference (Social services Inspectorate and the Office for Standards in Education, 1995). In response the Government set specific targets for Local Authorities with respect to education alongside a requirement to publish guidance on the education as per that from the Department for Education and Employment and the Department of Health, 2000. This ensured all local authorities were working towards the same goal and by the same guidelines. As well as introducing new guidelines for teachers, designated to support looked after children and each looked after child was given a personal education plan (PEP). Another part of the target was to ensure that no placement was given before an educational placement could be secured. The amended Children Act 2004 implemented new duties promoting the educational achievement of looked after children. The schools however are only expected to take a proactive approach to the education of looked after children and coordinating with different departments there is only an expectation. If the school believes it does not have the resources to sup port one looked after child then it will not be rebuked because of it. There have been a number of introductions of legislative policies and guidance for example Improving the educational achievement of looked after children (Department for children, schools and families, 2009) this introduced new key elements involving the education of looked after children introducing a virtual school head whom keeps track of every looked after child to ensure all have appropriate provisions. Care matters: time for a change (2007) was introduced to improve the outcomes of looked after children. This policy addresses the corporate parenting, health, education and social work practice and commission of looked after children services to improve placement choice and stability. Similarly The Children leaving care Act (2000) was introduced to enhance provision for care leavers, For example, giving Local Authorities a duty to ensure they continue to meet the looked after childs needs until 21 years old, and allocate an advisor who would take responsibility for co-ordinating support. This dissertation will consider the reasons why there are still a comparatively small number and proportion of looked after children with good educational outcomes. Generally and more specifically why an even smaller comparative proportion of looked after children enter tertiary education. The dissertation will also consider what social workers can do to promote an education agenda for looked after children. Previous research has shown that looked after children have low educational attainment (Jackson, Ajayi and Quigley, 2005 and Jackson et al, 2002). 6% of looked after children go on to access tertiary education. Several authoritative sources indicate a continuing lack of formal qualifications among children in care, with subsequent prospects for entering higher education less likely. Research has shown (Berridge, 2006) a wide range of reasons why looked after children do not access tertiary education. These reasons vary from child experiences of abuse, the type of placement the child has, attachment problems and poor services given to children who are looked after. McLeod (2008) found that children in local authority care need a positive and sustained relationship with their social worker to promote their well being and emphasise the importance of education and other aspects of the looked after childs life that may have been previously ignored. As such, a social workers role to work w ith a child holistically to ensure all their needs are met, has profound implications for education. The evidence presented here suggests that the education of children looked after by Local Authorities continues to be problematic. This review will also question if becoming a looked after child is inevitably negative in terms of the childs chances to access tertiary education is this was the case then comparatively looked after children in other countries should have the same outcomes. Currently the Governments priority is to narrow the gap between the educational achievements of looked after children and that of their peers. In 2008 14% of looked after children achieved five A*-C grades at GCSE compared to 65.3% of all other children (Department for Children, Schools and Families (2009). New initiatives include public service agreements for example Public Service Agreement 11 aims to narrow the educational achievement gap between children from low income and disadvantaged backgrounds and their peers. This agreement involves aiming for the looked after children to reach 3 national targets. Including to aim for 20% of looked after children get gain 5 GSCEs A*-C, for 55% of looked after children to reach level 4 of key stage 2 in mathematics and 60% to reach key stage 2 in English. Local authorities must now support looked after children enrol in higher education and continue with it by granting bursaries if they desire to continue their education. Universally the evidence presented above suggests that there is a general agreement amongst informed writers that looked after children continue to have poorer educational outcomes than their peers. There are numerous reasons postulated for this deficit, looked after children face problems that their peers do not. Firstly, many have faced great upheaval and consequently some may have behavioural problems compared to the general population affecting the relationship with other children, teachers and therefore affecting their work and relationships within school. Weyts (2004) highlights that looked after children are ‘expected to perform lower than their peers so may not be given the same encouragement as others. The major problem facing looked after children with respect to education however would appear to be upheaval caused by change of placements (OSullivan and Westerman, 2007), which may present difficulties in getting used to different schools, friends and teachers all effe cting their education and outcomes. Yet with positive placement , and encouraging carers then there is evidence that children may attain good educational outcomes (Jackson, 1998). It may also be the case that the model of welfare adopted at national level, will also impact upon individual outcomes for looked after children, as is evident from some international comparisons (Petrie, Boddy, Cameron, Wigfall and Simon, 2006)). This dissertation will connect the information from the research gathered to answer the research question. Using a best evidence approach to synthesise the data to ensure all aspects of the research question can be answered effectively. Methodology As referred to in my research proposal, this dissertation will adopt a systematic review approach (pg.4 of research proposal). This type of review will provide a synthesis of research on this topic. A systematic review identifies all available literature on a specific topic whilst describing a clear method. Bryman (2008) defines a systematic review as one which summarises concisely all the best evidence that address the research question. An inclusion and exclusion criterion is set to ensure only the best research is used in the review. The research papers will then be critiqued and a best evidence approach method for critiquing the papers will be used. Conclusions will be drawn by combining observations from the review with existing theories and models. A best evidence approach selects literature which has most relevance to the research question. The literature that gives the best answer to the research question and has a good evidence base are the papers more likely to be most effe ctive in answering the research question. This literature review was derived from searches of the following databases via the Leicester University Library website: Sage journals online Intergentaconnect Cambridge Scientific Abstracts, Applied Social Sciences Index and Abstracts (ASSIA) Oxford University Press E-Journals Social Care online Wiley online library Searches were carried out on each database using the following search terms: Looked after children or children in care Educational outcomes or educational attainment or educational achievement The search will be restricted to cover between 1980 and 2010. This limit was chosen as most research is between this era and to have a wider inclusion limit would impact on the scope of the dissertation. The results will be filtered manually using the following criteria: The relativity to the subject of looked after children and accessing tertiary education Theoretical or empirical research Harvard referencing will also be adopted The looked after children population in the United Kingdom The term looked after was introduced in the Children Act, 1989. Looked after children are those under the age of 18 who are subject to a care order it also includes children who are accommodated voluntarily for over 24 hours. Currently there are approximately 60,900 children who are looked after by local authorities in England (Department for children, schools and families, DCSF (2009). Of this population 57% was male and 43% female. The percentage of looked after children increased when comparing the age of the looked after child. The greater the age group of looked after children the higher the percentage. There was a significant increase from ages 5 to 9 to that of the age group of 10 to 15 increasing from 17% to 41%. From the age group 10 to 15 and 16 over the percentage of looked after children decreases to 21% (See appendix 1) (DCSF, 2009). Statistics from DSCF (2009) show that that main category of need of the looked after child is because of abuse or neglect at 61%, which hasnt changed greatly over the past five years. Other reasons for being in care are; the child having a disability, parental illness, the family is in distress, dysfunction in the family, socially unacceptable behaviour, low income and absent parenting. In 2009 most children in care were of white British origin (74%). 36,200 children were looked after on a care order in 2009. This is a decrease of 2% from the previous years number of 36,900 and a decrease of 10% from 2005 (DCSF, 2009). When children are subject to a care order parental responsibilities are vested in the local authority through the social services department. A care order is a court order made under section 31 of the 1989 Children Act which places a child compulsorily in the care of a designated local authority. The court can only make this order if they are satisfied that a child is suffering or is likely to suffer significant harm. The local authority assumes parental responsibility as well as the parents for the child. Other reasons why children may be looked after are if there is no responsible adult available to look after the child and if the child is being adopted but is not yet legally adopted by the new permanent family. According to the 1989 Children Act, all local authorities have a statutory duty to promote education and to promote looked after childrens educational achievement. They should consider all the decisions regarding placement they make on behalf of the looked after child to ensure their education is not impinged upon. The local authority must ensure those children looked after are offered everything that children who arent looked after receive, so they perform the role as parent as close as possible. Of those in care , 73% were children looked after in foster placements, 10% in secure units, childrens homes hostels, 7% with parents, 4% placed for adoption, and 5% in other care (this included residential schools and other residential settings) (DCSF, 2009). Considering the types of placements the looked after child has the education of the carers needs to be considered. All individuals involved with placements and giving care to looked after children need to be given a level of education so they are able to fulfil the childs needs and ensure that educational outcomes are to be achieved. Looked after children belong to the children in need group within the UK. When children and families require help their assessment of need becomes the first mechanism. The state should then be involved in supporting the families fulfil their responsibilities as parents. If the state decides that the childs developmental needs are not being met then they should intervene. If the child has experienced significant harm is there is a likelihood of experiencing significant harm then the child should be removed from the family to assess the situation. The Children Act (2004) states that the childs development is the basis of defining need. The main dimensions involve social, physical, intellectual, behavioural and educational. This had then been developed within the looking after children dimensions and includes health, identity, family and social relationships, education, emotional and behavioural development, social presentation and self care skills (DOH, 1995). To understand the definition of what need is involves understanding the standards that should be met. Bradshaw (1972) suggested that there are four dimensions to need these include normative needs which most professionals define for populations, felt needs which include what people say they need, expressed needs including what people want by actions and comparative needs which are those needs established when comparing to another group. This understanding of needs is needed to give the best responses as social workers and other professionals to meet the needs. The underp inning theories which contribute to understanding the needs of a child include Maslows (1968) Hierarchy of Need which includes physiological, social, security, egotistical, and psychological dimensions. Bowlbys (1988) attachment theory also underpins the understanding of need. Attachment theory has become an important part of working with children and practice, it gives understanding of development and the impact that loss or trauma can affect children. Understanding each of these dimensions of a childs life helps in practice when assessing the childs needs and how to respond. Looked after children and education There have been a number of initiatives (SEU, 2003) introduced in the UK which highlight a continuing problem with regard to low educational outcomes for looked after children and young people in comparison to the general population. Basic problems, such as a high rate of exclusion for looked after children have been identified, and are now well known, but have proved difficult to eradicate and continue to cause persistent problems for the looked after children. These include the impact of often regular changes of placement, the possibility that the expectations of teachers or social workers may be lower for looked after children than would be typical for most parents aspirations for their own children. Many children taken into care have a history of family crisis and have experiences of trauma whether through direct abuse or more general dysfunction within the family. The impact of this often affects the looked after childs ability to learn or progress through school without extra support (REF). When children enter the care system it is almost never the plan for them to remain looked after for a protracted period. Social workers are only too aware of the potential negative consequences of time in care (REF) and indeed the majority of children who come into care return to family care swiftly. For some children however, usually those with the most complex problems and intractable family situations, being looked after can become long term. The impact of being looked after however will affect the childs educational attainment no matter what age they are. The latest figures from the Department for Children, Schools and Families, published in 2009 show that while 66% of looked after children in year 11 from years 2007 to 2008 passed at least one GCSE OR GNVQ 99% of other children achieved this level. In 2007 to 2008 14% of looked after children passed at least 5 GCSEs or GNVQs at grades of A* to C compared to 65% of other children. Primary school results are also low. Key Stage tests at age 7, 11 and 14 (SEU, 2003] for example found that at Key Stage one 57% of looked-after seven year-olds achieved at least level 2 in reading in 2008, compared to 84% of all children. At Key Stage level two 46% of 11 year-old children looked after achieved level 4 in English, compared with 81% of all children. In Key Stage three maths, 33% of looked-after young people achieved level 5, compared to 77% of all children (DCSF, 2009). Looked after children in the United Kingdom may consequently be argued to be a vulnerable group who as a result of the inequality of the education system often face exclusion from society in a more general sense, often extending long after their period of time looked after has come to a conclusion, and throughout their adult lives. Hugh (2009) argues that looked after children tend to be from less affluent families, suggesting correlation between poverty and poor educational outcomes. Hugh (op cit) extends this argument to suggest that social exclusion will affect many areas of looked after childs life, one major concern if having poor educational experience. The SEU (1998) found that those children who miss large amounts of schooling are more likely to be exploited. Harker, Ober, Lawrence, Berridge and Sinclair (2003) further suggested that looked after children are over represented within the group of excluded children, and that many have behavioural and special educational needs likely to affect their progress through education. Research by Daniels, Cole, Sellman, Sutton, Visser and Bedward (2003) found that permanent exclusion from school usually followed a history of behavioural problems. This study found that four out of five of the excluded young people had received two or more fixed term exclusions prior to them being permanently excluded. Research by the SEU (1998) found that children in care were ten times more likely to be excluded from school than other children but also that this discrepancy was widening. Quality Projects Research (2003) found that the majority of excluded children failed to subsequently complete their schooling or receive any educational achievements. The SEU (2003) paper Better Education for Children in Care highlighted five big issues affecting the achievement of looked after children. These included Instability, (frequent changes in placement often also require a change of school). Too many children in care are loosing large amounts of time out of school because of exclusions or as a result of having no secure school place. Comparatively poor home environments for looked after children are also identified as a factor that will affect educational attainment, similarly differences in encouragement and support at home by the carer affects the childs outcomes and these inconsistencies need to be addressed with, the final issue identified as the emotional, physical and mental health of the child in care. As a result it is important for the school, social worker and carer to understand that additional support may be needed for children in care, especially if they are bullied or have experienced numerous changes of relationships and f riendship networks, indicative of a high potential for disrupted attachments (SEU, 2003). ‘Education projects was launched in 2003 by the Department of Health and the Department for Education and Skills, its aim was to improve educational outcomes for looked after children. Focusing on multi-agency working, Education projects recommended the introduction of local authority training for designated teachers within schools. It also provided funding to be used to develop new educational strategies across local authorities. The Department for Education and Skills then published ‘The Role of the School in Supporting the Education of Children in Public Care (2003) similarly recommending specific initiatives with looked after children involving Personal Education Plans, Attendance and truancy and Transition planning and admission to name but a few. The SEU (2003) highlighted the five problematic areas regarding the educational outcomes of looked after children which have prevented change, or slowed it down (Cocker and Allain, 2008). These five areas included Capacity referring to the vacancy rates within the childrens social care workforce, suggesting limited insight into the specific educational needs of looked after children. Management and leadership with regard to staff at senior levels lack of time and consequent commitment they can offer in this area leading to feelings of powerlessness to affect real change. Limited resources, including for example inconsistencies between areas in the UK and which resources are available to looked after children, affecting the support available to looked after children. Similarly the attitudes of the social workers and professionals who work with looked after children were also deemed to contribute to low expectations of the educational outcomes of looked after children. The final problem highlighted was systems and structure within local authorities impacting on inter agency communication and affecting the work between the agencies, therefore affecting their practice wit h looked after children (SEU, 2003) (Cocker and Allain, 2003). The Every Child Matters (2004) green paper included five outcomes vital for all children, including good health, an opportunity to stay safe, achieve economic well being, enjoy and achieve and make positive contributions towards society. Most recently the white paper Care Matters, time for a change (Department for education and skills, 2007) proposes that looked after children should be given the highest priority in school admissions. The paper for example requires Local Authorities to ensure looked after childrens placements were not changed within year 10 and 11 of school, to prevent the disruption of their education. The paper highlighted again the importance of a designated teacher to work with looked after children to become statutory, whilst also introducing the virtual head teacher within each authority. Their responsibility is to track the progress of the children in the local authority who are attending school and those moved into a different local authority. A designated teacher has responsibility for the looked after children within a school. They are expected to advocate on behalf of the children and young people in care and they should ensure that each has a personal education plan (Department for Educat ion and Skills, 2005). The paper implemented more support for looked after children regarding absences and exclusion. The paper also proposed the providing of a grant of  £500 annually to be used for support for example one to one tutoring. Jackson and Martin (2002) draw attention to problems that looked after children face when trying to find a suitable source of education, whether this is because they need to move due of placement changes or because of previous exclusions from other schools. Most schools need to keep a high level within the league tables in order to ensure funding is continued. With this is mind many are reluctant to take on looked after children. Many schools stated that they did not understand what these children faced and that they did not have the resources to support them (Jackson et al, 2002). Berridge (2006) has identified the gaps of data when accessing statistics. The social processes behind forming the statistics may not straightforward. Interpreting the terms within statistics may cause further problems. Berridge, also highlights pressures from outside groups to get indicators of why looked after children have low educational outcomes. The statistics gathered regarding looked after children have limitations. Firstly 27% of the looked after population who had been in care for over 12 months have a special educational needs statement, compared to 2.7% of the overall population (DCSF, 2009) clearly affecting the performance of a large group of looked after children. Secondly the educational outcomes of looked after children who have been in care more than 12 months are published, there is also the overall results of looked after children. These children may only be in care for a short period because of family problems. Berridge (2006) argues that if we are to use these statistics there needs to be a time period given for social workers and other professionals to be responsible for the looked after child to turn their situation around. Social services cannot be responsible for giving the looked after child a start in life if they have only entered care as an adolescent and have existing educational difficulties.