Compare the Lutheran and Calvinist Reformations

Like the family and the economy, religion is a universal and pervasive phenomenon, a part of the cultural system, because it is assumed to meet some basic need of human being. Religion is an integrated part of human experience and shows remarkable continuity through time. Even in the modern secularized societies in the West, religion has persisted and still exerts a great influence in the lives of people. Almost all known peoples in all places and times have some set of specific cultural patterns made up of beliefs and codes of conduct, tinged with emotional views, an explanation or justification of human behavior and social organization regarding the distribution of power between the leaders and the governed, the moral code, the distribution of wealth, or the success of some and failure of others may be found in religion. Religious, beliefs and practices have been debated by various religious sectors and it includes the Lutheran and Calvinist reformations. This paper compares and contrasts the doctrines and beliefs between Lutheran and Calvinist Reformations. II. Discussion A. Calvinism and its beliefs The theology and system of church practices based on the teachings of the protestant Reformation leader John Calvin. It is the doctrine of the Presbyterian and the Reformed churches and is part of the heritage of Baptists, the Congregationalists, and certain other Christian groups. Calvin’s thought is most completely expressed in his Institute of the Christian Religion (1536). Other significant documents of Calvinism are the Canons of Dort (1619), the doctrinal basis of the reformed churches; and the Westminster Confession (1646), the traditional Presbyterian creed. Fundamental to early Calvinism was the belief in God’s absolute sovereign will over the affairs of man. To do God’s will was man’s first duty. According to the doctrine of original sin, Adam, the first man, was created pure and did God’s will. Adam’s sin, however, resulted in man’s fall from this state. Thus, all mankind was infected with â€Å"a total depravity,† leaving man free to sin but not to do good. All were rightfully damned (R. Po-Chia Hsia & Henk Van Nierop, pp. 234-236, 2002). The strict Calvinist doctrine of limited atonement held that Christ’s death atoned for the sins of a limited few, not all mankind. The limited few, called the elect, were thus saved. According to predestination, Calvin’s most widely known doctrine; God decreed eternal life for the elect and eternal damnation, or reprobation, for the rest. According to the idea known as irresistible grace, individuals elected by God to be saved by his grace could not choose to resist it. Calvinist, like most other early Protestants, emphasized the doctrine of justification, which dealt with the condition of man’s salvation. A saved individual was made righteous by God’s grace, and by God’s judgment was declared just, or acceptable. Good works by an individual could not achieve his salvation or justification: he had to live by faith alone. However, his faith was expressed outwardly in strict moral and righteous conduct and good works. To a Calvinist, the ability to base one’s life in faith was probable evidence that one was saved from sin and numbered among the elect (Kingdon, p.45, 2006). In Calvinism, Scripture became the supreme authority in faith and life. Calvinists believed that the Bible designated only two sacraments—baptism and Holy Communion. Calvin’s notion of the church government in which the church elects elders, or presbyters, to govern its affairs came from the Bible and was adopted by the Presbyterian and the Reformed Churches. This idea of representational church government was an important influence on the development of modern democracy. In the 17th century, some Dutch theologians and the English Puritans added to Calvinism the covenant theology. The covenant was a contractual relationship between the Christian and God. The sacraments were given as seals of the covenant. There were two covenants that God made with man—the covenant of works was made with Adam; the covenant of grace was made in Jesus Christ (Van Bruaene, pp.481-489, 2004). The covenant theology, which became central to Puritanism in England and America, softened the doctrine of predestination by giving recognition to human cooperation in achieving salvation. B. Lutheran and its beliefs These are Protestant Christians who follow the teachings of Martin Luther, the leader of the German Reformation. Lutherans form the largest group of Protestants. The Lutherans are the largest religious group in Germany; they claim more than 95 percent of the people of the Scandinavian countries; and they have strong minorities in many other countries. Lutherans in the United States number about 8,460,000 and are the nation’s fourth largest religious group. Lutherans places strong emphasis on doctrine. It affirms that the Bible is the sole rule of faith and accepts all traditional Protestant Christian doctrines. Distinctive Lutheran beliefs are defined in Luther’s two catechisms, the Augsburg Confession, the Schmalkaldic Articles, and the Formula of Concord (Anderson, pp.121-125, 2001). The chief Lutheran tenet is justification by faith alone. Salvation, according to this belief, does not come through food works. Rather, it comes by the faith of believers that God has forgiven their sins through the Sacrifice of Christ, and that by Gods grace they have been justified (become righteous). Lutheranism has two sacraments, baptism and the Lords Supper. Lutherans believe that in Holy Communion there is no physical change in the bread and wine, but that Christ is truly present to forgive sins and to renew the spiritual life of believers. Lutheran churches make greater use of liturgy the most Protestant churches, but there are differences in forms of public worship among Lutheran bodies (Braaten, pp. 83-86, 2004). There are differences also in church government. The Lutheran churches in Europe have bishops. In the United State the local congregation is the unit of church organization and the source of authority. During the 19th century congregations combined in synods, or regional groupings (Arnold, p.47, 2002).   After 1900 many synods united to form national denominations. Some synods are advisory bodies while others have a considerable amount of authority. The Evangelical Lutheran Church in America was form in 1987 by a merger of the American Lutheran Church, the Lutheran Church in America, and the Association of Evangelical Lutheran Churches. The denomination has 5,300,000 members, two of the denomination that make up the church were born out of mergers; and one, the association of Evangelical Lutheran Churches, was a group that seceded from the Lutheran Church-Missouri Synod (Braaten, pp. 83-86, 2004). The Lutheran Church-Missouri Synod believes in strict adherence to the Bible and to all Lutheran confessions. This denomination, of German origin, was founded in 1847 by the Rev. Cal F. W. Walther. The Missouri Synod has about 2,630,000 members. It has many congregations in Canada (Rogness, pp. 364-366, 2000). The Wisconsin Evangelical Lutheran Synod is one of the conservative Lutheran bodies, holding without reservation to the Lutheran confessions and the infallibility of the Bible.   The church was organized in Milwaukee in 1850. It has congregation in most states of the Union and has some 400,000 members. Other Bodies. There are several small Lutheran denominations. Thy include the Apostolic Lutheran Church of America (6,000 members), Association   of Free Lutheran Congregations(19,000 members), Church of the Lutheran Brethren of America (12,000 members) Church of the Lutheran Confession (9,000 members), Estonian Evangelical Lutheran Church (7,000 members), Evangelical Lutheran Synod (20,000 members), Latvian Evangelical Lutheran Church in America (14,000 members), Protestant Conference (Lutheran), Inc. (1,000 members), and World Confessional Lutheran Association (1,300 members) (Nelson, p.17, 2002). III. Conclusion In conclusion, by the early 20th century, only a few Protestant churches held to the strict Calvinism of the 16th and 17th centuries. Most churches characterized as Calvinist have either greatly modified or rejected such doctrines as election, predestination, and irresistible grace to give man a free will to determine his salvation. Moreover, there was much rivalry between Lutherans and the Reformed Church, which was founded by John Calvin. The reformed faith gained considerable support in some German states. During the 19th century the Lutheran and Reformed groups formed union churches in many of the states. Reference: Anderson, C.S. Faith and Freedom: The Christian Faith According to the Lutheran Confession, pp.121-125, (Augsburg, 2001). Arnold, D.W. The Way, the Truth, and the Life: an Introduction to Lutheran Christianity, p.47 (Baker Book House, 2002). Braaten, C.E., editor. The New Church Debate: Issues Facing American Lutheranism pp. 83-86, (Fortress Press, 2004). Kingdon, Robert M. The Disciplinary Revolution: Calvinism and the Rise of the State in Early Modern Europe.   Renaissance Quarterly, Vol. 59, p.45. 2006 Nelson, E.C. The Rise of World Lutheranism, p.17 (Fortress Press, 2002). Rogness, A.N. The Story of the American Lutheran Church, pp. 364-366, (Augsburg, 2000). Van Bruaene, Anne-Laure. Calvinism and Religious Toleration in the Dutch Golden Age. Renaissance Quarterly, Vol. 57, pp.481-489, 2004. R. Po-Chia Hsia, Henk Van Nierop. Calvinism and Religious Toleration in the Dutch Golden Age.   pp. 234-236, Cambridge University Press, 2002      

Lord of the Flies Paper Essay

What is stronger savagery or civilization? The human has two desires that conflict with each other: to live by civilization and to live by savagery. The civilized impulse we have is to live peacefully, morally, and by rules and laws. The savage characteristic we have is to act violently, using force to gain authority and power over others. In Lord of the Flies by William Golding, symbolism and figurative language links the clash of civilization and savagery with a group of boy are stranded on an island. William Golding inserts symbolism into his story Lord of the Flies to elaborate on savagery vs. civilization. For example, at the beginning of the story civilization is still intact, â€Å"That’s what the shell’s called. I’ll give the conch to the next person to speak. He can hold it when he is speaking,† (33). Ralph and Piggy discover the conch shell on the beach and decide to use it for organization and order. The conch soon becomes a symbol of civilizati on as the shell effectively governs the boy’s meetings. The boys create a society on the island, â€Å"The twins, Sam ‘n Eric were the first to get a likely log but they could do nothing till Ralph, Jack, Roger and Maurice found room for a hand-hold,† (39). The relationship develops between the older and younger boys when the older ones and leaders and the younger ones are followers. The younger boys emphasize the older boy’s connection with civilization savagery. In Lord of the Flies by William Golding also introduces figurative language when describing the conflict of savagery and civilization. A type of figurative language, such as foreshadowing, is utilized, â€Å"It’s time some people knew they’ve got to keep quiet and leave the deciding things to the rest of us,† (102).The foreshadowing of the possible dictatorship presents itself in this quote. Jack’s violent actions and words dictate the boys and without conch savagery has come about. For instance Golding creates a metaphor, â€Å"The sun was right and the danger had faded with the darkness,† (108). The reassurance and relaxation come back with the dark and the night. The metaphor establishes that when the darkness approaches the danger disappears because essentially the savages are sleeping. The central concern of Lord of the Flies is the conflict between two competing urges that exist within all human beings: to act peacefully or violently. In the end, civilization can quickly turn to savagery. People’s actions, words and beliefs can turn any situation into a bad one or a savage one. Savagery vs. civilization is in everyday life and it is the way we handle things that decides how society works.

Introduction to working with children Essay

There are three different provisions that provide care and education to children. Upton Infant School is a statutory provision; they are funded by the government. Upton Infant School educates and cares for children from 4 years to 7 years of age. They follow the National Curriculum, and the EYFS. They support and work with the children and family by observing the children, and producing written or verbal feedback to the parents; this can be done by holding parent evenings. They are also supporting the children and parents by having fully trained SEN staff in the setting; so they help the children who require additional support. (Upton Infants’ School, 2012) The DEBRA charity is an organisation which supports and helps to find a cure to heal or help the children and families that are suffering from a generic skin blistering condition. This condition is called Epidermolysis Bullosa (EB). This is a voluntary organisation; this is funded by the public. They support and help children of all ages from birth. They provide emotional and physical support for families coping with EB. (DEBRA, 2008-2012) Private provisions are organisations that make profits from their services. Buckholme Towers in Parkstone; is an independent day school and nursery, which cares for both boys and girls from 3 to 12 years of age. They provide classes for individual learning. The staff quickly gets to know pupils so that their strengths and talents and be enhanced, and their weaknesses are developed upon. They provide a supportive environment this makes the children feel secure and ready for challenges of school life. They support families that have children with; Emotional Needs, ADHD, Dyslexia, Asthma and Serious Allergy’s. (Poole Family Information Service, 2012) There are various legislations in the UK that supports working with children, these are:- Health And Safety At Work Act 1974 Children’s Act 1989 Children’s Act 2004 Children’s Act 2006 Equality Act 2010 United Convention On The Rights Of The Child 1989 Data Protection Act 1998 The Children’s Act 1989 came into force in October 1990. It aims to help children in every situation; at home, at day-care, or in full time care. Some of the principles are that the welfare of the child is paramount and every child has the right to be free from neglect and abuse, every child should be brought up by their parents, if the child is in need, help and guidance should be provided. Both parents and professionals should consult the child when decision making. (Beaver, et al, 2008) Children’s Act 2004 promotes the five outcomes for the Every Child Matters (2003) legislation for every child; this was created because some of the points in 1989 were not being done. These five points are; 1. Be healthy 2. Stay safe 3. Enjoy and achieve 4. Make a positive contribution 5. Achieve economic well-being (Beaver, et al, 2008) The needs of the child and family are central in the Children’s Act 2006. Local authorities must improve the outcomes for children less than 5 years of age. This was created to focus on the children in question and their families. This is where the EYFS came into practice. This was introduced to support the delivery of quality of education and care in the early years. This Act also entitles parents to get the information they need. (Beaver, et al, 2008) The United Convention On the Rights Of The Child came into force in 1989. This Act contains 54 articles. All the articles were put into place to ensure every child enjoys health and education; every child should be within a caring family and have the right of survival. Every child should be protected from exploitation and abuse at all times and should have the freedom to have their voice and opinions taken into account on significant issues. (Beaver, et al, 2008) The Data Protection Act was put into place in 1998, to protect Information of individuals as this is confidential. Other than the care worker, the information can only be shared between the guardian or parent and the child in question. It is very important that you maintain confidentiality when working with children. This is important because it protect the child in question and the family. (Legislation, 2012) Principles and values are very important when working with children. Principles are a professional rule of action of conduct. Values are beliefs and ideas that are shared between groups of people that are from the same culture. This is important because it will give you an understanding of what is good or desirable and what is not. (Tassoni, et al, 2007) Through positive relations the children learn to be strong and to be independent. According in the EYFS (2012) every child is a unique child; they can have a strong character, confident and are self-assured. Enabling environments are essential in helping the children develop and learn. Every child learns and develops in a different way, every child should be treated equally, and their needs to be taken into account. The education and care of all the children in early year’s provision, including children with special educational needs and disabilities, are covered by this framework. Without a unique child, positive relationships and enabling environment’s there would not be any learning and development. The CWDC principles are to reinforce that the welfare of the child and young person is paramount. The safeguarding, learning and development is reflected in practice and service provision. Practitioners work closely with parents as they are very important in their child’s upbringing, recognising they are the children’s most important careers and educators. The values of CWDC are that every child’s individuality is valued and respected and celebrated. Also the children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. Self-esteem is very important to every child’s development. Also confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. Best practice requires a continuous search improvement and self-awareness of how workers are perceived by others. (Children’s Workforce Development Council, 2012). Inclusion and diversity is very important in respecting and valuing each child at a place setting. If this is done correctly it should build the child’s confidence and improve their concentration. This will also remove learning barriers; whether this is emotional or learning where a child may need extra support. (Beaver, et al, 2008) Everyone is different and entitled to their own opinions this means everyone should get treated equally, as they are a unique child, this complies with the EYFS curriculum (Moylett.et al. 2012) According to article.10 UNCRC states that every child has the rights to be able to be heard, valued and listened to. ‘The United Nations Convention On The Rights Of The Child, article 12, says that we must listen to the child’s view and take those views into account in any planning that effects the child’ (Fajerman,2001:12). Both `the children and the staff are benefitting by taking into account the views and the opinions of the child. This builds upon the child’s self-esteem, the children become independent, creative learners, this also makes them aware they have rights and that they do matter. This benefits the staff because they gain an increased awareness of children’s needs, rights and abilities. Also the parents will benefit from this by them feeling involved with their children’s development and their contribution to the setting. (Fajerman, 2001) An example of the place settings giving the children the freedom to express themselves and have their own opinions is at tea time or snack time; this enables them to be able to decide what they want to eat from a plate of food. This way the children will eat what they like and feel valued. According to an early years consultant Margret Collins (2006) children with low self-esteem are timid and are easily bullied. They struggle to take up challenges, and rarely reach their full potential, on some cases people with low self-esteem look at themselves as a failure! On the other hand children with high self-esteem embrace new challenges and see themselves as a success. Children with high self-esteem do usually have an excellent relationship with their teachers as they receive praise. From September 2008, The EYFS emphasis that every person who cares for the children, e.g. child minders and the EYFS practitioners under the age of five have to show the evidence of ‘Look, Listen, and Note’. This shows what development stage the children are at and what the children like doing, also this gives the practitioner a clear understanding of what the child can do or not and if the child needs extra support or not. By doing this you are treating the children like individuals. (Renouf, 2008). People have different opinions this gives them a sense of themselves and others around them. They can also see how individual everyone is. (Graham, 2002). The children will learn that other people have different opinions and feelings; this enables them to be sensitive to others. They will learn that every child believes and their personal views on things can vary, every child has the right to, and need to be treated with respect. Encouraging children to talk about their opinions and their feelings is important because this will build greater relationships with the child and you will be able to understand and help that child more. It is also important for the child to express what they like or dislike doing, and why. (Graham, 2002) There are many professional skills that will support you when working with children. Some of the professional skills are being an effective practitioner: this covers everything from being empathetic and sensitive to having effective communication skills, Being professional: this includes skills such as being reliable and an anti-bias approach, and ensuring you know your roles and responsibility; this involves putting the needs and rights of the child and the family first. (Beaver, et al.2008) Professional standards are essential in working with children; this covers all the professional standards that are needed to be an affective practitioner. Time keeping; is essential because this reflects well on you. Regular attendance is an individual responsibility; you also need to make sure you have everything with you to get the best out of the day. Appropriate dress code; this is important as this will show you have self-respect and that you value the children by not wearing anything inappropriate. It is very important that everyone in each setting understand the different ways of communicating with individual children’s needs. (Beaver, et al, 2008) It is important that everyone smells fresh, and they need to ensure they regularly wash their hands during the course of the day. Smoking is not allowed in public areas, due to a new law that has been recently created. Workers who choose to smoke should do this by going off site, and out of sight of parents and the children. (Beaver, et al, 2008) It is also a good idea to take in hoody or spare clothing so that you do not smell of smoke when you go back. You could also chew on gum, but remember to get rid of it before you go back to the children. All of this is being an effective role model. Study skills are important to being an effective practitioner. Basic needs are the most important one of them all. Without fulfilling your personal needs you will not be able to get the most from your experience and learn properly. Even looking at things like your health and mental health is important, as if you are ill, you are unable to learn to the best of your abilities and get the most from your day. (Northedge, 2005) Motivation is needed in childcare; this is what gets you through the days. Self-motivation comes from deep within, only you can motivate yourself, someone else can only inspire you to do something. By setting yourself little goals, you are able to achieve big goals. (Beaver, et al, 2008) Time management is also important, and this will need to be developed, you need to be able to manage your home life with your college life-try to keep these separate. You need to make sure you are realistic with your time scales to do something, and to be able to do them to your best abilities. (Beaver, et al, 2008) Note taking is important in studying as you will not be able to remember everything that you have learnt over the course of the day. (Beaver, et al, 2008) Planning is essential in childcare, without planning nothing will run smoothly and the days will be hectic. It is also important to plan your assignments this will help you complete it to the deadline. There are many things that learning environments provide to help their students achieve. There things such as learner support, they will help you to improve your work to a higher standard, they provide all sorts of help with your assignments they help you to plan them, they can proof read and check for spellings, and they can help you with referencing. (Beaver, et al, 2008) In childcare it is very important to develop and maintain appropriate relationships with the children, parents and other professionals. A practitioner’s role is to behave in a professional manner. (Tassoni, et al, 2007) Bowlby attachment theory, helps understand relationships, he understands the relationships between; children and carers, and parents and EYP. EYP’s now understand that there will be some children that need a little extra time to feel secure in the setting. This benefits the child because they become more independent and confident. EYP work in partnership with parents, and they should never undermine the relationship between the parent and child. By having a good relationship between the parent and EYP, will benefit the child, this will meet the child’s needs more effectively as the parent has the most knowledge of their child. (Tassoni, et al, 2007) By keeping the family informed about their child performance and any injury or discomfort will build trust. Building and maintaining relationships between colleagues, is essential. This can be done by sharing responsibility and duties equally. (Tassoni, et al, 2007) It is also important to share the information about the child you are about to work with, with the appropriate people. This also needs to be kept updated, by all the members that are working with that child. If there are any frictions between colleagues, the line manager will need to be contacted to help sort out such issues. (Tassoni, et al, 2007) Consistency is the key point in working with children, as you are a role model for children. The information the child receives from adults should be the same, this can have a negative effect on the children, as they pick up things like consistency and tension between parents, EYP, Colleagues and the children. (Tassoni, et al, 2007) Some children may need more than one organisation to help and support them and their families for any additional support. This is called multi-agency team. This consists of various professional that join their skills to help the children to the best of their abilities. It is a practical mechanism to deliver the integrated working required of public services by Every Child Matters, published in 2003, and by The Children Act 2004. (Beaver, et al, 2008) Multi-agency teams benefit the children because they receive tailor-made support for their needs. Some of the benefits of this is easier and quicker access to services and expertise, and reduced needs for specialist services. (Beaver, et al, 2008) Parents are also part of the multi-agency team, and their choices should also be respected and valued. E.g. parents may choose to discuss the situation to other professionals; this is their decision. (Beaver, et al, 2008) It is very unprofessional to discuss another child’s situation with other parents. Some parents find it very daunting for professionals to have contact with them on a daily basis. (Beaver, et al, 2008) Characterises of working with other colleagues and professionals in a multi-agency team are cooperation, this encourages the children to learn to work well with each other. Every team member needs to be consistent this is to ensure that everyone has the same approach of caring for children and working with their family. All members of the team should encourage, praise, stimulate, and support one another. Every member should share their ideas and aims and should feel respected; they should also feel a sense of belong. Every team member needs to be efficient, so all the skills of each individual can be used to the best of their ability. The responsibilities should be shared between every member in the multi-agency team. Workers need to be willing to learn and develop new ways of learning and thinking, and to balance out their weakness and strengths between them. It is also important you remain confidential within a multi-agency team, this shows that you respect your role and the child; you will also be complying with the Data Protection Act. (Beaver, et al, 2008) Common Assessment Framework (CAF) is a process to make sure that children needs are met in the most efficient and pro-active way. This is also a key component in the ‘Every Child Matters-change for children’ program. The CAF aim is to ensure every child receives the universal to which they are entitled and the additional services they need at the earliest opportunity. (Children’s Workforce Development Council 2008) Child-Centred approach is where the children get the freedom to experience, think, question, and research for their own answers. Nursery practitioners get to see how play develops between the children, and not telling them what to do. This enhances the children’s communication skills. This is the complete opposite of Adult-Led; this is where the adult’s initiates play. (Beaver, et al, 2008) The benefits of a Child-Centred approach are that the children get fully involved in activities and are proud of what they can achieve by themselves. They can actively explore the environment and enjoy playing with others. (Beaver, et al, 2008) Although some children find this situation awkward, as they believe the teacher should be in control, whereas others believe they are fully responsible for their play. (Beaver, et al, 2008) There can be issues with the parents too, as they believe children should not learn through playing they prefer their children to learn through literacy and numeracy skills. (Beaver, et al, 2008) Child-Centred approach links to the EYFS because every child is given the opportunity to choose what they want, this encourages every child to be unique. (Beaver, et al, 2008) The practitioners and teachers work in partnership to create a positive relationship and create and enabling environment for the children. The ‘Look, Listen and Note’ observation links to the adult led approach because you can have a better opportunity for observation this way. (Beaver, et al, 2008) The Reggio Emilia approach supports the child-centred approach; an approach based on children’s ideas, thoughts and observations they have gathered through the environment. This was founded by Loris Malaguzzi. (Beaver, et al, 2008) Reggio Emilia believed that the environment, in which the children learn, should be considered as a third teacher. (Wenex Technologies, 2006) Some of the characteristics of the Reggio Emilia approach are that the teachers work in pairs this is called ‘co-teaching’. ‘There is no staff structure, i.e. no head teacher; and staff such as cooks and assistants are regarded as equal with teachers.’ (Beaver, et al, 2008:251) ‘Teachers do plan and make preparations, but there is not a strict curriculum or timetable. Teaching and learning is allowed to evolve and unfold at the pace of the children and follows the interests they develop along the way’ (Beaver, et al, 2008:252) There is four main areas that are Important within your role, limits and boundaries these are; Health and Safety, managing children’s behaviour, child protection and confidentiality. (Tassoni, et al, 2007) It is everyone’s responsibility to ensure the child’s safety. It varies from a basic level by doing little things such as; shutting doors and gates behind you, to a more extreme level; what to do when there is a fire alarm. You also need to consider other aspects of physical safety; this includes things such as one of the children you are with has an accident or the child is unsafe. You will also need to follow policies on personal hygiene this could be simple things such as; wearing a uniform, tying your hair back, and using the supplied resources. (Tassoni, et al, 2007) It is essential to follow the settings policies and procedures, and the policies on hygiene. (Tassoni, et al, 2007) By following the policies and procedures you are reducing the risk of being accused of something such as neglectful behaviour or being in an abusive situation, it also ensures that everyone’s rights and responsibilities are respected, this also shows that the setting is running smoothly and everyone is doing what is expected of them. Having written policies is a requirement of OFSTED. (Tassoni, et al, 2007) It is very important to be aware of how different settings deal with managing children’s behaviour and where it is appropriate to intervene or when not to. (Tassoni, et al, 2007) Also it is important to observe how other professionals deal with the situation. Child protection is very important this will give you the knowledge of how to follow the correct policies to protect children from harm, and abuse. This is to ensure the child id receiving similar messages, so they can feel secure. (Tassoni, et al, 2007) Some children may tell practitioners things that are a cause of concern, this information should be immediately passed onto the appropriate people and no one else. Confidentiality is very important in -settings, as this protects the child and the families. (Tassoni, et al, 2007)

Final paper Essay Example | Topics and Well Written Essays - 1250 words - 13

Final paper - Essay Example This drastically reduced her total score and Elauf was not hired. The Equal Employment Opportunity Commission (EEOC) filed a case against the Abercrombie & Fitch Stores, Inc. claiming that the firm Abercrombie had violated Title VII of the Civil Rights of 1964 by rejecting to hire Samanatha Elauf due to her hijab (headscarf). The Equal Employment Opportunity Commission enforces the federal regulations that prohibit employment discrimination. According to Title VII of the Civil Rights Act of 1964 an employer may be liable when he or she rejects either to select and hire or discharge a worker based on a religious practise or observance only if the employer has tangible knowledge that there was need for religious accommodation and the definite knowledge of the employer emanated from a direct notification from the employee or applicant. Walsh (741) shares the view that the firm argued that Samantha did not notify the interviewer that she needed an accommodation. However, Elauf who was the plaintiff was wearing the headscarf for religious reasons. More to the point, during the interview at Tusla, Oklahoma in 2008 the store manager never mentioned to Elauf issues relating to the hijab. It was only later on that the district supervisor argued that the headgear disqualified Elauf from the job. It can therefore be assumed that the recruitment team was aware that she was wearing the hijab for religious reasons. Initially the district court ruled in favour of Elauf. The established that the EEOC had determined all elements of a prima facie case of discrimination, such as the firm’s awareness of Samantha’s need for a religious accommodation, and also ruled that Abercrombie had failed to rebut the EEOC’s showing on those elements. However, the Tenth Circuit reversed the summary grant. Law cannot get rel igion right (Sullivan 138). The appellate court overturned the decision and sided with Abercrombie & Fitch Stores, Inc. However, an article

Belgium's economic and monetary affairs Research Paper

Belgium's economic and monetary affairs - Research Paper Example Belgium consists of two major nationalists, the Flemish speaking north, and the French speaking Walloons in the south. The other subset arises from Brussels, the Bilingual capital, where the two major nationalists share official ranks. It is also a constitutional monarchy that experiences lots of tension and political instabilities, as the two major cultural groups in the separate regions, fail to reconcile their differences for the coalition governments to run effectively. Belgium, as a founder member of European Union has been an active contributor to pursue European integration, fully signed up to main measures of closer co-operation, comprising of Euro and Schengen convention (â€Å"Belgium and Luxembourg,† civitas.org.uk). Belgium hosts lots of General European institutions and meetings. The headquarters of EU, venue of EU council presidencies, EESC, and CoR institutions strongly linked to EU are all based in Brussels (â€Å"Belgium and the European,† belgium.be). With continued active participation in the EU, the Belgian’s lives, country policies and identity has been structured, due to common EU policies and objectives. In turn, Belgium has influenced European policymaking in economics and the finance sectors. With the country having the chance to hold seatings of major European Union institutions and meetings, the politicians within its region fully participate in decision making processes. Other nations could feel neglected as Belgium, United Kingdom, and Germany influence most of the decisions, but at the same time the power to object lies with the majority, which most of the countries do not show full commitment to. Even if Belgium is part of the small member states of the EU, it is well conversant with EU’s objectives, and takes advantage of been host to major EU functions, where personnel and policy experts actively participate, enhancing their argumentative power, which influences policy making that could favors

Debating Cinema and Time in film Inception Essay

Debating Cinema and Time in film Inception - Essay Example The approach that is given to Inception by Christopher Nolan conforms to the perspective of the theory of Bernani and Dutoit as portrayed in their book,-the approach given by the movie make the possibility of being to be put at great stake. Nolan also in hi movie, inception uses the theory that states that film using the ‘general apparatus’ are predetermined to guarantee production of a subject that dominates an ideology. Throughout the movie, there are breath-taking special effects coupled with unbelievable twists and turns. The film man referred to as Batman: the dark night and the Prestige are rated to be brilliant with the ability to create a world within a world with the masterpiece. Even though it is a little bit difficult to understand the movie, it has managed what very many directors are yearning for; the ability to leave the audience in need of more and continues with the talk about the movies weeks after watching it. There are creative camera works that has be en used in the development of the movie and this is what contributes to the peculiarity of the movie. For instance, when Leonardo and his partner Arthur visited Saito with their proposal for a dream to steal, the camera work involved in the scene is one of the very rare uses of 180 degrees. The use of 180 degrees do create the realism that there is a discussion going on while in the real sense it is just the use of two cameras on the opposites to create an impression that there is a discussion taking place. Usually, 180 degrees shot is to make shots that are close up in nature and will allow the audience to construe the characters emotional state and not the entire shooting scene. This camera work was used in the movie to depict the three men sat in a round table discussing. Apart from the 180 degrees rule, the director of the movie also used some other unique styles of expressing the facial expression of two characters talking; this involved the use of ‘shot reverse shot†™ which is able to move back and forth between two characters to depict that they are in a conversation. This technique also uses the 180 degrees rule to show a conversation between two people by moving the camera back and forth between the two people so that the audience can connect with the facial reaction of the characters talking (McCormick, 2004). This technique has been perfectly used in the movies where two people are discussing or talking in a way that it brings out the sense of conversation that connects easily with the audience. In the film, most of the shots are long shots, medium shots, and close shots meant to bring in varieties in the movies, this works well in keeping the audience interested about the movies and avoid tension building in the audience since they are fully aware of the happenings. The closes up shots are used particularly when the intended purpose is to depict the facial expression of the audience such as reactions and emotional state. In this case, t he close up shots works to pass important information to the audience and about the character of the individuals as well as what they think. Close up shots in this regard can also be used to bring into focus some of the important characters in the movies and to which the audience should pay more attention to and follow because they are

Workplace, Health and Safety Coursework Example | Topics and Well Written Essays - 1250 words

Workplace, Health and Safety - Coursework Example Act 1974. The Health and Safety at Work etc. Act demarcates the level of responsibilities and liabilities of people involved in enforcing health and safety regulations in workplaces. Section 2 of the said Act makes it clear that it is the employer’s duty to look after the safety and health concerns of the employees. The machinery and equipment being used for work must be well maintained and dangerous substances should not be used or should be used appropriately. The employer has to educate, inform and train the employees to deal with risks that they face on a daily basis. The particular health and safety policy of a workplace must be documented by the employer and should be provided to the employees. The trade union of the employees has the right to nominate its own safety representatives. The employer must under all conditions consult the safety representatives of the trade union before formulating and enforcing health and safety policies. Employers as well as self employed i ndividuals are also required to ensure the health and safety of non employees who work or visit the site as per Section 3. The non employee status individuals must be informed, educated and if required trained to deal with various risks on site. In case that dangers are present on a work site that the lay man cannot understand, the access to the site is limited as per Section 4. Again the site owner or the management of the premises have a duty to ensure the health and safety of the individuals accessing the site for any purpose. In order to guarantee the health and safety of all and sundry the Act provides to limit emissions as per Section 5. Other than this, any tools, equipment or substances being used on site must be made safe before use as per Section 6. If it is not possible to make these objects safe then it is the employer’s responsibility to inform, educate and train the people using these articles. These individuals could be employees as well as non employees. The m anufacturer of these articles must also ensure that the risks posed by these items is reduced to whatever extent possible. The employee also has certain duties to ensure the health and safety at the workplace under Section 7. The employee must conform to all instructions provided by the employer in order to ensure his own safety and the safety of other people around him. In addition any instructions issued by a statutory body applicable to health and safety must also be accounted for. Obstruction or impeding the duties outlined in sections 2 to 7 of the subject Act leaves one susceptible to prosecution under law as a criminal as per Section 33. When the Act was enforced in the mid seventies, it created two bodies namely the Health and Safety Commission as well as the Health and Safety Executive. These bodies were coalesced in 2008 and are now known as the Health and Safety Executive. This new body has the responsibility to enforce the Act. 2) Using words and necessary diagrams and r eferring to: a) negligence b) employers’ liability c) occupiers liability d) breach of statutory duty explain the basis of the English system of fault-based civil liability for accidents at work. The English common law system provides that negligence arises from carelessness and not from an intentional act. Negligence may be prosecuted under law or it may be forgiven depending on the circumstances and on relevant case law. Typically in the case of health and safety regulations any violations in Sections 2 to 8 of the Act are treated as punishable offences whether intended or based on negligence. The duties of employers and occupiers are nearly the same except for informing, educating and training the people employed by them whether directly or indirectly. In case that

Social and Linguistic aspects of immigration Essay

Social and Linguistic aspects of immigration - Essay Example The latter encompassing a birth certificate of citizenship, but one that is subject to disfranchisement by cultural values and traditions. French Muslims, especially the young first and second generation, felt themselves trapped within the bounds of a cultural tradition from which they remained markedly separated from because of their place of birth, and a social environment that ostracized them because of their cultural traditions. The Columbia Journalism Review reported that â€Å"Many French watched the television news reports of last year’s riots in the suburbs of Paris with a sense of non-recognition, as though the chiaroscuro footage of hooded figures and burning cars was being relayed from a country thousands of miles away (Harding, 2006).† This would be the French response, since the French stand indignant at the public displays of social maladies that rise to the surface of the press in other countries on a regular basis, always quick to offer their criticism of a lack of diversity. This is in part what has contributed to the world’s perception of France as being liberal and progressive in its own response to cultural diversity. However, now the world watched as suburbs within just minutes of Paris burned and private property was being destroyed. Journalist Jeremy Harding commented, â€Å"It was hard to connect the barrage of news images with the streets, the projects, and the peo ple I was seeing with my own eyes, on the margins of a capital plunged into anxiety by almost a month of unrest that had spread to many of France’s provisional cities (Harding, 2006).† This was a very empathetic reporting, but the problem it poses, the question it raises, is why were French citizens unaware of the conditions in which the protesters were living, and unaware of the disparity in services and employment that they experienced as compared to the same services

Protection of vulnerable people (ADULT WITH DEMENTIA) Essay

Protection of vulnerable people (ADULT WITH DEMENTIA) - Essay Example Being a serious mental disability, adults suffering from dementia face many challenge in their routine life particularly learning disabilities. These adults are often abused at different intervals of life. This paper aims to highlight the abuses and challenges faced by adults with Dementia. Moreover, the will provide methods through which the vulnerability of these adults can be reduced. The paper will also discuss laws and policies that safeguards adults with dementia. Background One of the serious health problems faced by adults across the world, particularly the UK is Dementia. This is because of certain factors. One chief reason is that the aging of people in the UK is increasing. For this reason, adults that are diagnosed with Dementia in UK are increasing every year. The term ‘Dementia’ is originally a Latin word which means irrationality; ‘De’ means without and ‘mens’ means mind, thus it illustrates that without mind (Adams & Manthorpe, 2 003). Previously unimpaired people can also undergo dementia. It is a progressive brain dysfunction in which the person faces long term decline in his mental capabilities. The chief cognitive regions of the brain affected by Dementia include memory, attention, language and problem solving which makes it difficult for the person to perform various tasks. If these dysfunctions stays or are present for more than 6 months, then it is in positive support for the diagnosis of dementia (Hughes, et al., 2006). Dementia is a growing disease in the UK. Many adults are facing challenges to continue their routine life normally and are abused at different points because of this mental disorder. Moreover, adults diagnosed with dementia also face some financial challenges that do not allow them to treat their sickness, thus increasing the problems. The government of United Kingdom has set some laws and policies for patients with mental sickness. This is to ensure that those diagnosed with mental d ysfunctions are getting proper treatment and are able to continue their life. Moreover, adults who are diagnosed with dementia also face learning disability issues (Keady & Harris, 2013). Body Abuses / Challenges Faced by Adults with Dementia To name there are a number of abuses and challenges that are faced by adults with Dementia. These challenges vary from person to person. According to a report conducted by Kings’ College London and Alzheimer’s society stated that it is estimated that by 2025 as many as one million people will have dementia in UK. This is a serious issue which raises many other problems for the adults making them vulnerable towards life (Alzheimer's Society, 2013). People have not understood dementia completely, thus they are not able to offer this disease a comprehensive reaction. For this reason, dementia adds to the miseries of adults. Where on one hand these adults find it hard to cope-up with their daily tasks, the disease and other factors in a variety of ways often abuse them. It is already discussed above that adults with dementia face issues with memory; this illustrates that they have problems remembering their name, the day, week, and month; in short they are not able to recall anything properly. This can be explained with the help of few examples. Imagine, you wake up one morning and you are not able to recognize the person or his name that is lying next to you. This gets even worse when you look at your siblings and other family members and asks

Answer 4 discussion questions as instructed below Assignment

Answer 4 discussion questions as instructed below - Assignment Example The advantages of placing the C-arm fluoroscopy at different angles with regards to the patient, for example, either under/over/lateral, is that it offers an appropriate way to facilitate minimal exposure to the radio waves. The level of success in any C-arm fluoroscopy procedure performed is contingent on the proficiency of the doctor involved and the pathoanatomic characteristics of the patient. The benefit is that it offers minimally invasive procedures for the treatment being carried out. Reducing occupational exposure is achieved via the use of garments having components of lead metallic elements. Lead metal is known to be effective in shielding from radioactive components, for instance, like in this case x-rays. The TV monitors and control cart are utilized for cross sectional examination of two images to provide a comparison for the technologist. The equipment are flexible in hardware structure and can be rotated or flipped to provide a preferred view. Mobile fluoroscopy with supported digital imaging which offers still images is essential for therapists to analyze and compare data collected. The foot pedal allows the physician or any approved equipment operator to have hands-free operation of the C-arm machine. A completely equipped and automatic foot pedal has added functionality to offer flexible operations and movement within the examination room. Radiation safety is essential for all the individuals involved or affiliated to the operations of the portable x-ray machines. It is advisable for all the persons and staff who remain in the radiography room to wear a lead apron. A minimum distance of 6 feet (approximately 2m) is suitable for all operators involved to minimize the exposure that comes with the procedures. Delicate organs like the gonads ought to be protected from the radioactive elements. The level of exposure is greatly dependent on the distance from exposure point, thus,

Animal Farm-Power Corrpts Essay Example for Free

Animal Farm-Power Corrpts Essay Animal Farm is an allegorical novel about the Russian Revolution and the resulting political system of the Soviet Union. Through this story which appears to be a simple fable on the surface, we see George Orwell’s beliefs about the nature of power and its seemingly inevitable corruption of noble ideas. Educated authority figures in the book bend the principles of communism to suit their own selfish needs and desires, all the while taking advantage of the uneducated masses, and easily manipulated them through propaganda and persuasion. Through this allegory of communism turned to totalitarianism, Orwell explores the dangers of a political system where leaders have no sense of social responsibility toward their subjects. The first instance of corruption among the ruling class appears shortly after the revolution. The pigs, the new rulers of Animal Farm after the ousting of the tyrant farmer Jones, milk the cows to relieve them from of their discomfort. The animals, remembering how Jones would mix some of the milk into their mash, look forward to at least similar treatment from the pigs. However, the milk soon disappears and it is discovered later that the pigs have mixed it into their own mash without sharing it with the other animals, just as the windfall apples have been consumed exclusively by the pigs. Squealer, the political propagandist for the pigs, justifies this to the other animals by saying that the pigs need the extra brain energy, and then bolsters his argument with some fear mongering: â€Å" Do you know what would happen if w pigs failed in our duty? Jones would be back!† (32). The fact that this incident occurs so quickly after the revolution and at a time when all of the pigs are still present on the farm shows Orwell’s belief that the corruption is not only inevitable in a society where the ruling sector of the population is so much better educated than the rest, but that all of these members of the ruling class were potentially corruptible. As the story moves on Orwell shows us how power is corrupting more. Another of the major instance that occurs after the milk and apples is the ruling class moving in the farmhouse. As the commandment says no animal shall sleep in a bed. Some of the other animals were confused but as usual squealer came with his propaganda.

The emancipation proclamation Essay Example for Free

The emancipation proclamation Essay The emancipation proclamation was an historic moment in the history of the United States. It did not only come at a time when the country was being faced by slavery problems but also at the time when the country was at the height of its bloodiest civil war. The emancipation proclamation was issued by the US president Abraham Lincoln and consisted of two different executive orders. The executive orders were issued by the president as the commander-in-chief of the United States army and navy, were meant to free slaves and end slavery altogether. The first executive order was issued in September 22, 1862 and was to free slaves from the hands of states under confederate states of America that had not joined the Union by January 1, 1863. The second one was made in January 1, 1863 and was more specific as it stated the states where the order would apply (Christopher 56). Abraham Lincoln was born in February 12, 1809 and raised in Kentucky. He married his wife Mary Todd in 1842 and together bore four sons, but unfortunately only one of his sons (Robert) survived childhood (Thomas Burlingame, 56). The United States 16th president had a little formal education and is said to have been self-educated. He nevertheless became a lawyer and joined Republican Party as a politician which helped him assume presidency in 1860. During his term in office, the southern states pulled out of the Union citing that president Lincoln and the northerners did not approve of slavery. President Lincoln faced a lot of challenges during the five year periods he served as the president. First, a war broke out between the southerners and the northerners six weeks into his presidency. In what was to later become a bloodiest American civil war, the states within the Union fought the states under the Confederacy for five years. In a tactically move to win the war president Lincoln issued the emancipation proclamation in September 22, 1862 which required the states outside the Union to free all slaves. The second one in January of the following was the most effective as it saw a number of slaves being released. He succumbed to assassin’s bullet in 1865 just a year after being re-elected the United States president (Thomas Burlingame, 102). Abraham Lincoln was highly regarded as a great human rights defender as was illustrated by his Gettysburg Address in November 1863. In this short speech he called on Americans to ensure human freedom if it has to survive as a nation. His legacy has been defined in the history book as the man who freed millions from slavery and changed the course of that heinous act. The emancipation proclamation that was issued twice in a span of less than six months was a well orchestrated plan to have slavery abolished in the United States. The first proclamation prepared the way for the second one. Into the second year of the American civil war, Lincoln issued the second executive order barring slavery in the Confederate states (Crowther, 55). This was more specific as it not only stated the intended states wanted to stop slavery but also gave a time frame of a hundred days from January 1, 1863. Ten southern states; South Carolina, Georgia, North Carolina, Louisiana, Florida, Texas, Alabama, Virginia, Mississippi and Arkansas were mentioned in this second order. The states of Kentucky, Delaware, Maryland and Missouri that practiced slavery were not included in the order because they were under the Union. Exemption was also extended to the Tennessee state which was neither under the union nor the confederacy and the numerous counties that had joined the Union before January 1, 1863 (Crowther, 56). Implementation was very swift as the Union commanders stationed in the marked states helped to enforce the proclamation (Christopher 67). Although, the immediate impact of the second executive order is not well documented, it is believed that several slaves were freed immediately by many states especially in the regions that were occupied by the Union forces. These states included North Carolina, Virginia, Mississippi, Georgia, Alabama, Arkansas, Alabama and South Carolina. Regions within those states that were under the Union occupancy released most slaves upon the emancipation proclamation (Poulter, 48). During the entire period of emancipation, no violent acts were reported between the masters and the ex-slaves (Crowther, 76). However, the proclamation changed the course of the American civil war. There was a big shift in the initial objectives of the war prompted by the northerners. From the initial aims of uniting the two regions, a new agenda was born. It must be noted that Abraham Lincoln’s aim at first, was to use emancipation proclamation to force the Confederate states to join the Union. He exempted states that practiced slavery and were within the Union but ordered those under the Confederacy to end slavery in their states. This informed the opinion that the objectives of the emancipation proclamation was to help the Union win the civil war (Klingaman, 234). Although, unprecedented at the beginning, the proclamation set the stage for the abolitionists to fight for abolition of slavery in America. Thus a new agenda was born; to fight for human freedom in the United States. The proclamation did not escape political debates at the time. Most democrats, who were opposed to the civil war and supported the secession as well as slavery in the south, rejected the emancipation proclamation. It was so much politicized that in the 1862 elections, it became an issue in the campaigns, which saw the democrats up their numbers in the house by 28. The other democrats, who bought into the Lincoln’s objectives of the war, backed off and did not support the emancipation decree. President Lincoln saw the political opposition increasing by the day and therefore used the Gettysburg Address to indirectly refer to his proclamation and abolition of slavery as a new war objective by using his famous phrase a â€Å"new birth of freedom†. This endeared him towards the pro-abolitionists within his republican party that helped his re-nomination in the 1864 elections (Berlin, 260). The emancipation proclamation twist in the American civil war changed the foreign opinions about the war. The Great Britain involvement in the war had brought it diplomatic tension with the United States. At first, before the proclamation, United Kingdom had favored the Confederacy’s quest to secede especially when it provided the southerners with the British-made warships. But the northerners were strongly determined to win the war at all costs and the Trent Affair of 1861 only worsened the situation between the two countries (Klingaman, 234). The emancipation proclamation then changed everything. The British were forced to reconsider their support for confederacy because such a support would be viewed as a support for slavery, a practice they had long abolished. The confederacy’s case for secession never received much sympathy thereafter and the Union cause was salvaged. Many international leaders hailed Lincoln’s decisive and bold steps in fulfilling the dreams of American forefathers. Proclamation therefore came at the right time as the initial tension between the United States and European nations was eased and the union conduct in the war was never scrutinized as their cause was now favored (Christopher 54). Towards the end of the war, the pro-abolition groups got concerned that the proclamation would never be recognized after the war as people would consider it as a decree made for the war according to Berlin (260) they also desired to see the freedom of all slaves in America; not only those within the Confederacy but also those within the Union states. These prompted them to pressed Lincoln to seek a constitutional amendment that would secure freedom for all slaves. In his 1864 presidential campaigns, Lincoln was forced to pledge a constitutional amendment that would abolish slavery in the entire United States. His campaigns were boasted by separate abolition laws passed by two different states – Maryland and Missouri in 1864. After being re-elected, Lincoln hurriedly forced the 38th congress to amend the constitution as fast as possible and January 1865 was the historic moment for all slaves in America. The congress passed to the state lawmakers for ratification the 13th amendment, barring any form of slavery within the borders and territories of the United States. After being ratified in December 1865, the law took effect after twelve days. It is estimated that about 40,000 slaves and 1,000 slaves were released immediately in Kentucky and Delaware respectively (Christopher, 58). Although some have consistently criticized Lincoln as a white supremacist who only made the decree after being pressed by the abolitionists who wanted racial reforms, his legacy will forever remain in the memory of all American races. He took a bold step not only to savage the Union from disintegration but also secured the freedom of the slaves. His belief in human freedom and goodwill to see his dreams through saw the end of heinous act that is slavery at a time when there was tension everywhere. He achieved a lot within a span of five years considering the opposition he faced from all corners of the country and even internationally. He simply won two wars with Emancipation Proclamation. Work Cited Berlin, Ira, Eds. Freedom: A Documentary History of Emancipation 1861-1867, Vol. 1: The Destruction of Slavery, Cambridge, UK: Cambridge University Press, 1985, p. 260 Christopher Ewan. â€Å"The Emancipation Proclamation and British Public Opinion The Historian, Vol. 67, 2005, p. 34-78 Crowther, Edward R. â€Å"Emancipation Proclamation†. In Encyclopedia of the American Civil War. Heidler, David S. and Heidler, Jeanne T (Eds), 2000, p. 45-78 Klingaman, William. Abraham Lincoln and the Road to Emancipation, 1861-1865 New York: Viking Press, 2001, p. 234 Poulter, Keith. Slaves Immediately Freed by the Emancipation Proclamation, North South vol. 5 no. 1, December 2001, p. 48 Thomas, Benjamin Burlingame, Michael. Abraham Lincoln: A Biography, California: SIU Press, 2008, p. 23-500

Observation and Evaluation of a Teachers Lesson

Observation and Evaluation of a Teachers Lesson Describe the group characteristics (number and types of students, grade level, course description, etc.) of the observed classroom. There are 25 elementary school students in the classroom. The teacher is teaching multicultural students in an English Language Learners program. As the teacher explains how to distribute class material her instructions were made in English and Spanish. This indicates that some of her students are from Hispanic origin. Describe the tone of the observed teachers interactions with students. The teachers tone is firm and clear. The firmness of the teachers voice establishes the role she takes as the leader of the class. The clear tone allows the students to understand instructions given by their teacher. The firm and clear tone establishes the way the teacher interacts with students based on a teacher centered instruction. The teacher provides the students with information and the students are the receiver of that information. 2. Analysis, Exploration, and Reasoning Explain how the observed teacher builds the confidence of students with diverse backgrounds. The English Language Learners teacher assisted one of her student as she explained how to distribute class material for their next activity. She assisted the students by communicating effectively in Spanish to guide the student to properly distribute class material. This method helps students from diverse backgrounds the opportunity to build their confidence by encouraging them participate during an activity. When a student has a clear understanding of the instructions they are able to complete the task successful. This helps students to interact with their class environment in a positive way as they start building their self confidence. Describe the level of student engagement with the observed lesson. The students in the video are highly engaged. For example, the students are seating at their chairs and seating up straight as they listen actively to their teacher instructions. The students use eye contact to let their teacher know they are paying attention as she explains how to distribute materials. By staying quiet and facing forward is another indication they are engaged with the teachers instruction during their lesson. 3. Connections to Other Effective Teaching Practices Connect one pedagogical strategy observed in the lesson to building the confidence of students with diverse backgrounds. In the video the students are organized in small group discussions called cooperative learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal (George Mason University, n.d., para.10). Students from diverse backgrounds are often hesitant to share ideas with the entire classroom due to the lack of confidence. Small group discussion allows the opportunity for students to contribute ideas and develop a bond among their group members. In the video the students in the cooperative groups were laughing as they interacted with one another. Children from diverse backgrounds learn to work as a team, develop social skills and start building their confidence through cooperative learning. 4. Evaluation Assess the effectiveness of the strategies the observed teacher used to build the confidence of students with diverse backgrounds. The first strategy viewed in the video was the way the teacher interacted with her diverse students through her tone. The teacher centered method was used through the teachers tone of voice as she established her role as the leader. The purpose of this role is to effectively build a respectful relationship between teacher and student. As this relationship develops, students from diverse backgrounds will begin to build a bond of trust with their teacher. This bond influences a positive impact in a students self esteem, confidence, and it motivates them to participate in class activities. The second strategy viewed in the video was the teachers explanation on the importance of understanding and learning from her diverse students bring into the classroom. For example Teach me how it is that you say it because I want to make the connection between what you know and what we know. We want to make sure that you feel good about who you are. When a teacher demonstrates respect and wiliness to learn from their diverse students, it helps students to appreciate themselves more. Through that appreciation students will feel valued and respected which will contribute to their confidence. The final strategy is cooperative learning. Cooperative learning allows students to interact with other students in a smaller group rather than sharing it with the entire class. Students from diverse backgrounds can build their confidence through team work, sharing ideas, and creating bonds as they work in groups. This foundation of confidence can lead to participating and sharing ideas in a class discussion. Explain the thinking process you went through to complete this evaluation. A teachers relationship with their students, a teachers method of teaching and cooperative learning method was the strategies I focused on to complete this evaluation. The first thing I focused on was the teacher and student relationship. Seen in the video the interaction between teacher and students was established through the teachers role as a leader and the way she included her students during the distribution of material by speaking in English and Spanish. The relationship a teacher has with their students is very important. It leads to respect, trust, and it encourages students to seek further education. The second things I focused on was the teachers explanation why she taught the way she did. For example, We dont want you to lose what you are and who you are. When a teacher shows respect and willing to learn from their students it leads to building a positive relationship in the classroom. The last thing was exploring the importance of cooperative learning. I realized this me thod is great opportunity for students to develop a positive interaction with peers and a healthy impact on their confidence. All of these strategies contribute to a students confidence, motivates students to succeed and genuinely build a bond among peers.

American Literature :: essays papers

American Literature American literature during the first half of the nineteenth century took many forms and ideas that still effect our ever so changing society today. Henry David Thoreau was among the notable writers during this time, and his impact of American literature will not soon be forgotten. His perseverance, love for nature, and humanitarian beliefs helped to mold the ideas and values of early American history. He was born in Concord, Massachusetts on July 12 in 1817. His parents, both abolitionists of slavery, were John and Cynthia Thoreau. During his childhood years his parents, along with Henry’s older siblings John Jr. and Helen, often took the family on long walks though the valleys and hills of Concord. The seeds of Henry’s love for nature were planted during this time. As a young school boy, at the Concord public school and later at the Concord Academy, many of his peers sought after him as loner who took everything too serious. In 1833 Henry’s parents had save d enough money to send him off to college at Harvard University. Even though he barely passed the entrance exam, he would later become one of the top students in his graduating class. In 1836 financial and health problems forced Thoreau to postpone his studies at Harvard and seek a job. He taught school for a semester in Canton, Massachusetts and returned to Harvard in the Spring of 1837. He took a full load of classes that Spring and Summer semesters and graduated in August of 1837. After graduating Thoreau had no idea what he wanted to do with his education. After debating over many different careers he finally concluded that teaching would be his calling. He landed a position at Center School in 1837 in Concord, however he resigned two weeks later after many teachers and students complained of his teaching methods and strictness in the classroom. Over the next year he worked many small jobs around Concord, and also became friends with Ralph Waldo Emerson. The elder Emerson influe nced Thoreau in his belief in Transcendentalism. â€Å"Thoreau was indelibly marked by his mentor’s philosophy† (Sanborn 122). In 1838 Henry and his brother John started their own public school in Concord. John taught English and math, while Henry taught science and foreign languages. The brothers had completely different teaching methods and often times came at odds with each other.

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Nino Foley 3/4/14 PS 326 Defensive Realism V. Neoconservatism The Iraq Invasion Politically and economically, it could be argued that no other country’s foreign policy exercises such a powerful influence in world affairs as that of the United States. Nowhere is this more the case than the Middle East; a highly contested and volatile region, rich with natural resources and geopolitical importance. The 2003 invasion of Iraq serves as an example of one the most significant events in the region in recent history. The respective lens of systemic defensive realism and domestic constructivism via neoconservatism will be juxtaposed as explanations for the decision to invade Iraq. Defensive realism, in its tenet of states responding to threats, pits the U.S in a reactionary position after 9/11. Responding to the perceived threats of WMD’s in Iraq, scarcity of oil caused in part by increased consumption in India and China, and an unstable international arena in the wake of September 11th, the U.S elected to unilaterally invade Iraq, ignoring objection from the U.N and the global community; hence confirming one of the primary realist principles – the unimportance of international institutions. The election of George W. Bush in 2000 introduced a powerful era of neoconservatism, an ideology whose roots can be traced back to the 1960’s and would exercise momentous influence in the decision to invade Iraq. The Bush Administration housed ten of the founding 25 members of the â€Å"Project for the New American Century†, a neoconservative think-tank based in Washington, D.C. Among them were Vice President Cheney, Secretary of Defense Donald Rumsfeld and Deputy Secretary of Defense Donald Rumsfeld. Together they would advocate for American hegemon... ...hat necessitated the war. That these systemic forces are of greater importance than the possibility of an underlying ideology in the Bush Administration and are reaffirmed by the cause/effect of 9/11 and the war in Iraq. But this perceived reaction would not have been possible without the filter through which the global situation was being processed, namely neoconservatism. And this is truly where neoconservatism trumps defensive realism. The amalgamation of neocon policy makers with a preexisting agenda to invade Iraq, combined with an administration operating from an ideology that prioritizes the preemptive use of force – is a superior position when compared with a theory that is based in classifying the U.S as a reactionary actor. It was the realities of a domestic ideology in the executive branch that paved the way for the Iraq invasion; not .

Fanon and de Beauvoir: Opposing Discrimination Essay example -- Psycho

Fanon and de Beauvoir: Opposing Discrimination All modern (i.e. post-paleolithic) religions contain the "Gnostic trace" of distrust or even outright hostility to the body and the "created" world. Contemporary "primitive" tribes and even peasant-pagans have a concept of immortality and of going-outside-the-body (ec-stasy) without necessarily exhibiting any excessive body-hatred. The Gnostic Trace accumulates very gradually (like mercury poisoning) till eventually it turns pathological. Gnostic dualism exemplifies the extreme position of this disgust by shifting all value from body to "spirit". This idea characterizes what we call "civilization". -Hakim Bey, â€Å"Information War†, c-theory a022 Struggles against ‘injustice’ in the 20th century tend to take a drearily similar form. First the advocate recognizes that not all people are equal, next demands that some irrelevant differences are ignored, and finally tries to make all people people again. This method has become so popular it has been applied â€Å"all the way down† the ladder of inferiority, to declare politically-irrelevant unequal treatment on ‘every possible’ basis. The effort is, in a sense, a drive to move from the â€Å"created† world outside the ‘body’ to a cheery world of equality in the mind. This hostility to the body and exoneration of a universal subject, unfortunately, is also precisely the basic cause of the discrimination one must condemn in step one of struggles for equality. The subject is a problem for many reasons, but the explicit proclamation of the inferiority of some to others relies purely on an ability to say what a person is or sho uld be, and what not. If some are treated as less than human, it may well be because of the category of human itself.... ...attempt to initiate some oppressed groups into the class of oppressors. What may well be needed instead of trading places in the system of constructed identities centered around one ideal subject is a rethinking of the subject itself, a problematization of the role of self that Fanon and de Beauvoir are so anxious to expand just enough to allow in their chosen group. The analogy to Moses is apt, the Gnostic impulse here can be seen in both thinkers as they rescue their people from the servitude in one land, take them through a long initiation process to the promised land, which is disappointing, and then allow them free reign as stable subjects to wage war against their own enemies and dominate the Canaanites as they had been dominated. There is a perverse specter of the golden rule being obeyed: discriminate against others as you were once discriminated against.

Study Guide Bnc1

Chapter 13, Power and Politics – Learning Objectives 1. Define power and contrast leadership and power. 2. Contrast the five bases of power. 3. Explain the role of dependence in power relationships. 4. Identify nine power or influence tactics and their contingencies. 5. Show the connection between sexual harassment and the abuse of power. 6. Identify the causes and consequences of political behavior. 7. Apply impression management techniques. 8. Determine whether a political action is ethical. Chapter 13, Power and Politics – Section Outlines I.Power is the capacity that A has to influence the behavior of B, so that B acts in accordance with A’s wishes. A. Definition of power the ability to influence the behavior of others. 1. Potential 2. Dependency – B ’s relationship to A when A possesses something that B requires. B. Contrasting leadership and power. 1. Leaders use power as a means of attaining group goals. 2. Power does not require goal compati bility, but relies on dependency. 3. While leadership focuses on the downward influence of one's followers, power also deals with lateral and upward influence. II. Bases of powerA. Formal power = based on an individual’s position in an organization. 1. Coercive power: A power base that is dependent on fear of the negative results from failing to comply such as controlling by force of basic physiological or safety needs. 2. Reward power: Compliance achieved based on the ability to distribute rewards that others view as valuable. 3. Legitimate (formal authority) power: The power a person receives as a result of his or her position in the formal hierarchy of an organization. B. Personal power = Influence derived from an individual’s characteristics. 1.Expert power: Influence based on special skills or knowledge. 2. Referent power: Influence based on identification with a person who has desirable resources or personal traits. C. Dependency: The Key to Power 1. General depe ndency postulate: The greater B ’s dependence on A, the more power A has over B. 2. Factors creating dependency a. Importance – think of technology engineers of Gettyimages b. Scarcity – think of Ferruccio Lamborghini; he memorized the manual and destroyed it. c. Nonsubstitutability – the fewer viable substitutes for a resource, the more power control over that resource provides. III.Power Tactics: Ways in which individuals translate power bases into specific actions. Rational persuasion, inspirational appeals, and consultation tend to be the most effective, especially when the audience is highly interested in the outcomes of a decision process. A. Legitimacy: Relying on your authority position or saying a request accords with organizational policies or rules. B. Rational persuasion: Presenting logical arguments and factual evidence to demonstrate a request is reasonable. C. Inspirational appeals: Developing emotional commitment by appealing to a targetâ €™s values, needs, hopes, and aspirations.D. Consultation: Increasing the target’s support by involving him or her in deciding how you will accomplish your plan. E. Exchange: Rewarding the target with benefits or favors in exchange for following a request. F. Personal appeals: Asking for compliance based on friendship or loyalty. G. Ingratiation: Using flattery, praise, or friendly behavior prior to making a request. H. Pressure: Using warnings, repeated demands, and threats. I. Coalitions: Enlisting the aid or support of others to persuade the target to agree. J. Political Skill: The ability to influence others in such a way as to enhance one’s objective.IV. Sexual Harassment: Unequal Power in the Workplace A. Any unwanted activity of a sexual nature that affects an individual’s employment and creates a hostile work environment. B. Sexual harassment negatively affects job attitudes and leads those who feel harassed to withdraw from the organization. C. Some ways managers can protect themselves and their employees from sexual harassment: 1. Make sure an active policy defines what constitutes sexual harassment, informs employees they can be fired for sexually harassing another employee, and establishes procedures for making complaints. 2.Reassure employees they will not encounter retaliation if they file a complaint. 3. Investigate every complaint, and inform the legal and human resource departments. 4. Make sure offenders are disciplined or terminated. 5. Set up in-house seminars to raise employee awareness of sexual harassment issues. V. Politics: Power in Action A. Definition of Organizational Politics 1. Political behavior, in organization, consists of activities that are not required as part of an individual’s formal role but that influence, or attempt to influence, the distribution of advantages and disadvantages within the organization. . Legitimate political power b. Illegitimate political power VI. Causes and Consequence s of Political Behavior A. Factors contributing to political behavior 1. Individual factors 2. Organizational factors B. How do people respond to organizational politics? 1. Decreased job satisfaction 2. Increased anxiety and stress 3. Increased turnover 4. Reduced performance VII. Impression management VIII. The Ethics of Behaving Politically Chapter 13, Power and Politics – Key Terms †¢Power- A capacity that A has to influence the behavior of B so that B acts in accordance with A’s wishes. Dependence – B ’s relationship to A when A possesses something that B requires. †¢Coercive Power – A power base that is dependent on fear of the negative results from failing to comply. †¢Reward power – Compliance achieved based on the ability to distribute rewards that others view as valuable. †¢Legitimate power – The power a person receives as a result of his or her position in the formal hierarchy of an organization. †¢ Personal power – Influence derived from an individual’s characteristics. †¢Expert power – Influence based on special skills or knowledge. †¢Referent power – Influence based on identification with a person who has desirable esources or personal traits. †¢Power tactics – Ways in which individuals translate power bases into specifics actions. †¢Political skill – The ability to influence others in such a way as to enhance one’s objectives. †¢Sexual Harassment – Any unwanted activity of a sexual nature that affects an individual’s employment and creates a hostile work environment. †¢Political behavior – Activities that are not required as part of a person’s formal role in the organization but that influence, or attempt to influence, the distribution of advantages and disadvantages within the organization. Impression Management (IM) – The process by which individuals attempt t o control the impression others form of them. †¢Defensive behaviors – Reactive and proactive behaviors to avoid action, blame, or change Chapter 17, Human Resources Policies and Procedures – Learning Objectives 1. Define initial selection, and identify the most useful methods. 2. Define substantive selection, and identify the most useful methods. 3. Define contingent selection, and contrast the arguments for and against drug testing. 4. Compare the four main types of training. 5. Contrast formal and informal training methods. 6.Contrast on-the-job and off-the-job training. 7. Describe the purposes of performance evaluation and list the methods by which it can be done. 8. Show how managers can improve performance evaluations. 9. Describe how organizations can manage work-family conflicts. Chapter 17, Human Resources Policies and Procedures – Section Outlines I. Selection Process A. Initial selection are the first information applicants submit and are used fo r preliminary rough cuts to decide whether the applicant meets the basic qualifications for a job. 1. Application forms including letters of recommendation 2. Background checks B. Substantive selection 1.Written tests 2. Performance-simulations tests a. Work sample tests: Hands-on simulations of part or all of the work that applicants for routine jobs must perform. b. Assessment centers: A set of performance-simulation tests designed to evaluate a candidate’s managerial potential. 3. Interviews have a disproportionate amount of influence on employee selection decisions. a. In addition to evaluating specific, job-related skills, managers are looking at personality characteristics and personal values to find individuals who fit the organization’s culture and image. C. Contingent selection 1. Drug test is a common contingent selection method. . Argument against drug testing: Drug is a private matter. II. Training and Development Programs A. Types of training 1. Basic lite racy skills 2. Technical skills has become increasingly important in organizations. 3. Interpersonal skills 4. Problem-solving skills 5. Ethics training B. Training methods 1. Formal training a. Types of formal training 1. On-the-job training (i)job rotation (ii)apprenticeship (iii)understudy assignments (iv)formal mentoring programs 2. Off-the-job training (i)classroom lectures (ii)internet courses is most likely to be the fastest growing training. (iii)public seminars (iv)videotapes 3.E-training b. Individualizing formal training to fit the employee’s learning style c. Evaluating effectiveness 2. Informal training III. Performance Appraisal A. Purposes of performance evaluation 1. Helps managers make human resource decisions 2. Assists in identifying training and development needs 3. Provides a criterion against which management validates selection and development programs 4. Provides feedback on employees 5. Basis for reward allocations – determine promotions, B. Wh at do we evaluate? 1. Individual task outcomes 2. Behaviors 3. Traits – least predictive set of criteria used to evaluate employees. C.Who should do the evaluating? 1. Immediate superior 2. Peers 3. Self-evaluation a. Lead to employees rating themselves highly b. Make excellent vehicles for stimulating job performance discussions between employees and their superiors c. Often low in agreement with superiors’ rating d. Tend to be biased estimates 4. Immediate subordinates 5. 360-degree evaluation is to pool feedback from all the employee’s customers or provide performances feedback from the full circle of daily contacts that an employee might have, ranging from mailroom personnel to customers to bosses to peers. D. Methods of performance evaluation 1.Written essays – does not require no complex forms or extensive training to complete. 2. Critical incidents – the evaluation method that focuses the evaluator’s attention on those behaviors that are key to executing a job effectively. 3. Graphic rating scales consider their usability in quantitative analysis 4. Behaviorally anchored rating scales (BARS) – When an appraiser rates employees based on items on a continuum with the points reflecting actual behaviors on a given job 5. Forced comparisons a. Group order ranking requires the evaluator to place employees into a particular classification, such as top one-fifth or second one-fifth. . Individual ranking is an approach to performance evaluation rank-orders employees from best to worst. E. Suggestions for improving performance evaluations 1. Use multiple evaluators 2. Evaluate selectively 3. Train evaluators 4. Provide employees with due process F. Providing performance feedback 1. The human resources department is not supportive of the feedback process. IV. Managing Diversity in Organizations A. Work-life conflicts B. Diversity training V. Global Issues A. Selection B. Performance evaluations

Life Is Beautiful Essay

The movie â€Å"Life is Beautiful† is a pretty funny movie, but still very touching since it deals with the Holocaust and takes place in a concentration camp. The main message is still clear even though the Holocaust is being depicted in a comedic way, which is to â€Å"never give up†. Guido, a Jewish waiter in the WWII era, is going at all lengths to win the heart of Dora, a non-Jewish school teacher. Although polite about it, she does not welcome his attempts at first that is until she gets to know him. She soon realizes that she returns his love for her, and they get married. They soon have a son, Giosue. Throughout the movie, you can see how big the love between Guido, Dora and Joshua is. They would do anything for each other. For instance, Dora gets on the train to the concentration camp to be with her husband and son knowing that the destination is horrible. She uses her freedom of choice to follow her heart at any cost and displays bravery and determination. She does not see any sense in her life without her family even though she could be safe if she had not joined the train. Guido decides to do â€Å"bad† by lying to his son about the events that have been happening in the concentration camp. He is telling his son that those Holocaust events are some sort of games. The reason why he is lying is to protect his son. Telling him that the activities in the concentration camp are a game enables Giosue to survive and cope with a situation that he is too young to understand. He somehow teaches his son a lesson about finding a way to look at even the worst situations and make the best out of them. If Giosue knew that what was actually going on, he would be terrified, he would panic and might get killed soon. Another effect of Guido’s efforts and commitments to keep up his son’s spirit is that those actions even inspire the other prisoners in the camp. They see how he is trying to give his son hope, and they eventually find hope for themselves. Everything time when Guido feels anger, he tries to hide it and substitute it with something funny for his son’s sake. He is trying to make his family live in happiness even though they were being forced in this place. Guido did his best to save his son and wife and even gives his own life at the end for them. The moral of Guido character is that even if we face difficulties in our life, we should think for a way out of it and try to make it simple and make life beautiful.

My Most Embarrassing Situation Essay

Everyone has been embarrassed at one time or another. It is that moment in time when you wish the earth would open up and swallow you. The anxiety and discomfort felt during that time which may only last a few seconds feels like time has stood still. I remember so well when I had my most embarrassing moment. I was in Form 4 and it was during the school recess. The minute the bell rang for recess, I rushed to the toilet because I had been controlling my urges since class started. I didn’t want to miss class because the lesson taught that morning was to include tips for the forthcoming examination. Without realising, I had rushed to the girls’ toilet. The prolonged control and an upset stomach made worse by two glasses of cold milk in the morning made me grunt and groan in what I thought in what I thought was the privacy of the cubicle. I thought I heard giggling outside and wondered why the giggles sounded unusually near. A few minutes later I came out the cubicle and discovered my horror that I had entered the girls’ toilet. To make matters worse, the few girls standing outside didn’t even turn away when I came out. Instead they looked down at me, then only they turned quickly away. Horror of horrors, I had forgotten to zip up! No beetroot could have  matched the colour of my face at this point in time! They news of my predicament spread like wild fire throughout school. I was truly the talk of the town. I felt like I could either walk around feeling perpetually self-conscious and embarrassed or I could turn the situation round, perhaps even to my advantage. I remembered my mother’s words that ‘if you can’t beat them, join them’. So I decided to make fun of myself, to laugh at myself too. It works. Everyone got bored after a while and nobody teased me after that. It was indeed an eye-opening experience for me. I have learnt that when people laugh at you, you should laugh along. You must not take yourself seriously. Learn to look at yourself through other people’s eyes and you will realise that most of the time when they laugh at you, they just want to have some fun. They mean no harm. If you can make people laugh, it’s like bringing sunshine into their lives and as someone said, ‘those who bring sunshine to the lives of others cannot keep it from themselves.’

Internet Privacy Essay

Electronic commerce (e-commerce) is a great opportunity for any fledging entrepreneur to expose his goods to buyers all over the world through the internet. Small and medium scale businesses, with the right mixture of products and e-commerce capabilities can thrive in a global market. Geography is now longer a hindrance. One doesn’t even need a great amount of capital outlay to get started. For $ 25 a month, one can get an e-commerce start up kit (â€Å"Exploring E-Commerce†). Every imaginable commodity is now sold on-line. It would be wise for any business minded person to ride the information age. Of course, one area of concern when it comes to electronic transactions is security. There have been many instances where credit card information submitted to certain business related websites were stolen and used for other purposes. Customers would need some measure of guarantee that they are not getting scammed. At the same time, businessmen, especially the newer ones, would like to minimize costs of implementing a highly secure environment. Like everything else, a balance must be reached between security for the customer and cost for the business owner. The advantage of a non-secure e-commerce environment is that the business can start right away, even at the comfort of your own home if you prefer. Starting capital would be affordable since one only needs to register a website name and post the products he is offering. The site functions as a showroom for global customers. The disadvantage is that the number of hits on the site doesn’t necessarily translate to customers. 54% of prospective buyers cancel their transactions because of concerns which include insecurity (â€Å"Exploring E-Commerce†). Another disadvantage is that safe payment options are limited. Because non-secure e-commerce sites are vulnerable to hacker attacks, customers would prefer not to use any kind of electronic payment. This would limit the customer’s options to bank deposits and cash-on-delivery schemes. If credit card payment is offered in an insecure web environment, the risk of theft is increased. Overly secured e-commerce sites provide the customer with a blanket of safety and convenience for both the customer and the site owner. With up to date security measures, the owner opens his business to the more than 1. 2 billion credit card owners, world wide (â€Å"Exploring E-Commerce†). Applying encryption methods such as the widely accepted secure socket layer (SSL) certificates on the business website shields important customer information, like credit card numbers, from hackers and other web predators. One disadvantage of a highly secure e-commerce setup is the cost in putting up the safeguards. Verisign, the company that offers SSL certificates, charges over $1,000 for an extended SSL good for 1 year (â€Å"Verisign†, 2007). Other security costs include purchasing and updating of anti-virus software and firewall infrastructure. A minor inconvenience for the customer would be repeated input of customer information including passwords to help secure a transaction. These are not one time only costs. SSL and anti-virus software need regular updates to adapt to relentless hackers and virus code programmers. Even with all of these, there is still no 100% guarantee that the e-business is safe since security is meant to â€Å"manage not eliminate risks† (Tung, 2007). If the entrepreneur is new to the e-commerce business and confined with a limited budget, it is advisable that he start with registering the website first and live with the payment limitations. If the product is good, and the owner makes up for the limitations with above average service like on time delivery and packaging, then he may gradually add components that would make his e-business more secure. If money is no object to the businessman, then adding market accepted security features will certainly not hurt and will even attract repeat business. References: E-commerce 101. Retrieved December 10, 2007, from Sell it on the web Web site: http://sellitontheweb. com/ezine/webstore101. shtml Exploring E-Commerce. Entrepreneur. com , Retrieved December 10, 2007, from http://www. entrepreneur. com/growyourbusiness/howtoguides/article81238. html Tung, Liam (2007, November 2007). ‘Friendly rootkits’ proposed for safe e-commerce. Retrieved December 10, 2007, from ZDNet. co. uk Web site: http://news. zdnet. co. uk/internet/0,1000000097,39291134,00. htm? r=2 Verisign (2007). Retrieved December 10, 2007, Web site: https://ssl-certificate- center. verisign. com/process/retail/product_selector? uid=f149c3d301a629c3897d6187982dbfe7