Benjamin Collins Quarshie Kwesi Essay

Honorable Headmaster, Members of Staff, Co-aspirant, Out-going Prefect, Fellow Student, Ladies and Gentlemen. I greet you all. I am very grateful for being given the chance to read my manifesto to you, as an aspirant for the position of boy school prefect. I am Benjamin Quarshie, a second year art student of this great institution. I am before you today, to solicit to your vote for the enviable position of a boys school prefect for the 2013/2014 academic year. Honorable headmaster, my reasons for vying for this position are very tangible and varied. Firstly, my personal qualities compelled me to vie for this enviable position. I am specifically referring to my high sense of discipline, hardworking, academically good, physically and friendly. These are not all, my astuteness, Honest and ability to turn adversity into advantage are just proverbial. Beloved student, a compound prefect should be descent and well discipline, dedicated and wiliness to serve his people with all diligence. These are qualities that I am not deficient in. I know by now most of you are wondering how I will be able to realize them, I am specifically referring to my tactics for achieving these. Honorable headmaster, if you give me the mandate to serve you as your boy school prefect for the 2013/2014 academic year, my first priority will be ensuring high sense of discipline, as discipline being the hallmark of every institution, I intend when giving the mandate, to build upon the already laid foundation of the school by my predecessor. To do this, I need your maximum cooperation and that of the administration, to see to it that the discipline level of this institution has raising to our expectation both in mind and attitude to deal with the environmental challenges of this institution.

Compare two of Palins meetings with people who are particularly memorable Essay

Pole to Pole is a piece of travel writing. It has also been made into a television show. The author of this piece of travel writing is Michael Palin, and it is about his journey from the North pole to the South pole. Michael Edward Palin, CBE (born 5 May 1943) is an English comedian, actor, writer and television presenter best known for being one of the members of the comedy group Monty Python and for his travel documentariesIn Pole to Pole, Michael Palin encounters several different people during his journey; these meetings were particularly memorable to him. Particularly the meetings, with Lyuba-Day 41 on board Junost- and Doctor Baela- witch doctor, day 108 in Zambia-. Palin meets Lyuba as he is travelling between countries on a boat, whereas he meets Dr Baela when he has just entered Mpulungu, but has been in the continent, Africa, for quite a long time. The use of language in these sections is effective because Palin portrays his attitude towards women. He does this by using a superlative to highlight his meeting with Lyuba. Palin also reinforces that he does not take Lyuba very seriously when he uses alliteration, â€Å"lovely Lyuba†, when he calls Lyuba â€Å"proprietress of the bar† he then implies a certain attitude towards women. This is because of the use of the word proprietress, meaning lady of the bar. This is also a contrast to Palin’s usual persona as Palin doesn’t normally criticize or seek to be sexist/ politically incorrect. When Palin visits Dr Baela he exaggerates the encounter by being dramatic. He also demonstrates that Dr Baela is weird and sort of unrealistic, when using emotive language such as â€Å"evil†, â€Å"shadow†, and â€Å"spirits†. This is because some people do not believe in such things as spirits and after life. When Dr Baela says what he thinks is wrong with Palin, Palin uses the word â€Å"concludes† in a sarcastic manner, this then suggests that Palin sees the meeting as a joke and does not take it seriously, as well as how strange he feels the meeting is. Therefore Palin does not take either of the encounters seriously. When Palin met Lyuba and Doctor Baela, both of these meetings were surprising and quite unexpected. These meetings were unexpected because Palin does not expect these people to act like they do, as well as being surprising. â€Å"Strangest encounter†, by using this Palin shows that his meeting with Lyuba was not just strange, but more than strange, this highlights the fact that he was not expecting this encounter with Lyuba, which is a contrast to life no the ship.This is comparable to Palin’s meeting with Doctor Baela, this is because Palin was surprised and didn’t expect Doctor Baela to act the way he did. â€Å"Only adds to the confusion.† By saying this Palin shows that he is confused, but he didn’t expect to be confused. â€Å"More seriously than I expected.† This quote also adds to the fact that Palin didn’t expect the day to go this way. I think Palin’s intention was to make both of these parts quite comical and laughable when he is with Dr Baela the incident begins comical but changes, I also feel that he was putting a strange and peculiar approach to the encounters. As reading this I would feel my response would be, that it was very different and an unforgettable experience. Therefore these encounters were both surprising and unexpected, this is because Palin did not expect the witch doctor to act the way he did which links in with the fact that he didn’t expect Lyuba to act the way she did. When meeting Lyuba, Palin uses a lot of sarcasm and humour in his language which is really effective, which differentiates this from the language Palin uses to make Doctor Baela sound completely silly, but also intimidating and that what he does is pointless. â€Å"If there’s nothing more normal in the world than sharing a water-logged packing case with a Russian Barmaid.† When Palin says this he says this in a very sarcastic way, saying â€Å"if there’s nothing more normal† he is being sarcastic that it actually is normal as well as being humorous and playful. This has an effect on the reader because it adds humour to the situation. â€Å"Which will ‘drive out’ any evil influence† By using the quotation marks either side of ‘drive out’ Palin shows the intention of making Baela sound pointless and useless. Using sarcasm and humour in the language makes Baela sound very unprofessional, and makes the reader feel that Baela is making a fool out of himself but everyone around him believes him although he talks a lot of nonsense, where as the language that he uses when he meets Lyuba then presents her to be quite intimidating, which adds to the affect of the flirting. I think when Palin is with Baela; his intention was to change a serious situation into a disappointing and peculiar one, as opposed to when he is with Lyuba and changing an awkward situation into a humorous one. I feel he does this because the reader may loose interest Palin uses a lot of description during these encounters with Lyuba and Doctor Baela. When Palin first sees Doctor Baela, he describes him extremely well, corresponding to his meeting with Lyuba when he uses very descriptive language. â€Å"He has pouting lips and big lazy eyes. He wears a head-dress of genet fur, a pink tunic with his name on the back and a pair of welding goggles.† By using this Palin describes what Doctor Baela looks like, in a very understandable and clear way. â€Å"Nonchalant British lounging† Using this in his diary entry for when he met Lyuba, Palin adds to the formality and description. Being this descriptive, as the reader I feel that this makes the situation clearer and more understandable similarly to when Palin is describing Doctor Baela. I feel that Palin’s intention was to show the reader really what was happening and to add to the fact that these situations were quite awkward. Overall I feel that these two meetings would be particularly memorable to Palin, I feel this because when someone goes through a long period of time not knowing where they are, not seeing friends or family, being some place different everyday, I would expect this to be quite emotional and that every different person he meets he would then remember because it is all a big opportunity and experience which he would like to gain the most out of. I chose Lyuba and Doctor Baela because they both are not the usual conversations or meetings you would have with a complete stranger, I also feel that these encounters will be quite unforgettable because Lyuba acted really flirty, quickly where as Doctor Baela acted quite rehearsed and quiet when it came to chatting. Therefore I feel that these meetings were particularly memorable to Palin’s journey.

Solid Work Simulation Essay Example | Topics and Well Written Essays - 1000 words

Solid Work Simulation - Essay Example The concept of this analysis lies in the fact that the elements have the nods which would behave in the same way under different load conditions, thus it would be possible analyzing the three degrees of freedom of every nod can be fully translated by notation. Here probably, need to know how different load types will relate to the bending moments. The relationship between moment and loads. Since it is a look out for the build up towards the analysis methods, there is a need to explore the different load conditions. The different load conditions can be a) Moment Load, b) Point Load, c) Uniformly Distributed Load and d) Patch Load (Cprani C 2008). Solid Works Simulation writes the equations governing the behavior of each element taking into consideration its connectivity to other elements (Harmanto D 2008). The method brings up the results from hundreds of thousands of equations which relate the unknown to the knowns. Those functions which would be integrated just like any ordinary function. Then finally the solver finds the degree of freedom in every element at every nod. A number of simulation techniques have been developed to model a... Nonlinear Analysis-The stress-strain relationship of the material is not linear. -Induced displacements are large enough to change the stiffness. -Boundary conditions vary during loading (as in problems with contact) (Cprani C 2008). Buckling Analysis-this is conducted to predict critical loads and tests failure due to buckling.Frequency AnalysisThermal and Thermal Stress Analysis Optimization Analysis One can possibly make mistake in accessing a broad range of physical models and capabilities. -One should let SolidWorks Flow Simulation find the best dimensions or inlet and outletconditions that satisfy goals, such as force, pressure drop, or velocity (ProductDiscription 2009) In clearly understanding the effects of temperature changes in parts and assembles. In performing dynamic analysis on parts and assembles, it will require making a number of different studies (Product Discription 2009) The Use of Mesh Size and ShapeA number of simulation techniques have been developed to model and analyze different processes and to help decision- makers Halppin 1977). Cell-based modeling has been investigated in simulation (Zhang et al. 2005, Zhang et al. 2006). A subdivision of model during the analysis becomes necessary for the mathematical simulation. This task of subdividing is normally called to be the Meshing. Meshing helps to come up with more accurate results, at the same time it will require more computer resources. One can always make use of the mesh control to reduce the size of the element in order to improve the accuracy of the results.

Ralph Waldo Emerson Research Paper Example | Topics and Well Written Essays - 1500 words

Ralph Waldo Emerson - Research Paper Example With that said, a close look will be taken into Emerson’s essay, Nature, to define Emerson’s use of the metaphor to highlight the importance of nature as an ideology for finding faith within a stressful and rigid reality and to explain why Emerson’s work is a fundamental example of pastoral transcendence and should be read by anyone who wants to achieve a deeper understanding of the world around them. To begin with, Ralph Waldo Emerson wrote Nature as an anonymous ploy to show the beauty he discovered; a beauty that man had only to look around him to find as well. He believed that â€Å"no power of genius†¦has ever yet had the smallest success in explaining existence. The perfect enigma remains† (Woodberry 109). In this, Emerson had achieved the impossible. For Emerson, it was clear that he had found a source of divinity within the beauty that nature holds, one that he believed most men were unable to see, and one that he believed most men needed to s ee and understand if they were to get the most out of their lives. More, that this level of attainment is so important to the life of man because not only do most men miss out on nature, but nature has so much to give if only men were to take one moment and view the true beauty that it holds. In Nature, Emerson â€Å"conceives existence as energy; uncircumscribed and formless it is God, conditioned and in the finite it is the soul within and Nature without† (Woodberry 109). In any other time in history, Emerson would probably have been called a heretic for his words, and even today his ideology that through nature man can find faith and divinity within the arms of nature may be unsettling for some. However, while his words may be taken in offence by some of the more church-based religions, Emerson brings up a unique point that man has the ability to find the warmth of God and faith just by walking alone in nature. This alone makes reading Emerson a worthwhile experience. So m any ‘classic’ works, or works considered part of the literary cannon, highlight an essential function of human life and give the reader something to chew on. What Emerson offers is more. A reader can take his words for what they are—taking in only the beauty of his prose; or, a reader can reach a level of transcendence through understanding that Emerson has opened up a world of deep meaning and rich exploration. A world where God is everywhere and a touch of faith can be as accessible as the light breeze on a sunny day. More, what Emerson is illuminating is not to start a new religion or to have man misinterpret his metaphor as anything other than as a way for man to ultimately find God; and nature is simply that pathway. Now, Emerson is not defining God, either. It seems clear that he intends every man to have their own faith in whichever manner that they choose, it is mostly that he wants to offer man an avenue for finding the inner peace and solace that holdin g the faith of a divinity represents. And, getting there means that man has to let go of some of the hectic business of life and take a moment of silence to open up his very soul to the prospect of solace through the beauty of nature. This alone is like getting valuable advice from an unexpected place. Emerson is clever, by making man out to be a relatable version of everyman. His words make it clear that no man has to choose a religion to find the peace of faith and enlightenment, and he makes it accessible to seek a pathway to solace of the soul. In many ways, it is a

Interpretation of financial statement Essay Example | Topics and Well Written Essays - 1000 words

Interpretation of financial statement - Essay Example 60% (2010) = (17,250,000) / 53,580,000 = 32.19% Debt to Equity Ratio Debt to Equity Ratio = Total Debt / Total Equity (2011) = (33,760,000) / 37,160,000 = 90.85% (2010) = (17,250,000) / 36,330,000 = 47.48% Interest Cover (TIE) Interest Cover = (Earnings before Interest and Taxes + Interest Expense) / Interest Expense (2011) = (12,920,000+ 2,000,000) / 2,000,000 = 7.46x (2010) = (16,905,000 + 1,700,000) / 1,700,000 = 10.94x Profitability Ratios Gross Profit Margin Gross Profit Margin = Gross Profit / Sales (2011) = 25,800,000 / 61,000,000 = 42.30% (2010) = 33,980,000 / 73,200,000 = 46.42% Operating Profit Margin Operating Profit Margin = Operating Profit / Sales (2011) = 14,920,000 / 61,000,000 = 24.46% (2010) = 18,605,000 / 73,200,000 = 25.42% Net Profit Margin Net Profit Margin = Net Profit / Sales (2011) = 7,320,000 / 61,000,000 = 12.00% (2010) = 9,578,000 / 73,200,000 = 13.08% Return on Assets Return on Assets = Net Profit / Total Assets (2011) = 7,320,000 / 70,920,000 = 10.32% (2 010) = 9,578,000 / 53,580,000 = 17.88% Return on Equity Return on Equity = Net Profit / Total Equity (2011) = 7,320,000 / 37,160,000 = 19.70% (2010) = 9,578,000 / 36,330,000 = 26.36% Return on Capital Employed (ROCE) Return on Capital Employed = (Earnings before Interest and Taxes/Capital Employed)* (2011) = 14,920,000/55,160,000 = 27.05% (2010) = 18,605,000/47,330,000 = 39.31% * Capital Employed = Total Assets – Current Liabilities MARKET RATIOS Earnings per Share Earnings per Share = Net Profit / (Average no. of Outstanding shares) (2011) = 7,320,000 / (20,000,000) = ?0.37 (2010) = 9,578,000 / (18,000,000) =?0.53 Book Value per Share Book Value per Share = Common Equity / (Average no. of Outstanding shares) (2011) = 37,160,000 / (20,000,000) = ?1.86 (2010) = 36,330,000/ (18,000,000) =... BLS Ltd., manufacturer and supplier of customized furniture and fittings in the UK construction market has expanded its operations in newer markets in recent times. The company’s performance improved significantly up till 2010 as the new management which took over in 1996 made strong decisions and adopted an approach based on quality and perseverance. However, analysis of the company’s financial ratios suggests that its financial performance has deteriorated considerably during the last year.Liquidity Ratios The current ratio of the company is just acceptable at 1.27. However this ratio has declined from 2.54 to 1.27. This is a worrying sign for the company as it implies that the company is just about covering its current assets with its current liabilities. In other words, the company is finding it much more difficult to meet its short term obligations now than a year ago (Besley et al. 2008). As a result, the working capital of the company has also decreased by a sign ificant margin. Consequently, BLS Ltd.’s liquidity position has also worsened. The decrease in Quick/Acid Test Ratio from 1.36 to 0.68 is also quite alarming. This ratio is obtained by removing inventories from the equation which are considered to be the least liquid of all assets. This ratio implies that the company is covering just around 68% of its liabilities. The chief reason for these changes is the increase in current liabilities by more than 100% as the company has expanded its activities.

Just summary article Essay Example | Topics and Well Written Essays - 250 words

Just summary article - Essay Example Another problem that is presented in the article is perceived discrimination or prejudice. Taiwanese students are said to be the ones greatly suffering from this perception. Moreover, the length of stay again has an effect on this issue. As the students stay longer in the country, they come to learn more about the language and therefore their perceived discrimination lessens as they communicate more with Americans and know more about their American ways. Lastly, homesickness is seen as one adjustment issue that foreign students face. Research studies show that American freshmen showed lesser signs of homesickness compared to foreign students and this is affecting their social activities as well as their coping with the demands of college life, not to mention a new life in a new country. As the researcher proceeded with the study, it was found out that there are things that need to be considered for further studies such as the subjects. Most of the studies used in the article included undergraduate and graduate students. The concern of the author is for a study to be concentrated more on undergraduate students for a comparison if there is a correlation of the issues mentioned above with the age of students. de Arajao, Abrahao Andre. (2011). â€Å"Adjustment Issues of International Students Enrolled in American Colleges and Universities: A Review of the Literature†. Higher Education Studies. Vol. 1. No. 1. Retrieved

Investigating Jefferson's Definition of 'Equality Essay

Investigating Jefferson's Definition of 'Equality - Essay Example This document later on inspired the revolutionary efforts of the Americans and promoted their views and values regarding to the concept of a new nation. Declaration of Independence also played a pivotal role in many revolutions around the world, which occurred after American revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jefferson's document is popularly regarded as being fundamental in stating the rights of citizens. Americans, even today, believe that the phrase "all men are created equal" stated in the document is their fundamental right, and the document itself is the foundation for American equality. But Declaration of Independence (O’Brien) largely addressed to the American society and depicted only the moral rights of white free men. The rights of freedom and equality remained a dream for the women, Native Americans and African Americans of the eighteenth century American society. This paper is based on the Thesis Statement that Jefferson's Notes on the State of Virginia and Decl aration of Independence depict his understatement of the African race.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The central theme of Jefferson's Declaration of Independence itself is against the African race that existed in America. Jefferson, as his central theme, holds that the purpose of the Government is to secure the rights of its ‘men’. ... He was raised according to the infiltrating morals and values of the patriarchal society. According to the moral beliefs of the eighteenth century, in which Jefferson was born and lived, practicing slave holding and being dependent on slaves and slave labor were not morally wrong. Jefferson, who inherited the fortune of slave holding, did not free the slaves even after declaring his thoughts on "equality and freedom†. Though Jefferson identified slavery as morally wrong and emancipated for the freedom of slaves and abolition of slavery in his Notes, he continued this practice till his death. Jefferson, by calling his slave population as ‘blacks’, exposed his thoughts against racial integration. Though Jefferson is believed to be in favor of general emancipation, he considered slaves as sub-human and "inferior to the whites in the endowments both of body and mind" (Voelker 2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Though Jefferson holds the rights of a man for freedom and equalit y, we can see contradictory remarks about African race in his Notes and Declaration. Jefferson holds that "all men are created equal, that they are endowed by their Creator with certain unalienable Rights that among these are Life, Liberty and the pursuit of Happiness" (Jefferson). In Declaration we see him decrying slavery as a "â€Å"cruel war against human nature itself,† which violated â€Å"sacred rights of life and liberty†. He called slavery an â€Å"abominable crime,† a â€Å"moral depravity,† a â€Å"hideous blot,† and a â€Å"stain† that distorted â€Å"what nature had bestowed on us of her fairest gifts" (Boyd). But in Notes he held fast to his views that they are in "memory †¦ equal to the whites; in reason much

Applying the knowledge and understandings demonstrated in Feminisim Essay

Applying the knowledge and understandings demonstrated in Feminisim and postmoderinisim in a specidic research area - Essay Example If truth were told, more people in the United States now days work for companies owned and led by women than for the five hundred prime public companies. However, there still lies so much tension between men and women at work. Controversy rises on the difference issue that if men and women in actual fact lead in like chalk and cheese ways or on the difference in their view and making use of authority or on the difference in amount and type of sacrifices made by high-achieving men and women for the growth and prosperity of the company and themselves too. It is quite true that there exist dissimilarities between men and women in management style, though not in skills but only in approach. Million years of history at the office or in the living room cannot be ignored at all. The sidesplitting Broadway show by the Caveman has summed up the dissimilarity quite well that Men hunt while women gather. That is the reason why in the present day, discrimination are rising between men and women not only on place of work but also in every aspect of life. (Manning, 279) Womens short of advancement in moving up the corporate ladder is over and over again associated with a various types of job related separation in which lady managers of a company are downgraded to the entry level and some middle management positions, although are effectively barred from getting hold of higher paying positions within the company. The observable fact has been popularly written off as the "glass ceiling", which implies the lady managers despite the fact that remaining adequately close to see the next level, but are not permitted to reach it. Other popular subjects, such as the "mommy track" may as well be taken for consideration as another form of occupational or "job" prejudice. In both the cases, the company treats male and female workers in a

Curriculum Development and Design Essay Example for Free

Curriculum Development and Design Essay These programs arose from the thinking of a group of pioneers who believed that the educational approach that had been developed by medical education innovators at McMaster University was also most relevant for the preparation of occupational therapists and physiotherapists. Consequently, a group of educators from both institutions, Mohawk College and McMaster University, combined their skills and created a vision that became the diploma programs in occupational therapy and physiotherapy. This approach was problem-based learning, and was used as the foundation for both programs from their inception to the present day, across three different iterations of curriculum. One of the key innovations to the way in which the college programs were taught was the combination of using faculty from both the university and college to teach all courses. In the 1980s, a degree completion program was launched that provided graduates of the diploma program a chance to upgrade their qualification to a bachelors degree from McMaster University. This was particularly important since the minimum credential for entry to practice had been raised to the baccalaureate level by the professional associations. In 1989, the program moved completely into the university setting and the graduates were granted a BHSc(PT) or BHSc(OT), a bachelor degree in health sciences. Ten years later, in 2000, candidates were admitted to the entrylevel masters programs in occupational therapy and physiotherapy. The Pedagogical Framework: Problem-based Learning As briefly referred to above, the occupational therapy and physiotherapy programs at McMaster University have a strong history with and legacy of problem-based learning. While the initial curriculum models were strongly influenced by the inaugural undergraduate medical curriculum, time and confidence presented opportunities to create our own models. These models reflect the special nuances of each discipline. Problem-based learning is recognized as having begun at McMaster University, in the medical curriculum, and was in response to critical concerns about the nature of more traditional learning models in medical curricula. The intention was to create an approach to teaching and learning that was learner-centered, yet based upon clear objectives and evaluation criteria. The key difference was the expectation that learners would be facilitated and guided rather than taught (Barrows and Tamblyn 1980; Neufeld 1983; Saarinen and Salvatori 1994). Both the occupational therapy and physiotherapy programs at McMaster University have embraced these ideas, although with differing degrees of connection and commitment to the original model. In fact, true problem-based learning models should naturally emerge from each individual context and culture. There is no â€Å"right† way although there is a growing recognition of a common set of principles and elements that can be applied to determine the â€Å"problembased-ness† of a learning environment (Maudesley 1994; Walton and Matthews 1989). Problem-based learning principles tend to become grouped in two distinct categories: first, the values upon which problem-based learning is based and second, some characteristics that are held in common understanding as being critical to the core of problem-based learning. Underlying values include: partnership, honesty and openness, mutual respect, and trust. Core characteristics incorporate: Chapter 2 Curriculum Development and Design 13 i Learning which is student/learner-centered i Faculty roles that are those of facilitator and guide i Learning scenarios which form the basis, focus, and stimulus for learning i New information and understanding that is acquired through self-directed learning (Baptiste 2003 p. 17) Consequently, there is a continuum of problem-based curricula from pure through hybrid models. The masters entry-level physiotherapy and occupational therapy programs at the School of Rehabilitation Science at McMaster University continue to be based upon problem-based principles. Although both programs are very different one from the other, there are also many common elements and approaches that are celebrated. Examples of these similarities are cited throughout this book, particularly in the chapters focusing on evidence-based practice and ethics education. Approaching the Task of Curriculum Renewal Perhaps one of the most overwhelming, yet exciting, tasks with which to be confronted is the opportunity and challenge of developing a new curriculum. This task is made even more daunting when circumstances provide a chance to do something different based on external forces and not a need to change because â€Å"something is broken†. Over the past few years, and in several years to come, many educational programs in rehabilitation science are facing this situation. The changing nature of the entry-level credential for occupational therapists and physiotherapists demands that faculty undertake a detailed review of curricula, to determine the optimal approach to moving toward graduate-level preparation, or, at the very least, complete a review of existing curricula models to identify their responsiveness and congruence with emerging practice expectations and demands. Approaches to such a massive task can vary from ensuring the preservation of what is good from the existing curriculum to making a total shift and adopting a radically Table 2. 1. Principles for curricular change and innovation Rationale should be articulated explicitly Overall goals should be reiterated constantly throughout the process Continuing communication is essential, coupled with a clear rationale Ensure that the intended change is in response to a defined and recognized need or purpose Ensure that the innovation is seen as a high institutional priority Focus on pedagogy and not on resources for implementation Foster strong leadership support Identify incentives for faculty participation Gain faculty buy-in for the curricular blueprint Involve the active teaching faculty throughout the process Anticipate potential barriers to change and develop strategies to address them Recognize the potential need for and value of negotiation Adapted from Guze (1995) 14 Sue Baptiste, Patricia Solomon 2 new approach and design. To have an optimal effect, options to be considered should bear relevance to the pervading culture of the institution and environment within which the curriculum is to thrive. Also, decisions must be made concerning the pedagogical choices of how learner-centered the curriculum should be, and what particular educational modalities are the best for the circumstances. This chapter will address the entire picture of curriculum development and design, from the first conversations about how to engage in the renewal process through making decisions about methods of teaching, approaches to learner assessment, and preparation of entry-level practitioners for the emerging practice contexts. Guze (1995) provided a clear and succinct discussion of several core principles that can guide curricular change and innovation (Table 2. 1). The following is an overview of these principles. Where to Begin? Motivation for curriculum renewal can come from both internal and external forces. External expectations from regulatory and professional bodies are tending to impose standards for new practitioners that require: i Preparation at an advanced level of clinical reasoning and judgment i The ability to assume roles that require autonomy and a strong sense of professional ethics i Engaging in their professional role from the first day of practice, in a conscious nd moral manner that requires reflection and self-awareness Regardless of whether the motivation for curricular change stems from a desire to do something differently or better, or from outside influences, the task is one that requires careful planning. However, it is imperative that any planning process recognizes the need to dream and envision what could be, to create a model that will exemplify those visions, and to produce a graduate who is well prepared to face the complexities and challenges of emerging practice. When developing a curriculum, four general questions must be asked: i What is the purpose of the curriculum? i What educational experiences can be created to fulfill this purpose? What is the most effective manner in which to organize these educational experiences? i How can we determine that the purpose has been fulfilled and the goals attained (Wiers et al. 2002)? Another very critical element of any change is the recognition that the cultural context is a key in managing change successfully. Hafferty (1998), when reflecting upon the realities of a medical school curriculum, discusses the existence of informal and hidden curricula as well as the formal curriculum. He posits that, in order to induce a lasting change, the entire organizational culture needs to be engaged to facilitate stud ents and faculty alike in embracing and working with change. When facing the task of curricular reform, redesign has to occur not only in terms of content, but also in relation to the Chapter 2 Curriculum Development and Design 15 educational processes that enable the learning to take place. This is the difference between reforming the syllabus and reforming the curriculum; the overall learning environment of the educational program and institution is changed (Burton and McDonald 2001). Once the decision has been made to reform the curriculum, a first step is to complete an environmental scan and situational analysis that explore the educational and organizational environment within the institution, to determine what will facilitate the proposed changes. By defining a clear and newly articulated set of riorities and guidelines, changes that are being made within the curriculum will be given the vehicle through which impact can be made upon the surrounding environment (Genn 2001). This strategy is part of the first overall phase, the planning p hase. This is when the need for change is established and the vision for change is designed. It is during this phase of development that the non-negotiable elements of structure and process are determined. For example, within the School of Rehabilitation Science at McMaster University, both the Physiotherapy and Occupational Therapy Programs were already designed as two-year, twenty-four-month, curricula. Also, the province of Ontario mandates that all masters programs are two years in duration. Therefore, the decision was readily made, based on these graduate program regulations and history, that the new masters entry-level curricula would be twenty-four months long. One key commitment was clear and that was to the foundational philosophy of problem-based, selfdirected learning utilizing the application of these principles to small group, large group, and skills-based learning experiences. Wiers et al. (2002) provide a clear and helpful outline of ten general steps of curriculum design within a problem-based learning context (see Table 2. 2). While this rubric is structured around the specific processes inherent within problem-based learning development, most of the guidelines can apply broadly across any curricular development process within any pedagogical framework. From the onset, all faculty members at McMaster University were on board regarding the need to undertake the development of entry-level masters curricula in both occupational therapy and physiotherapy. Both disciplines had undergone dramatic changes in the preceding two decades, largely focused upon the growth of foundational science and evidence for practice. Professional practice models had emerged for both professions and provided a strong backdrop against which to create fresh ap- Table 2. 2. Ten general steps in curriculum design for a problem-based learning (PBL) environment 1. . 3. 4. 5. 6. 7. 8. 9. 10. Give rationale for the curriculum and form a planning group Generate general educational objectives for the curriculum Assess the educational needs o f future students Apply general principles of PBL to the curriculum Structure the curriculum and generate a curriculum blueprint Elaborate the unit blueprints Construct the study units Decide on student assessment methods Consider the educational organization and curriculum management model Evaluate the curriculum and revise as appropriate Adapted from Wiers et al. (2002) 16 Sue Baptiste, Patricia Solomon 2 proaches to the preparation of graduates for entering practice. While both the occupational therapy and physiotherapy programs undertook curriculum renewal at the same time, the physiotherapy program had engaged in an ongoing process of change across the preceding five years. Many of the issues, concerns, and changes addressed and implemented by the occupational therapy program had already been addressed by physiotherapy. Therefore, this chapter will focus predominantly upon the initiatives inherent within the curricular shift within occupational therapy, although reference will be made to processes within physiotherapy as appropriate. Designing Our New Programs Deciding upon the overarching constructs that would determine the final curriculum model was a complex and dramatic process in many ways, and one in which everyone was eager to participate and have a chance to have input. At the onset of the development of the occupational therapy program, three faculty retreats were held that progressed from a totally unstructured brainstorm of what would be perfect, to a detailed accounting of core curricular elements in the context of a delivery structure. In the initial retreat, all full-time faculty members together with some part-time members participated in a â€Å"blue-skying† day-long session during which everyone spoke of their dreams for the perfect curriculum. What if we could do what we wanted? What if we did not have to be concerned with logistics like room bookings? – and so on. This exercise provided us with a high-level ppreciation of the values and elements that were important to us as a collective. It was from this beginning â€Å"fantasy† that the next level of planning emerged. The second retreat was more structured and focused upon the creation of a continuum for learning that resulted in the overarching framework for the cur riculum, together with the delivery methods. A process was followed whereby we decided upon a central construct around which the whole curriculum would evolve, namely, â€Å"occupation†. To support this core notion, there were several longitudinal conceptual threads that represented continua of thought such as: wellness to illness, simplicity to complexity, local to global, and unifaceted to multifaceted. Through this process, we were able to identify the starting place for the first study term, and to create a high-level framework for the progression of the total curriculum (see Table 2. 3) In physiotherapy, the process began similarly with a faculty retreat; however, the focus varied slightly. Initial discussions identified elements of the curriculum that we Table 2. 3. Occupational therapy curricular framework Term 1 2 3 4 5 6 Content theme Wellness, health, and occupation Person, environment, and occupation Development, disability, and occupation Youth and the development of self Adulthood and disability Complexities of contemporary practice Chapter 2 Curriculum Development and Design 17 alued and wanted to maintain and those needing less emphasis. Through ongoing curricular evaluation and feedback, we identified new areas that needed to be included in the emerging curriculum and other areas that needed to be enhanced. These areas were discussed within the context of the changing practice of physiotherapy and the knowledge and skills required by the physiotherapist in the new millennium. The decision was made to use a curricular framework that incorporated a modified â€Å"body systems† design, as current physiotherapy practice and clinical specialties were aligned with this model. Inclusion of a Community Practice/Community Health unit allowed or a focus on emergent health care roles in the community and on integrating health promotion and disease prevention into practice. The faculty recognized that while many physiotherapists identified their practice in an area related to the body systems, increasingly clinicians were faced with more complex patients with multiple system involvement. Hence, the final unit of study focused on integrated practice dealing with clients with complex multisystem health care problems. Following the initial planning process, it is now time to initiate the plan. It is during this time period that the â€Å"unfreezing† of old organizational patterns and the introduction of innovations into the educational environment take place (Burton and McDonald 2001). Often, while there is a strong commitment to engaging in the conversations that lead to the design of a changed reality, it is a very different matter to start â€Å"doing† and actually making that changed reality come to life. A cooperative internal environment is essential for the realization of that initial dream and therefore it is well worthwhile for planners to engage in a transparent and collaborative experience that enables maximum participation and open debate. A process of this nature is characterized by collaborative problem solving, effective communication, abilities in conflict resolution, and a cultural expectation of working together in harmony that guides the overall enterprise (Burton and McDonald 2001). Therefore, it is of importance to determine at the onset the values and behaviors by which the development experience will be approached to set up structures and processes that will ensure that the best attempts at making it so will be expended. During the initiation period, we experienced intense interest and levels of emotion from all participants regarding the manner in which the planning and the visions for the two disciplines would be evolved and realized. As mentioned previously, we had determined that the existing problem-based learning principles would remain but that the key changes would be realized through the manner in which the content was introduced to the students and through which the continuum of learning would evolve. Similarly, we were committed to maintaining a student-centered approach. One core difference was to be the manner in which the experiential component of professional preparation would be integrated more centrally into both curricula. Previously, the curricula were designed in a more traditional fashion whereby the clinical fieldwork experiences were placed at the end of each study term and were linked directly to the area of academic focus for the preceding learning block. By definition, once the overarching concepts of the curricula were determined to be different from the previous models, then fieldwork placements would become less strictly aligned. This was reinforced more heavily in the occupational therapy program which was originally designed around developmental stages and central practice populations. Students would face a more eclectic approach in their clinical learning; therefore, both programs determined that learning around professional issues and practice expectations should be interwoven through the longitudinal axis of the curriculum. 18 Sue Baptiste, Patricia Solomon Redevelopment Within a Problem-based Learning Culture 2 As with any problem-based learning system, the small group learning unit is the nucleus of the whole curriculum. However, the success of problem-based, small group learning is supported by the strategic use of large group interactions for the imparting of theoretical and expert knowledge, while still maintaining a problem-based learning philosophy. Similarly, the application of problem-based learning principles is a critical piece of one-on-one learning and synthesis of knowledge and information throughout the academic and clinical components of the curriculum overall. Both the physiotherapy and occupational therapy programs elected to continue to utilize problem-based learning methods in a manner that celebrated the development already achieved over twenty-five years of curriculum development. This has evolved over time very differently in each program. For example, during the planning process for the occupational therapy curriculum, efforts were made to define new models for tutoring and many were identified and put into place. During the second year of the occupational therapy program, the problem-based tutorials occur only once weekly. This allows additional scheduling time for including the evidence-based practice courses and is also in response to the difficulties many practitioners are experiencing in gaining release time from employers to participate as tutors. In this new tutorial model, tutors are required to participate in only one weekly session with two or three tutors’ meetings across the term instead of weekly. Application of problem-based learning principles in large groups has been maintained and, in fact, enhanced particularly in the clinical skills sessions. Students often are placed in small groups (different groups from their core tutorial group) and provided with opportunities to explore assessment tools and intervention methods. Through these group experiences, the students apply a problem-based learning approach to the identification of learning issues, the uncovering of essential information and resources, and the synthesis of their understanding of the tool or technique. Integration of Experiential Practice Preparation Within a Problem-based Learning Framework As mentioned earlier, both the physiotherapy and occupational therapy faculty groups were committed to ensuring the integration of academic and experiential learning into the curricula from the beginning, and were focused on developing innovative models for the synthesis of practice preparation into the core academic units. It is important to note that the work related to integration commenced at the very onset of the curriculum planning process. In the case of the occupational therapy program, there had always been sessions held throughout the full curriculum that provided opportunities for the Clinical Placement Coordinator (now Professional Practice Coordinator) to inform, advise, educate, and monitor students in preparing for their practice experiences and in checking in with them following these experiences. However, a greater focus on such integration was placed within the masters entry-level curriculum model in order to ensure that students were being prepared to meet the enhanced expectations of a graduate program. Chapter 2 Curriculum Development and Design 19 Evaluation Within a Graduate Problem-based Learning Framework There should be clear and close linkages between how students learn and how that learning is assessed. Therefore, some information will be presented here relative to the evaluation methods developed at McMaster University in the occupational therapy and physiotherapy programs. Student Evaluation. In the preceding years, the two programs at McMaster University had been very involved in designing evaluation/student assessment tools that reflected the principles of problem-based learning and provided students with opportunities to integrate their academic learning with their growing professional awareness and identity. Most of these tools are built around the basic problem-based learning process of exploring a learning scenario that has been developed to address the objectives for the particular learning unit. Essentially, problem-based evaluation needs to be congruent with the underlying values and principles of problem-based learning. Traditional methods of assessing students’ knowledge tend to be contradictory to these principles and therefore should not be applied out of context. Problem-based learner assessment should: i Be congruent with the underlying problem-based learning process illustrated by the development of learning scenarios based on real life practice situations i Mirror the problem-based learning process of reflecting on a practice scenario, efining learning issues, researching, synthesizing, and synopsizing the learning with application to the defined case i Involve personal reflection and enhanced awareness of individual critical think- ing and clinical reasoning skills F aculty Evaluation. As with student assessment, the evaluation of faculty is central to the maintenance and enhancement of a problem-based learning culture. And, similarly, faculty evaluation is built into the roles played in any given learning context. In the case of the small group tutor role, faculty members are evaluated by each student and provide a self-evaluation to students during the course of the group process. Following the completion of the small group experience, students evaluate the faculty member as well as the overall course, and these ratings are provided to faculty and placed in their file for attention at times when promotion, tenure, and merit increase decisions are made. For those faculty members, practitioners, and others who facilitate large group sessions in both theory and practical skills, similar evaluations are completed. This process has been in place over many years and has not changed since the advent of the new curricula. However, the items being evaluated have altered to reflect the expected level and scope of graduate teaching. Student Self-assessment: Development of the OTPPI. Students admitted into the occupational therapy program are not expected to have any prerequisite courses completed during their undergraduate education. This has been the case from the very beginning. In the program itself, there are no formal courses that provide students with basic knowledge related to the foundational sciences that underlie occupational therapy practice such as anatomy, physics, biochemistry, sociology, psychology, and anthropology. It has been the long-held belief that in a pure problem-based learning 20 Sue Baptiste, Patricia Solomon 2 environment, the learning is accomplished through the horizontal meshing of various areas of knowledge and information; that through the integration of these sciences and bodies of knowledge, students can gain the understanding they require by using real life situations as springboards for integration and synthesis of all inputs. Consequently, recent efforts were expended to develop the Occupational Therapy Personal Progress Inventory (OTPPI), a tool that was developed from the experience of the undergraduate medical program over the past few years (Blake et al. 1996; Cunnington 2001). The OTPPI focuses on foundational knowledge that our students need in order to become practicing occupational therapists. It is not a test of the application of that knowledge in practice. The examination consists of 90 multiple-choice questions developed with the expectation that a â€Å"star† student would be able to answer by the time of graduation. There are three main domains included in each examination: biology (this includes anatomy, physiology, etc. ), social sciences (this includes psychology, sociology, anthropology, etc. ), and research (this includes statistics, research methods, ethics, etc. ). The breakdown of each examination is 40 percent biology, 40 percent social science, and 20 percent research. The examination is generated each term and students in both years have the same examination, with the expectation that the students in second year will achieve a higher result than those in the first year. Students receive a detailed report with their scores and a profile of how they have progressed over time. They are provided with information about their total score as well as a breakdown on each of the three domains. They also receive a zone score, which is an indication of how well they have performed on the test in comparison to the other members of the class. Students in the yellow or red zones may want to review their scores in more detail and make learning plans to address gaps that may have been identified through the examination. This tool is designed as a self-assessment measure, the individual results of which are known only to each student. We have made a conscious choice that results are not used in the summative evaluation of the students, and are intended to provide the learners with a sense of how they are progressing in accumulating knowledge relative to the basic sciences of their discipline. The students are expected to use that information to set plans in place to address weaknesses (e. g. , through problem-based tutorials, individual assignments, etc. ). The OTPPI has been a pencil and paper test so far, but steps are being taken to convert it to a web-based format. While the occupational therapy program has undertaken this initiative on a pilot basis, initial responses would indicate that students are finding the process helpful to them, although this is very new at the time of publication. Integration of Evidence-based Practice Skills into the Curricula. The integration of skills related to practicing in an evidence-based manner is seen to be critical to both programs. A detailed description of the models adopted by the occupational therapy and physiotherapy programs is found in Chapter 5. In both programs, there is a strong commitment to evidence-based practice as a central onstruct for the curriculum and a natural partner for client-centered and problem-based principles. Conclusion Since their inception, the masters entry-level programs in occupational therapy and physiotherapy have presented opportunities to revisit our history and legacy in health sciences education. In order to reflect on the overall process, the general steps for curriculum design offered by Wiers et al. (2002) will be revisited (see Table 2. 2). Chapter 2 Curriculum Development and Design 21 For us, the rationale for the curriculum was clear both from an internal and an external perspective, and the notion of forming a planning group was a natural approach to the task. Our profound commitment to involving our broad academic community was illustrated through the involvement of a wide range of individuals encompassing full-time, part-time, and sessional faculty members as well as members of the wider practice community. Such involvement was realized throughout the planning process and continues through such individuals’ representation on our Education, Curriculum and Admissions committees. The need to define clear general educational objectives for the curriculum was also recognized at a very early stage. We found that being able to determine the goals and directions from the outset served to facilitate the planning that followed. Assessing the educational needs of future students was assisted by our own knowledge concerning the entry-level competencies demanded by our professional regulatory colleges. Also, the connections we have with our practice communities and past graduates were invaluable in providing a background for determining the shifts necessary within the curriculum to fulfill practice expectations. Similarly, the same thoughtful reasoning was used to consider the differences of teaching and learning between undergraduate and graduate approaches to education. Applying general principles of problem-based learning to the curriculum was not a concern for us, given our long history of internalizing this philosophy. Specific difficulties arose when converting the undergraduate courses and assessment tools to the needs of a graduate program. Nevertheless, problem-based learning in many ways is a gift for this transition since it resembles closely the natural proclivities of graduate work – smaller groups, self-directedness, learner autonomy, and a degree of freedom to determine learning directions. Structuring the curriculum and creating a blueprint became different experiences for physiotherapy and occupational therapy. As mentioned previously, while the planning processes looked ostensibly similar, the manner in which the final curricular models were derived was very different (see Tables 2. 3 and 2. 4). However, after the master models were created, the processes for elaborating the blueprints and constructing study units were again very similar. Methods of student assessment tended to remain grounded in the familiar processes and tools that we had developed across our history with problem-based learning. However, as each curricular element emerged throughout the planning (e. g. , evidence-based practice, ethics, clinical skills, fieldwork) so did innovative ways to enhance the student assessment processes that were already strong. Details of these innovations will be discussed in the book chapters relating to these specific areas. Consideration of the educational organization and curriculum management model required particular attention since our lines of accountability had shifted, with the Table 2. 4. Physiotherapy curricular framework Unit 1 2 3 4 5 6 Content theme Fundamentals of physiotherapy practice Fundamentals of musculoskeletal practice Fundamentals of cardiorespiratory and neurological practice Advanced neurological practice Community practice Integrated practice and professional transition 22 Sue Baptiste, Patricia Solomon 2 move to the School of Graduate Studies. Two slightly different models of governance emerged, with the Admissions Committee being the only shared group between physiotherapy and occupational therapy. However, both governance models reflect a central group responsible and accountable for curriculum and another group that oversees general program functioning. Curricular evaluation remains an ongoing responsibility and expectation. Chapter 13 provides a particular model for curriculum evaluation that was used by the occupational therapy program, the Program Logic Model. However, there are many ways in which faculty members can retain a clear image of what makes up a curriculum and what indicators are critical to evaluate for the success of the program overall. The three years of planning and launching the new curricula at McMaster University were years of extremely hard work, high energy and output. As we see each student cohort graduate, and receive feedback concerning our students and graduates in practice settings, we feel heartened that we appear to be on the right track. We know, however, that curriculum development is an ongoing process.

Defense Attorneys Essay Example for Free

Defense Attorneys Essay Discuss the role of defense attorney’s in the courtroom workgroup. A defense attorney is a lawyer who provides legal representation for a person who has been arrested and charged for breaking the law or when an individual been served with a lawsuit. For example, when another individual filing the lawsuit goes after money for damages or justifiable relief of some sort. A very small portion of lawyers actually discuss that they work as criminal defense attorneys. This is because of the negative labeling assigned to the profession by American Social Forces. However defense attorneys are very important in the criminal justice system. They work to protect the innocent from being falsely convicted, and they work to protect the constitutional rights of all defendants. When a criminal defendant cannot afford to pay for the services of a private legal attorney, the United States Supreme Court requires that a defense attorney be appointed to represent the defendant. This expense is covered by taxpayers. There are three major categories of defense attorneys to help assist criminal defendants: * Private attorneys usually referred to as retained counsel.

Strategy and practice

Strategy and practice Strategy and practice Human resource management and industrial relations The role of line managers in human resource management Abstract Recent research indicates that there is an increasing trend that human resource specialists and line managers share more effective responsibility for their organizations human resource practice. However, HR specialists and line managers often have different opinions and implementation on human resource management. Line managers didnt work well as expected. Therefore, much literature argues that line managers are the weak link in converting HR strategy into practice. Introduction In the first part, this paper analyzed HR specialists and line managers perspectives on line managers involvement in HR activities. Many literatures and a case study are used to find out the reasons. Line managers who are regarded as the weak part in HR practice implementation can be analyzed from four aspects: the competence of line managers, disdain for HR work, working priorities for line managers, tension and conflict with HR specialist. Secondly, this paper comprised the suggestions which could enhance line managers contribution to organizational performance. Defining line management It is important to define the concept of line management at the first stage. An early literature described that â€Å"the distinction between line function and staff function within organization, despite some speculation, maybe limiting.†( Logan, H. 1966,p.46) It is valuable to distinguish boundaries of responsibilities between line function and staff function. Stewarts defined line mangers as â€Å"those that have direct responsibility for achieving the objectives of organization, and are often identified in production terms (production/ operation/ manufacturing), while staff functions exit to provide advice and service to line functions†. (Stewart 1963 p. 24) Storey proposed a typology of senior/ middle line managers which is clear to show the role of line managers in organization. (Storey, J., 1992) Firstly, he identified two dimensions of line managers role. It was shown in a matrix. (Figure 1) The first dimension concluded commercial oriented and technical oriented. The second dimension is the extent to which line managers response to organization: proactive and reactive. Storey defined four types of line managers: business mangers, manufacturing managers, sales managers and production managers. Storey suggested that HR specialists and line mangers share different proportion of HRM responsibility in each type. Production mangers was regarded as the most traditional interpretation of the role, hence, HR specialist takes mostly responsibilities for the HRM. The manufacturing managers share HRM responsibilities with HR specialists. Business managers should have a general insight in the whole organizational business and environment. They a re expected to be more focused on strategy version. Here, HRM responsibilities are shared by line managers and HR specialists as well. The last types of line managers- sales managers, Storey have not got clear findings yet. The role of line mangers in HRM Much literature noted that the involvement of line managers in human resource management (HRM) has been a heated issue in the past few years (Guest, 1987, Storey, 1992), and HR work are partly devolved to line mangers in practice. The reasons of line managers involvement in HRM have been concluded by Brewster and Larsens research (2000) in five aspects: â€Å"to reduce cost; to provide a comprehensive approach to HRM; to place responsibility for HRM with managers most responsible for it, to speed up decision making; and as an alternative to outsourcing HR function. (Brewster and Larsen, 2000, p 196-198) The relationship between line managers and HR specialists is probably clarified as â€Å"partnership† in much literature. And a popular view is that line managers should be engaged in particular HR practice, cooperating with HR practitioners. Results from CIPDs research indicated that HR specialist is more likely to cooperate with HR specialist in resourcing, training and development but undertake alone in employee relations and reward management. (CIPD 2006) Furthermore, whats the particular work line managers should be responsible for? From Marchington and Wilkinson‘s point of view, the major responsibilities of line managers are: â€Å"leading team briefings, problem-solving groups and informal communications; performance review; team/staff development; managing employee absence.† And the shared responsibilities are â€Å"selection decisions; induction and ongoing training; disciplinary cases; flexible working patterns.† Lastly, the little responsibiliti es are: â€Å"performance-related pay; recruitment advertising, applications and initial search; promotions welfare; organization development.† However, although line managers have always been engaging in some specific HR work, they have been criticized by many researcher and HR managers for less effective performance than they expected. Thus, in the next section, an examples and case were illustrated to analyze these drawbacks from training, appraisal performance, EIPï ¼Å'recruitment and selection, theoretically and practically. Methodology In the next section, the weakness of line managers in implementing best HR practice and strategy will be discussed from many literatures and the results of interviews with line managers on their own experience in undertaking HR work, which is conducted by Douglas Renwick (2002). The research was done in three organizations in UK-Utility Co, Local Authority, Manufacturing Co. All three organizations distribute part of HR work to line managers, â€Å"appraisal performance, recruitment, communication with employees, sickness absence, and employee development.† A qualitative method was used to analysis interview resources. Some useful findings from the in case study are: â€Å"the line have many duties, and lack time to do HR work well; doing HR work diluted the lines generalist managerial focuses; significant line inadequacies in handling HR work; tensions between HR and line over transfer and completion of HR duties; the line are reliant on HR to do HR work properly.†(Dou glas Renwick 2002 p 271-272) Combined with these findings, if we look at more literatures, some explanations for criticisms of line managers in the delivery of HR practice can be summarized. (Below) Lack of competences Many researchers indicated that line managers dont have adequate competence and professional knowledge to implement HR activities if they dont receive supports and advice from HR specialists. Douglas Renwicks researchï ¼Ë†2002ï ¼â€° typically pointed out that: â€Å"significant line inadequacies in handling HR work† Thus, the line sometimes lacked the skills and abilities to do HR work but they still want to speed up decision making. The ineffectiveness of delivery is likely to emerge. Therefore, it is accepted by most line managers that they need proactive support from HR specialists. In Hiltons case study (Maxwell and Watsonï ¼Å'2006)ï ¼Å'Maxwell and Watson indicated that HR specialists in Hilton provided large support to line managers on training, coaching, recruitment and retention; staff budgeting; performance appraisals. Competing priorities Many line managers fell that they dont have enough time and effort to undertake HR activities when they are responsible for their own business jobs. Compared with their HRM responsibility, they are more likely to consider their own duties first. Using Hiltons study again, 86% line managers feel that they are enduring â€Å"heavy workload† while 78% think they have â€Å"short term job pressures.† (Maxwell and Watsonï ¼Å'2006). And Douglas Renwicks interview has similar findings. (2002) â€Å"line managers inadequacy in HRM was sometime to lead to problems when they are doing HR work.† As a line managers said in the interview (Douglas Renwick, 2002 p 269): â€Å"Quite often the manager doesnt have the time to deal with the problem and hes maybe unaware of it. And some managers are strong characters and give staff a hard time.† If we look at certain HR practice, Redmans findings (2001) showed that line managers dont like some HR activities, for example, in performance management; they think it is time consuming. Tension and conflict with HR specialist When HR specialists hold different views with line managers about the responsibility of specific HR practice, tension and conflicts would be emerged. For example, in terms of recruitment, many line managers think that recruiting an excellent employee is HR departments business, while HR practitioners think Line manager should take more responsibility because they understand clearly what kind of employees are truly needed. Thus, unclear boundaries of responsibility in particular HR practice may lead to conflict and reduce the effectiveness. Furthermore, different reorganization about the importance of particular HR work between the two groups also may result in tension and conflict. Finally, as performers of HR policy, most of line managers feel that some HR policies are unrealistic and hard to apply it into practice. According to Douglas Renwicks study, â€Å"line managers thought problems in HR policy lead to poor outcomes in HRM†. As some managers from UK-Utility Co, Local Authority, and Manufacturing Co said: â€Å"This is a HR initiative from corporate HR, but something is wrong. You should be developed now.† â€Å"If you really fall out- you try to give them a doing and it depends how well you defend themselves† (Douglas Renwick,2002, p.272) Disdain for HR practice Bevan and Hayday(1994) found that some lime managers are not clear about their responsibility and role in HRM. Many line managers think that a specialist qualification in HRM is not necessary because they believe that these skills and competence are gained from practical work and experience, not from training and development. Some line managers are even dont believe that HRM can make contribution to organization performance. Hayman and Cunningham (1995) confirmed that there was a lack of training and development among line managers even they realize the weakness. In a small organization in which lack of HR specialist, HR work are usually implemented by line managers who may dont posses any relevant knowledge. But in many cases, the organization still runs well because line managers only focus on routine and easy HR practice, such as regular pay, sickness absence, data collection, payroll management and simple appraisal management. Line managers can do this kind of work easily and well. But situations are totally opposite in a big organization. Operational system and people management are much more systematic. HR presence is essential as they can afford professional advice for line mangers. Whats more important, line managers as performers of HR practice need to handle much more complicated HR affairs than that of small organization. For example, in terms of recruitment, many big organizations adopt professional staff evaluation method, such as assessment centre, which need relevant knowledge and training to make full use of these appraisal me thods. Hence, line managers disdain for HR training and development inevitable is regarded as an evidence of line managers inadequacy in HR implementation. What line managers should do? Though line managers are recognized as a weak link in converting HR policy and strategy into practice, we could not deny their contribution and influence to HRM if the delivery of devolution of HR practice is effective. What should line managers do to enhance their contribution to HRM? First, from the view of line managers, a new perspective of HRM should be established. They need to realize their responsibility and role in HR work deeply. Also, they have to admit that HR work is kind of professional job and requires relevant knowledge and skills. A useful way to test to what extent line managers emphasis on HR work is establishing an effective appraisal management system. Secondly, I think HR training and development system are very crucial for line managers. High quality of skills to handle interview, staff management and a series of HR work can be developed through training and development. In fact, more and more companies are aware of the importance of HR training for line mangers. For example, in order to support line managers to undertake HR issues, MarksSpencer created an e-learning system, called Line Manager Performance Centre, which is a flexible and creative training system for line managers. The result of feedback from line managers showed that 88% line mangers feel this training improved their knowledge and skills in HRM. And 72% think the training improved employee commitment. Another case in point is Searle, a pharmaceutical company in America, in order to change precious unsuccessful training, they carried out an systematic training program, which include needs analysis; line managers fully engagement in training; financial support; pro fessional training in specific field, appraisal, etc. The result is satisfactory; employees course satisfaction was increased from 82.5% to 87%. Except practical work like conducting an interview, absence management, appraisal, etc, focus on employee involvement and engagement does have positive effects. The LMX theory also proposed that a good relationship between employees and their line managers can increase employee outcome and performance. Line managers should held informal meetings with employees to listen to their suggestions and take care of their work-life balance. These small changes can improve their commitment to the organization. Finally, learning to use information technology has been promoted by many HR specialists. Line managers are required to be trained to use information technology in conducting absence management, personnel records which can greatly increase work efficiency. Conclusion Line managers are playing a very important role in human resource management. Their responsibility and performance in HR work have large impact on organization effectiveness. The relationship between line managers and HR specialists is defined as â€Å"partnership†. But much literature argued that line managers are the weak link in the implementation of HR activities. The reasons are analyzed from four aspects: Lack of competences, competing priorities, tension and conflict with HR specialist, disdain for HR practice. To strengthen line managers contribution to HRM, we proposed three suggestions: establishing a correct perception of HR work, emphasis on training and development, adopting the use of information technology. Reference 1. Logan, H., on line and staff: an obsolete concept of personnel. 1966 2. Stewart, R., The reality of managementï ¼Å'Pan, London,1963 3. Storey, J., developments in the management of human resource, Blackwell, Oxford, 1992 4. Hope-Hailey V, Farndale E and Truss C (2005), ‘The HR departments role in organisational performance, Human Resource Management Journal, 15(3), pp49-66 5. Purcell, J. and Hutchinson, S. (2007), ‘Front-line managers as agents in the HRM-performance causal chain: theory, analysis and evidence, Human Resource Management Journal, 17(1), pp 3-20 6. Noreen Heraty and Michael Morley, ‘ Line managers and human resource manage net, Journal of European industrial training,19(10), pp 31-36 7. McGovern et al., ‘Human resource management on line? Human Resource Management Journal, 7(4), pp 12-29 8. Whittaker S. and Marchington M. (2003), ‘Devolving HR responsibility to the line: threat, opportunity or partnership, Employee Relations, 25, 3, pp245-61 9. Currie G. and Procter S. (2001), ‘Exploring the relationship between HR and middle managers, Human Resource Management Journal, 11, 3, pp53-69 10. Perry, E. and Kulik, C. (2008), ‘The devolution of HR to the line: implications for perceptions of people management effectiveness, International Journal of Human Resource Management, 19, 2, pp262-73 11. Douglas Renwick, ‘ Line manager involvement in HRM: an inside view, Employee relations, 25(3), 2002, pp 262-280 12. G. Maxwell* and S. Watson, ‘Perspectives on Line Managers in Human Resource Management: Hilton Internationals UK Hotels, 13. Marchington M. and Wilkinson A. (2008) op cit, pp 200-210 14. Susan w. and Marchington M, ‘Devolving HR responsibility to the line: threat, opportunity or partnership, Employee relations, 2002, pp 245-261 15. Adrian Thornhill and Mark N.K. Saunders. ‘What if line managers dont realize theyre responsible for HR, Personnel Review, 1998, pp 460-476 16. http://www.kineo.com/case-studies/line-managers.html 17. Nicola Mindell, Case studies: Developing training and development to line mangers. Management Development Review, 1995

A Clamor for Women :: Puberty Health Medical Essays

A Clamor for Women A guy once told me that being female was very encouraging because I had something to look forward to every month—my period. Well, what he doesn't know is that this God-given blessing has become a curse to all men because they have to deal with a woman's every qualm. But since men are so clever and inventive they found a way to prevent pregnancy by controlling menstruation and therefore indirectly controlling women. Once a girl has her first menstrual cycle, she not only has to deal with PMS (premenstrual syndrome) which includes bloating, swelling of extremities, sensitive breasts, depression, social withdrawal, mood swings, irritability, anxiety, and confusion, but she also has to encounter non-sympathetic guys who just make her feel worse. And most importantly, she has to face the fact that she can become pregnant. But don't lose hope yet, girls, the men are going to save you from your naturally-occurring misery. They are going to invent a drug that will set you free of all the hassles of womanhood—the Pill! Carl Djerassi invented the modern birth control pill, which was originally advocated as a step toward freedom for women. With the introduction of the pill, women had the choice as to whether a pregnancy was desirable at the time. They could finally pursue careers and â€Å"plan† a family accordingly. However, the pill's original purpose has been skewed. Doctors are now urging younger and younger girls to use the pill but not for the purpose of birth control, even though that is always an underlying reason, but as a means of controlling PMS, blood flow, or acne. PMS is natural and healthy. It can be minimized, once recognized, through a healthy diet and exercise without the hormone-tampering caused by birth control pills. Nonetheless, more women are turning towards this man-made device to control the â€Å"hormonal† woman inside them. But did you ever stop to think why all these problems are solved by the pill? Or why the problems are â€Å"problems† in the first place? Men. They found women to be trying around that â€Å"time of the month† and they also wanted sex without the fear of another mouth to feed. So they solved their problem with the pill and tried to convince women that it was really her problem. Kottak, the author of Researching American Culture, writes, â€Å"The fact that the development of birth control pills and other contraceptive methods has been largely aimed at women is the result of a number of assumptions made by the largely male research establishment† (219).

Cloning :: Argumentative Persuasive Topics

Cloning In the past few years, the topic of cloning has been in the news a lot. It is a very controversial issue, with many opposing viewpoints. While some find it acceptable, others object for religious reasons. A big concern is the possibility of abuse of this new technology. One of the big questions is "Where will we stop?" We may start by just experimenting and studying, but then what? Manufacturing human bodies for spare parts? No one can be sure where it will stop. The Supreme court says that everyone has the right to make their own reproductive decisions without government interference, but now it is proposing bans on human cloning. These bans prevent the very research needed to make cloning safe (Eibert). So, it seems that the government is not giving human cloning a chance. There are many benefits to cloning in the fields of fertility, organ transplants, and fighting disease. Although there are many benefits, the possible effects and moral considerations are too great for us to cont inue experimentation. Â  Benefits One of the major benefits of cloning technology is improvement in the field of fertility. In vitro fertilization only has a success rate of about 10%. To improve effectiveness, doctors could clone embryos, and the success rate could drastically increase (Masci 413). Another benefit in the field of fertility is that parents unable to conceive naturally, even with in vitro, or people too old to conceive, could still have a genetically related child (Masci 413-414). With cloning, egg and sperm would not be necessary for reproduction, because any body cell would work (Eibert). The resulting offspring would actually be a replica of one parent (Masci 413-414). Other benefits to using cloning come in the field of fighting disease. When genes are not in use, they become dormant. In order for cloning to take place, all genes must be active. Discovering how genes are turned on and off could lead to treatment for different cancers (Masci 414). Cloning could also revolutionize the field of organ transplant. Organs and bone marrow could be cloned and used for transplant. Thousands of people die waiting for transplants, so this could save many lives. In addition, the organs used in the transplant could come from the same patient, reducing the risk of rejection by the body (Masci 414). To treat heart attack victims, doctors could clone healthy heart cells and inject them into damaged areas of the heart (Masci 415).

Beauty is in the Eyes of the Beholder Essay

Throughout the decades of time, society has been continuously determining the perception of what it is to be â€Å"beautiful.† The American standard of beauty is often reflected upon advertisements that convey an unrealistic expectation for most everyday women. Whereas, teenagers have grown to interpret advertisements as a model for how they should appear physically. Marilyn Monroe was perceived as the epitome of beauty in the 1950s. The well-known sex symbol was recognized because of her curvaceous build. But for instance, Twiggy, a popular model in the midst of the 1960s, later set a misconstrued standard to what was beautiful. With the rising of her stardom, the glamorization of being thin was beginning to take a turn on a more positive note. That is until the famous 90s heroin chic model, Kate Moss, hit the scene taking the modeling industry by storm in an unhealthy manner with her campaign â€Å"Nothing tastes as good as skinny feels.† As time continues to inevitab ly move forward in American culture, as will the image and conception of what beauty truly is in the eyes of our society. The value of women has always been subjectified to that of their appearance; therefore, the desired standard to be â€Å"beautiful† continues to evolve in the wrong ways. Today, the media puts pressure on both girls and women to look a specific type of way and throughout the past several years it has begun surface more frequently due to the drastic lengths people are willing to go to achieve their idea of perfection. Molly Edmonds, a woman who wrote â€Å"10 Ways the Definition of Beauty Has Changed† on a popular health website – HowStuffWorks – exclaims â€Å"the problem is, what society considers beautiful has a tendency to change, which means our pursuit of beauty tends to be lifelong and subject to the whims of trendsetters.† In American culture today, society is endlessly pushing the average woman be compelled to the thought of have a slimming but toned stomach, long but muscular legs, basically, a perfectly proportioned body in order to bear a cceptance from those amongst them. If a young female in this day and age is, for example born with brown, curly hair she might feel as if she has to have blonde, straight hair in order to fit in. As if somewhere in the world there is a recipe for the perfect woman that requires specific ingredients and an  exquisite taste. Most females are not satisfied with their physical features because of the image of this â€Å"ideal woman† that has been corrupted in the minds of people through radio, television, magazines, and movies by advertising with these countless models, which are materialized by their unrealistic slender bodies and high cheek bones. Basically, telling us that we are not good enough on our own skin; that we need THEIR tips, THEIR products and THEIR services to transform into THEIR picture perfect, ideal women. To the naked eye, these various advertisements and ways of entertainment seem to be harmless but in the reality of the widespread problem, the media is relentlessly bombarding us with their desires, permanently damaging the self-esteem of both women and even men. Although it isn’t written about or explained through definitions, we’re able to recognize society’s standard of â€Å"beauty† by the images of the men and women that are chosen to be projected. Beauty throughout the mid-century was evoked sensually through a â€Å"natural look.† Therefore, normal women were discovered for that certain type of look; women like Norma Jean, also known as Marilyn Monroe. Traveling back into the 50’s, a time where beautifully built women were praised by all, both men and women, because of their physical appearance. Marilyn Monroe was emulated for her full-figured stature and ravishing natural beauty. Anne Peterson once wrote, † Monroe was a presence impossible to ignore. Her image signified vitality and brazenness, sexuality and innocence. It reset the standard of what it meant to be sexy, and what it meant to be sexy in public. No star has troubled the status quo as significantly since.† After becoming Playboy Magazine’s first cover model and centerfold, Monroe soon achieved in becoming one of the largest the sex symbols of the decade. The actions people displayed began to transcend from an uptight society to a point where people were free to express themselves. This added a boost to prod individuals into becoming more open with their sexuality instead of hiding their true selves to those who surrounded them. In addition to modeling Marilyn’s acting career blossomed. â€Å"People all over America were buying televisions to put in their homes, which caused moving film to play a much larger role in society than in previous decades.† (Boyd) This new up rise in the ways of entertainment developed a type of industry where physical beauty was essential for making  a career. Marilyn Monroe’s signature blue eyes and curly blonde hair contributed to her stand out look compared to the other popular models and actresses of the era. As the years continued to pass, so had a tremendous development and perception of beauty through the eyes of our society. â€Å"Since the 1960s, models such as Twiggy and Kate Moss have replaced more voluptuous figures like Marilyn Monroe as the new ideal of beauty and the desired male look has likewise become more trim and hard-bodied with each passing decade.† (Tolerence) From the original curvaceous figure of Marilyn Monroe, that had rose along with television sales in the 50s, to Twiggy’s emaciated figure that was popularized as the art of runway modeling began to become more common, and which later returned back to a more waifish or heroin chic look, increasing Kate Moss’ popularity in the fashion industry. â€Å"Twiggy’s role in new fashion portrayal was probably the biggest change in ideals in the 20th century.† This â€Å"skinny† look that was advertised more and more, pushing the image that full-figured models were beautiful too created an uprooting dilemma throughout the years. Taking a turn for the worst in this time period, girls and women then began to obsess over both their weight and self-image. It wasn’t until then was when many of the different eating disorders that are known today were discovered. George Santayana once said, â€Å"Those who cannot remember the past are condemned to repeat it.† The quote is suitable to relevance of the fashion industry; in a way that history does repeat itself. Each year that passes uncovers a new kind of fashion statement. Along with these statements comes a new image; an image on how one needs to look to fit in. What society has had trouble grasping is that physical appear is not what beauty needs to be defined as. Beauty should be defined by the goodness of your heart and the knowledge you enlighten the world with. Works Cited â€Å"THE IDEAL WOMAN THROUGH THE AGES.† DISCOVERY NEWS. N.P. 12 DEC. 2012. WEB. 2 APRIL 2014. http://news.discovery.com/history/art-history/history-beauty-120412.htm PETERSON, ANNE. â€Å"THE UNHERALDED MARILYN MONROE.† THE HAIRPIN. N.P. 26 OCT. 2011. WEB. 2 APRIL 2014. http://thehairpin.com/2011/10/scandals-of-classic-hollywood-the-unheralded-marilyn-monroe Edmond, Molly. â€Å"10 Ways the Definition of Beauty Has Changed.† HowStuffWorks. Web. 7 April 2014. http://health.howstuffworks.com/wellness/hygiene-tips/10-ways-the-definition-of-beauty-has-changed.htm/printable â€Å"SIZE BIAS AS A SOCIAL CONSTRUCTION.† TOLERANCE. WEB. 7 APRIL 2014. http://www.tolerance.org/article/size-bias-social-construction Wood, Louise. â€Å"Perceptions Of Female Beauty In The 20th Century.† Web. 7 April 2014. http://barneygrant.tripod.com/p-erceptions.htm â€Å"Playboy.† Wikipedia. Web. 7 April 2014. http://en.wikipedia.org/wiki/Playboy Etcoff, Nancy. â€Å"Survival of the Prettiest.† Web. April 7 2014. http://www.nytimes.com/books/first/e/etcoff-prettiest.html

Investigating the Possibility of a Developmental Trend in the Way That Children Describe Themselves Essay

This version of Rosenberg’s research into children’s self-descriptions analysed data from semi-structured interviews with two children; Annie (8) and Kirsty (16). The data was interpreted to ascertain whether, as in Rosenberg’s research, children’s self-descriptions show evidence of a developmental progression and whether locus of self-knowledge shifts from other to self as children get older. Substantial support was found for Rosenberg’s theory that children’s self-descriptions become more complex with age and demonstrate a developmental trend. Some support was found for the idea that the locus of self-knowledge shifts from other to self with age but some of the children’s responses ran counter to expectation. Introduction A child’s sense of identity begins to form at a young age and develops throughout childhood. Eleanor Macoby (1980) pointed out that a sense of self emerges gradually as a child develops more complex understandings. Research shows that children differ in the way that they describe themselves at different ages. Bannister and Agnew (1977) and Harter (1983) found that as children get older they use more complex descriptions and include more references to emotions and attitudes. Younger children rely more on physical attributes, activities and preferences. Bannister and Agnew (1977) proposed that as children get older they become better able to ‘distinguish themselves psychologically’ from others (The Open University, 2009, p.20). Harter (1983) proposed that the way children describe themselves follows a developmental sequence which reflects the notion that identity develops in increments throughout childhood. Rosenberg (1979) focused part of his research into the self-concept on investigating this idea of a developmental trend in children’s sense of identity. He interviewed a sample of 8-18 year olds and created categories in which to sort the children’s responses. In keeping with the findings of Bannister and Agnew and Harter, Rosenberg found that younger children used mostly physical descriptions of themselves while older children relied more on character traits. As a result he concluded that ‘the self becomes less and less a perceptual object and more and more a conceptual trait system’ (Murphy (1947), as cited in The Open University, 2009, p.21). He found that, as children get older, they focus more on interpersonal traits and refer more frequently to relationships and inner qualities. Rosenberg also investigated what he called the ‘locus of self-knowledge’ – the extent to which children develop an ‘independent, self-reflective sense of self’ (The Open University, 2009, p.22). This was measured by asking children who knew them best, themselves or someone else. He found that younger children were more likely to claim that another, usually a parent, knew them better. Older children were more self-reliant when it came to judging themselves. Therefore, Rosenberg concluded that the locus of self-knowledge shifts with age from another to the self. Increased self-knowledge would result in more psychological self-descriptions so this relates to the idea of developmental progression being demonstrated in children’s self-descriptions. This study is based on Rosenberg’s research and is an analysis and interpretation of interview data. Children’s responses are allocated to Rosenberg’s categories in order to answer the research question: Do children’s self-descriptions show evidence of a developmental trend? This study will focus on answers to the ‘Who Am I?’ statements but will also pay attention to further interview responses to understand differences in the way children of different ages self-evaluate, view themselves and others and conceptualise an ideal self. This study also examines the concept of a locus of self-knowledge and asks: Does a child’s locus of self-knowledge shift from other to self with age? Method Design Rosenberg’s research design is employed in this study – the responses from a semi-structured interview are compared. Participants The participants are Annie (8) and Kirsty (16), pupils from schools in the Milton Keynes area. They were recruited by the ED209 course team who asked school teachers for help in identifying willing participants. Materials A microphone and a video-recorder were used to amplify and record the interviews. Rosenberg’s semi-structured interview, with questions on self-description, self-evaluation, self and others, ideal self and locus-of self-knowledge was used. A sheet of A4 with the words ‘Who Am I?’ printed at the top and ten numbered lines beginning with ‘I†¦Ã¢â‚¬â„¢ was provided to enable participants to complete the written exercise. Adaptations of Rosenberg’s categories were used to analyse the responses to the Who Am I? exercise. The analysis of the ‘Who Am I?’ statements was presented on category analysis forms (appendix 1). A consent form was provided for the parents of the children to sign. Procedure The interviews took place in May 2005 during the day. Both children were interviewed by members of the ED209 course team in familiar rooms used by the schools. Annie was accompanied by a classroom assistant. The participants were told that they could stop the interviews at any time and were briefed as to the purpose of the research. A sound recordist and producer were present but efforts were made to ensure that neither they nor the equipment used inhibited the participants. Background noise was occasionally intrusive and recording halted. The final recording of the interviews was edited to ensure a smooth flow. The recorded interviews were listened to several times. The ‘Who Am I?’ statements were identified and transferred onto a pre-prepared category analysis form (appendix 1). The categories, Physical, Character, Relationships and Inner, were adapted from Rosenberg’s (see appendix 2). Each sentence read out by the interviewer was taken to constitute one statement. The statements were then coded. To ensure coding consistency, each statement was reviewed against the criteria for the inner category, then relationships, then character and then physical. Only if there was no way it could be said to fit within the ‘higher’ category was it pushed down. Even if it may have fitted within two categories, the fact that an order of review was applied meant that it would not be considered for a second category if it had already been allocated. Once the categories had been applied, the responses in each column were added up and the percentages calculated so that the results could be compared with Rosenberg’s findings. Next the detailed responses to the interview questions, including the locus of self-knowledge questions, were analysed in the context of Rosenberg’s research findings. The responses of the children were analysed to see if the same patterns were present. Ethics The data collected by the Open University ED209 course team was intended to comply with the BPS ethical code and principles. The children agreed to take part and their parents signed consent forms on their behalf. At the start of each interview the children were informed of their right to withdraw from the research and were told that they could ask for the recording to be stopped at any time. The purpose of the research and they way in which the data would be used was explained to them before the interviews began. Results The first research question was: Do children’s self-descriptions show evidence of a developmental trend? The second research question was: Does a child’s locus of self-knowledge shift from other to self with age? Table 1 shows a comparison between Annie and Kirsty’s self-descriptions. It shows that the majority (60%) of descriptors used by the younger child are about physical characteristics and activities and the remainder are character descriptors. She makes no reference to relationships or inner qualities. The majority of the older child’s responses relate to inner qualities (50%). She spreads the remainder of her descriptions across the physical, character and relationship categories. Self Evaluation When discussing their strengths and weaknesses, Kirsty focused far more on character and relationship descriptions than Annie, who focused on physical attributes, particularly for her weak points (‘my ears†¦ my legs’). However, Annie counted her friends as a strength and the fact that she likes ‘being myself’. Self and Others Annie’s awareness of similarity to others in her age group was centred on having the same likes and dislikes. She also identified differences between herself and others in this way. Kirsty talked about having the same experiences as others her own age but identified character and inner traits as distinguishing her from others. Ideal Self Annie’s notion of herself in later life was focused upon what job she might do and how else her time may be spent. Kirsty focused on the character traits that she hoped to have developed. Locus of Self-Knowledge The locus of self-knowledge responses were not straightforward as both participants gave ambiguous answers at times. Annie conceded that in some ways her mother would know her better than she knew herself and Kirsty insisted that her mother knew her just as well as she did herself. Discussion In the ‘Who Am I?’ data, it can be seen that, in accordance with Rosenberg’s findings, the majority (60%) of descriptors used by the younger child are about physical characteristics and activities. Rosenberg found that older children are more likely to use character traits to define the self. In this analysis, Kirsty actually uses a lower percentage of character descriptors than Annie, but this is influenced by the large percentage of inner descriptors used. The data in this study supports Rosenberg’s finding that older children referred more frequently to relationships. He also noticed that older children were more likely to reference inner qualities, which can be seen by the high percentage of Kirsty’s inner descriptors (50%). For the main part, the analysis of the self-description data supports Rosenberg’s findings. Rosenberg found that older children focused on interpersonal traits when describing their strengths and weaknesses. Kirsty’s responses follow this pattern but Annie also mentioned the large number of friends she has as a strength. She also said that ‘being myself’ was a strength which was interesting. The interviewer explored this a little more and she seemed to revert back to describing preferred activities. Further prompting, however, may have ascertained that by ‘being myself’ she meant that she was confident about who she was, which would be a character description. It is difficult to tell at this point if Annie lacks the ability to explain what she means which may affect the results. Rosenberg found that only 36% of 8 year olds mentioned interpersonal traits when talking about the person they would like to become, compared with 69% of 14-16 year olds. Annie and Kirsty’s responses fall into the majority pattern for their age group. Analysis of the data provides a positive answer to the research question, Do children’s self-descriptions show evidence of a developmental trend? The developmental trend as identified by Bannister and Agnew, Harter and Rosenberg, is characterised by younger children relying on physical attributes when describing themselves and older children being able to use more sophisticated and complex descriptions that focus more on psychological characteristics. The data in this study largely supports this theory. The evidence for the locus-of-self-knowledge shifting from other to self with age (as Rosenberg found) is less obvious. When asked about who knows her best at school Annie identifies teachers and parents as being the best judge of her performance, which supports the idea that the locus of self-knowledge in young children rests with another. However, when questioned further about who would be right if they had different answers about Annie’s maths performance, Annie’s responses indicate that she is the best judge of her ability. However, when questioned about her behaviour at home she places the locus of self-knowledge with her mother. Kirsty, somewhat surprisingly given her high percentage of references to inner qualities (indicating high self- knowledge), believes that her mother would know her just as well as she knows herself and explains that her mum has ‘pretty much figured me out’. She decides that any differences in answers about how she would behave at home would be a matter of different interpretations. It is possible that Kirsty is unsure about what is being asked and a reformulation of the questions might provoke different responses. Although Kirsty does not exactly place the locus of self-knowledge within herself, she does not place it with someone else either, and so the data does not, in itself, contradict Rosenberg’s theory. The analysis of the locus of self-knowledge responses produces some support for Rosenberg’s findings but it is not conclusive. However, it is important to remember that this is a sample of only two participants and so the data is not enough to prove or disprove his theory. Another limitation of this study is that the coding reliability was not checked. Coding was applied according to one person’s interpretation. Had the coding of the data been interpreted differently results may have been different for the self-descriptions data (see appendix 3 for alternative coding of Kirsty’s responses. In this instance the evidence in favour of a developmental trend in self-descriptions is present but less compelling). Another consideration lies with the ethics of the research. The issue of informed consent is often difficult in research with children. In the case of a young child, such as Annie, it is not clear that she fully understands the nature of the research, despite the fact that it is described in simpler terms than those used to explain it to Kirsty. It is also possible that the power-imbalance between the interviewers and the participants may prevent them from withdrawing from the interview, even if they are told that they can. Conclusion The results of this study provide support for the idea of a developmental progression in the way that children describe themselves, particularly the analysis of the ‘Who Am I?’ data. Qualitative analysis of the other interview questions, however, while showing some support for Rosenberg’s theory, also presents some deviation from expectations.