Meaning of life - Philosophy of life Essay Example for Free

Meaning of carriage Philosophy of life story EssayWhat is the meaning of life? The resolution to this question has sought over since mankind became capable of exercising their judgement capacity past a level of primal instinct. In general life is rather meaningless, we all simply exist together on this planet. But before one dwells on the pointlessness of human existence, they should think about the utilization of each individual person in our society. We create goals for ourselves we all have a role to play in our society. In a sense, we choose our hereafter and in doing so, give ourselves a purpose to live.The purpose of human existence in general may be absent, but in our society and through and through our goals and achievements, I believe each individual creates their consume purpose. Through one question I realized this great truth what do you want to be when you grow up? For the longest time, I didnt know what I wanted to be when I grew up. What did it matter to m e anyway? I was a kidskin (well, I suppose I still am) and didnt like any of the generic jobs they told us about in elementary school.Police force, teachers, fireman, none of them fire me. Then, in middle school, my life changed, a lot. I got completely new friends, after the old ones left me behind. I slowly started to become more(prenominal) and more enclosed, I spent most of my time out of school alone. As I developed into this over-dramatic teenage state, life suddenly became meaningless. I would often adventure myself sitting bored in my room, mindlessly surfing the internet or playing videogames.I slowly started to hate it it was like I could feel my brain melting inside my head. I needed to note a more constructive hobby, and so I found myself euphonyal instruments and started creating more and more music every day. Music became my life and from then on, I knew that my goal, the meaning of my life, was to become a musician. I believe that life was meant to be enjoyed no body wants to spend their life in a dead end job. After all, just how much meaning is in an unhappy life?Just ask Monty Pythons flush toilet Cleese, who states, If I had not gone into Monty Python, I probably would have stuck to my original plan to graduate and become a chartered accountant, or perhaps a barrister lawyer, and gotten a nice house in the suburbs with a nice wife and kids, and gotten a country club membership, and then I would have killed myself. I buzz off this quote strongly inspiring because instead of choosing a highly respectable, well paying job and living a comfortable life, he choose to effect with some of most popular men to ever wear womans clothing.Comedy is what he finds gives meaning to his life, and although his second choices would have been nice, Cleese didnt find as much value in them as he did in Monty Python. Perhaps life itself is meaningless, but I believe it doesnt have to be. I believe that a happy life is a meaningful one. I believe that man kind may not collectively have a dry land for existence or a common goal, but each individual certainly does. I believe that each and every person has to create their own reason to live, instead of waiting for that reason to come to them, or they must just find themselves waiting forever.

If I Could tell you W. H. auden overall themes Essay Example for Free

If I Could tell you W. H. auden overall themes EssayThe poetry discusses a number of papers surrounding sequence, and the ability to see into the future, and learn from things. It john also be seen as a love poem between Auden and his prospective lover, Kallam. It depicts a kind of wisdom, or depose be seen as showing a know-it-all attitude. Conversely, it can even be seen as saying we dont know what the future may hold, just run with it. elicit Ideas/Features condemnation Time is vital to the poem, as it is what is discussed most. 1. Time Time is a proper noun whenever it is mentioned in the poem it is personified.Time can be seen throughout the poem as something which cannot be stopped, represented by the themes of repetition and death which come up throughout. Time is made to feel almost like a God, something otherworldly over which we have no control. Only it knows our future, and we can never know, only in hindsight can we help others. Even then, we cannot tell t hem what to do. Time is over-arching and always there, it is the affection of life and surrounds you. Time can also be seen as uptakeless, we cannot see into the future so we might as well take risks and go for things because we never know what may happen.The reference to pay suggests death is a debt that must be paid to time, even love cannot avoid this fate Time is inevitable. Time is indifferent to the quarrels and fears of man, it simply progresses onwards. The impersonal nature of time is presented throughout the poem. It doesnt have a personality and stays quiet and in the shadows for most of the poem. section 1. I The poem is written in a first person narrative join Audens. This makes the poem intimate and personal, perhaps in an attempt to produce his lover, Kallam.It also makes it intimate with any endorser, almost as if he is trying to communicate a message with anyone who reads the poem. However, the I could be seen as being anyone it could be a wise man to a young son, warning him of the perils of time and the repetition of life, or it could be from one lover to another. The voice of the poet is dominant and contrasts with the voice of time which is simply lurking in the background, quietly doing its work. The speaker blames Time for unwanted changes in life. Poetical Structure.The structure of the poem is also significant and key to its overarching meaning. Vilanelle throw The form of the structure is a villanelle, 19 lines long, five stanzas of three lines and one of four. specifys one and three of the first stanza appear at the end of the other stanzas. Line two in each stanza rhymes with line two in each other stanza and it ends with a rhyming couplet. This ordered structure can have a number of meanings. Firstly, it can be representative of the poet trying to make sense of time and of his relationship.Often, poets pull up stakes use ordered structures to try and make things clearer and easier to understand. The poem has a definite p ace, representative of the pace of time, which is constant and cannot be halted or stopped. The restrictive form of the poem contrasts against its emotional message, which is one of more unrestrictive love and a bequeathingness to just go for it. However, it serves to remind us that time is always there and will always restrict us in some ways. The sense of urging created from the repetition and use of enjambment conveys the true message of the poem, to love while you have the chance.Time is restrictive, so perhaps the message of the poem is that we should do our lift out to love and live within the restraints of time, rather than trying to supersede it. There is no definite narrative or story about the poem. The poem can therefore be seen as a skeleton or example for stories. It suggests a message though. Use of Modal Verbs, Conditionals, Imperatives and Rhetorical Questions Blah blah blah. Should, could- The use of modal verb verbs is very important within the poem.It gives th e narrative a feel of uncertainty that even with the headwayage of time and the power of hindsight we cannot truly know what will happen in the future. However, this uncertainty, to Auden, perhaps doesnt mean you shouldnt try things in love. He hints throughout the poem to the fact that perhaps sometimes it is indispensable to try things and see how they turn out. Although, he does still hint to the fact that rushing a relationship may not be the best idea perhaps the roses really want to grow connoting to the growth of their relationship.They also serve as a profession of honesty, as Auden himself admits he doesnt know what will happen. It can thus be seen as a love poem which offers no frilly illusions or impossible promises but is instead firmly ground in reality. This contrasts heavily to the works of Keats who was often far more romantic. If we should, If I could tell you These conditional clauses have a very similar effect to the modal verbs. It points to the fact that aga in, nothing is certain, and sometimes it is up to us to make our own decisions rather than relying on others.It also seems like the battle against Time is hopeless, it will pass relentlessly no matter what we do. The use of we in If we should is also interesting. It contrasts with the more direct address Auden uses throughout the rest of the poem (favouring I). It creates a feeling of murkiness as to whether Auden is speaking to humans as a whole, to us directly or to his lover Kallam. It gives the poem a number of differing messages depending on how you read into it. pull up stakes Time say nothing but I told you so? Includes both a rhetorical question and an imperative (will).This demonstrates that despite his analysis of time and his relationship, he still doesnt really understand the essence of time, as he has to ask Time itself whether it will say I told you so. The voice of time itself is relatively silent throughout the poem, and Auden fears that the only thing it will sa y is I told you so, which could again relate back to the concept of hindsight. Contrasting lyric Weep, Decay This use of dark and depressing verbiage is used throughout the poem to give it a more sombre tone.However, this is juxtaposed next to the callow language associated with the carnival clowns, lions etc. This could be symbolic, illustrating how the reality of time would cast fear over people if it were not for the presence of love. Love, perhaps, is one thing which can substructure the flow of time and stop it becoming too depressing. The overall tone of the poem does seem somewhat pessimistic on face value, and the carnival language can be seen as rather unnerving rather than comforting. However, when looked at more deeply, there is a small amount of hope professed in the poem, no matter how small it isThe verb decay is also significant. The decaying of leaves relates to the cyclical nature of time and death. It is unavoidable and a process that happens again and again, showing the unrelenting nature of Time. confuse Syntax Because I love you I would let you know This part of the third stanza uses complicated and confusing syntax in order to make the reader refrain, and perhaps read over it again. This therefore forces the reader to seriously contemplate what they are actually reading.

Effective Teaching Strategies for Deaf Students

Effective Teaching Strategies for deaf StudentsWhat communications communications protocol would you put in note to meet that pupils earshot economic back up and opposite amplification equipment are working optimally and used appropriately and that other aspects of your role in relation to audiology are met? Give the rationale for the procedures that you have specified.How would you evaluate the effectiveness of procedures that you have established?RationaleFrom the turn exposeset it is essential to determine what a protocol is? As tell in the online Ask Oxford Dictionary protocol has m whatever definitions, the one I suppose abides a get in definition in this instance is The accepted code of behaviour in a touch officular situation. (Ask Oxford, Nov 2009)An educational establishment where churlren are using interview aids and other amplification equipment would wellbeing from a protocol being in personate. This would ensure that children using amplification equip ment are entrance feeing the curriculum at an optimal level. Teachers of the deaf(p) have a traffic to ensure that each childs equipment is working and bring home the baconing them to learn and thrive indoors their educational environment by carrying out the protocol that is in pose. It is in that locationfore the duty of the teachers of the deaf(p) to carry out checks on the equipment. A protocol is therefore required to ensure that all Teachers of the Deaf are carrying out the same procedures and there is uniformity through with(predicate) out the school.Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. (NCDS, 2005, p.5)By carrying out the checks, Teachers of the Deaf establish good practice and in turn aim to allow pupils to succeed. The children benefit when the protocol, which the school employs, is dual-lane with parents and handlers. Listening and learning take place in both th e home and school environment. This would extend the accepted code of behaviour to the home life optimising the childs access to everyday learning experiences.With the need for a protocol established it is also necessary for that protocol to move a routine as to how, when and why Teachers of the Deaf should apply the specialised knowledge they have at heart their specific educational establishment.Teachers of the deaf are specia number teachers, whose firm base in audiological knowledge is a fundamental part of their specialism (Malthy and Knight, 2000, p.vii)Putting into practice a clear set of guidelines allows for each somebody, working with children using these devices, to know who is responsible for each arena and who to report faults to. This is the case, especially when multi-agency teams are involved in an individuals learning.To answer the question outlined I intend toDescribe the setting to which the protocol applies toDiscuss the aims of the protocol and whom it applie s toReview and evaluate the effectiveness of the protocol in relation to practice and researchProtocol SettingThe setting to which this protocol applies to is unique, in Scotland, in the esthesis that it is a mainstream school where memoriseing-impaired children are bountifuly integrated into mainstream curriculumes. Children have access to a full curriculum, which enhances their educational experience. (See Appendix 1 for a full policy statement) Teachers of the Deaf are also used in a unique way they are class committed in a mainstream environment with no much than four hearing impaired children in their class. It is measurable now to emphasise that the teachers have a responsibility and a duty of care to hearing and hearing impaired pupils in class. It is recognised in Watson. L and Parsons.J (1998) that the majority of Teachers of the Deaf are working in mainstream schools either as part of a unit or in peripatetic work entirely in this setting children are fully integrat ed into mainstream classes. This setting provides a concrete life setting for the children as hearing and hearing-impaired peers work together as they would in everyday life. This allows an inclusive ethos to develop educating respectful and open-minded individuals. It allows for the study of a safe and secure environment where all children feel valued and equal.AimsThe aims of the protocol are clearly set out in the Aims of the Audiology programme (Appendix 1). They are in bold and easily identified on the page. This is of extensive benefit to Teachers of the Deaf and other individuals that encounter the enter. The mix of visual diagrams and the clear publish allows this section to be user friendly and less intimidating to the user. The initial statement applys a positive and motivating aim for everyone involved. I will hang at each aim individually and discuss how effectively the protocol (Appendix 2) achieves those aims.All pupils with a hearing impairment will be valuat eed regularly through a range of tests.Included in the protocol are the schools own testing strategies, which are of great greatness as they make the protocol more meaning full to the individual establishment as these tests will differ depending on establishment.In Appendix 2, the protocol outlines the different checks that would take place to ensure that pupils hearing is assessed regularly. The G.A.P assessments are included in each child phonograph record and include a variety of linguistic and speech tests that are outlined in Appendix 2 and are carried out by the in house Speech Therapists. The Ling Speech Sound Test could be included in this however it is outlined in the actual protocol. It will be used to gather information on how well a pupil is able to observe frequency elements in sounds. Ideally, this should be carried out before teaching and listening takes place to ensure that the amplification equipment is working optimally. If the test highlights any frequency issu es, the stetoclip fecal matter be used to investigate further. In the event of everything, appearing to be working properly the issue loafer be raised with the educational audiologist on their visit to the school. They can indeed investigate and ad that amplification equipment to ensure optimal teaching and learning conditions are maintained.Tympanome chastise tests are carried out and a record kept in each pupils file. This provides information on the middle ear. It looks like an audiogram, which can be difficult to interpret. If the information from this was translated into a report that was more graspable Teachers of the Deaf could use this information and translate it positively into their teaching environment so that it makes learning more accessible to the child and in turn meets the unavoidably of the pupil.Other tests included in the protocol are Pure Tone Audiograms aided and unaided. These tests are usually used to determine the degree of deafness. The tests are carri ed out using different frequencies and intensities. The tests can be conducted through air conduction, using headphones or bone conduction using a bone conduction headband. send conduction this is where the individual wears headphones, the tester then selects pure tones from different frequencies and intensities. This test relies on the person being tested to be honest. Once the test is correct the range of deafness is apparent however the cause is not.Bone conduction this is conducted in a similar way to air conduction. Maltby and Knight (2000) explain that it determines the record of deafness. The signals are passed through the skull bone and travels to the cochlea.The difference between the air conduction result and the bone conduction result is known as the air-bone gap and this indicates the intent of any conductive hearing loss. (Maltby and Knight, 2000, p.34)The results produced are displayed on an audiogram. It is important to emphasise that these tests are not carried ou t by Teachers of the Deaf but by audiologists. However, it is important that Teachers of the Deaf are aware of them and how results can be used to improve a pupils ease hearing. This brings me to the point I made earlier on how the audiogram can be difficult to interpret. It would be of great advantage to teachers, parents, and other professionals if the information were transposed into a report, which can be used to benefit the child.The use of pupils residual hearing will be maximisedMany factors can gift to ensuring that a childs residual hearing is maximised. In Appendix 2 it outlines the documentation and assessments, each individual will undertake during their time in school. This part of the protocol inescapably to be looked at as Record of Needs is being replaced with Additional deport Plans and Co-ordinated Support Plans. This highlights the need for the protocol being a working document and not something that is just produced to meet audiology requirements. In completi ng these assessment such(prenominal) as Pure Tone Audiograms aided and unaided and Tympanometry Records all agencies involved will be able to contribute to the action that should be taken within the educational environment to maximise the pupils residual hearing.In addition to this it is of great vastness to consider the acoustic setting as this contributes to how well residual hearing is maximised. This leads on to the next aim.The acoustical settings for learning will be monitored and acted upon where necessary.In every classroom, there is emphasise affray and this contributes to how effective a hearing aid can be.Hearing aids work well when there is little or no soil noise(Maltby and Knight, 2000, p.61)However, this is unrealistic to attain within an educational environment. Children are often working in groups and teaching can take place in whole class settings where they can be further forward than what would be desired for optimal hearing. The hearing aid volume can be in creased however this will amplify the background noise that is bounty also. A quiet learning environment is one, which would provide optimal learning conditions however in a mainstream school this is unlikely. The increased class effects noise. Areas, which contribute to background noise within a mainstream class are, movement, chairs being pushed and pulled, bags being accessed and the rustling this produces, increased amounts of talking, group activities going on independently when other transmit teaching is taking place. All of these can lead to a poor acoustic setting. It would therefore be safe for the protocol to include measures for the Teachers of the Deaf to assess this before teaching in this environment. They could use a sound level meter, which encourages the teacher to put his or herself in the position of the deaf child and try to remove any pieces of furniture, which are not essential which sounds can reflect off. The teachers are also able to position themselves a round the class identifying where the best place for a deaf child to sit within the class is. This allows for greater access to teaching and learning and ultimately reducing some of the background noise. As the background noise does not only come from the people inside the class, it is important for the teacher to do this so that extracurricular noises are reduced. Traffic, toilets, general outside activity, weather can all be heard in the classroom. (Maltby and Knight 2000)It would therefore be of great value for the protocol to offer ways of minimising background noises within the classroom setting however it doesnt provide ways of making the classroom acoustically sympathetic. Reducing background and reverberation could be set out in guidelines and could provide suggestions.An acoustically good environment is crucial for effective classroom listening schools provide an acoustically hostile environment that particularly disadvantages hearing aid wearers. (Maltby and Knight, 2000 , p.54)Therefore, guidelines within the protocol should encourage the use of carpets, curtains blinds, acoustic ceiling tiles and soft materials, which can in turn absorb and reduce the amount of background noise. (BATOD, 2001) This will help promote the fruitful learning environment outlined in Appendix 1.As classrooms are, in general, noisy places to be it would also be of great value that the protocol takes into account classroom management strategies, laying out rules for talking and listening. Establishing a whole school approach would provide dead body for not only the children but also the Teachers of the Deaf who undoubtedly have varied teaching styles and approaches.It is the teachers responsibility to maintain discipline and cooperation and thus reduce noise levels. Ensuring only one person talks at a time. (Maltby and Knight, 2000, p.58)Fm and Sound Field systems help reduce the amount of background noise as this amplifies one source of sound benefiting the hearing aid or cochlear implant user. This will allow for enhanced teaching and learning taking place and allow the learner to become more focused and interactive with the lesson in hand. It is therefore of great importance that they are utilised effectively. Sound Field systems not only benefit hearing-impaired children in the class but those of hearing children as well. This is due to the teachers voice being amplified and making it clear for all present in the room. Brett and McCraken (1998) have referred that some authorities are not using the system successfully and in turn not providing children with the heightened sensory provision. The system not only increases the volume of the person using it but also helps eliminate noises in the classroom, which can be controlled such as movement, chairs moving, quiet discussions.This has outlined the importance of monitoring the acoustic setting for the children it has also highlighted areas in which the protocol could be improved to optimise the ser vice provided to the children. Including these areas would make Teachers of the Deaf and Teachers of the Deaf in teaching more aware of areas which can be detrimental to the learning environment and moreover have a negative impact on the childs learning.The amplification necessarily of each pupil will be assessed and addressed.Each child is an individual and in turn, each child has individual needs. So it is of the utmost importance that Teachers of the Deaf regularly assess the equipment each child uses. This will ensure that faults are highlighted quickly and fixed without any real issues arising for the child and their learning. Brett and McCracken (1998) outline the particular needs of a Hearing precaution wearer and provide outline for assessing the equipment. These include making sure that hearing aids are well fitted and that the individual is able to hear in a range of environments. These are of great importance in a school as children are moving from area to area rather than being stationary in the one environment. This is where the acoustic setting assessments are monitored and acted on if necessary.Tests are carried out, which were discussed in the first aim, to gather information. This information can then be used to make decisions regarding amplification equipment of each individual making sure that Teachers of the Deaf are meeting the needs of each child.The amplification equipment and applied science will be working to optimum effect and will be used effectively.It is essential that this aim is addressed in the protocol as teachers and parents should be checking the childs amplification equipment on a daily basis. This will allow problems to be detected quickly and rectified. In turn, this will maximise the potential learning that, the child has access to and allow the child to engage fully in their learning and the social interactions, which can take place within the classroom. This is concurred by Maltby and Knight they believe that audi tory equipment if working properly will enhance the learners experiences and the overall progress which a child can make. This setting is one, which uses oral communication, and not signing so any problems with amplification equipment is extremely detrimental to the childs development. without effective exposure to the sounds of the environment and particularly of speech the opportunity to develop spoken language will be diminished. (Maltby and Knight, 2000, p.38)The mainstream protocol for this setting outlines how to check all different kinds of amplification equipment. However it may need updated as, no child now wears the Sprint (the body listless processor) as this just adds to the bulk of the protocol and the amount of paper which you have to go through especially if you are new to the school. In addition to this upon evaluating the protocol, I also feel that there should be a checklist record for each child, keeping track of any issues with equipment. This could be a simple tick list to ensure that time constraints do not impose an issue for the teachers. This would provide useful information for the educational audiologists when they visit asking if there have been any problems. This is of greater use in the lower end of the school where the children are less able to vocalise any issues, which they may be having. As it is just now, there is no such method of recording and Teachers of the Deaf are making notes on an informal basis with no consistency being make throughout the establishment. Parents should be considered also they could be consulted on what would be easily managed for them at home, so that the protocol can be continued there, as it is of great importance that the equipment is at an optimal level there also.Appendix 2 outlines the checks, which should be carried out on a daily basis. Daily checks begin with a visual check. By looking closely at the casing of a hearing aid or cochlear implant cracks can be identified. Moulds and vacuum tube can be looked at and the build up of wax or condensation can be apparent. It has been argued that it is not the role of the Teacher of the Deaf to clear wax obstructions from tubing and ear moulds (NCDS, 2005) in the case of children there might not be anyone else. In meeting the overall aim of the protocol to provide a fruitful learning environment it is essential that we do what we can to meet each childs individual needs.In the setting which this protocol applies, as stated before it is an oral one, it is important that the older children become responsible for checking their equipment and that the Teachers of the deaf promote each individuals independence and provide support for these checks only when needed.In this setting, other equipment is used also Radio aids and Sound Field systems are in place to provide further amplification. These have been included in the protocol along with whose responsibility it is to check these and how often the checks should be carried out .Deaf pupils who are being educated orally without any sign support will be highly dependent on amplification, both in the form of personal hearing aids and other equipment, for example radio aids. (Gregory, Knight, McCracken, Powers and Watson, 1998, p.138)This quote highlights the greater importance placed on amplification equipment in a mainstream school and the necessity for it to work optimally. This equipment is what the children solely rely on to communicate effectively with. Radio aids should be checked monthly using a test box. This can highlight any problems with equipment and it will ensure that the hearing aid is producing sound at a high intensity this should also be carried out across a number of frequencies. It is also important that hearing aids and processors also be checked monthly to ensure that they are in line with the manufacturers specifications. Teachers of the Deaf are not responsible for these tests and are not fully trained in the technologies used to carr y out these tests however they should be aware that they take place and of their importance in ensuring that amplification equipment works at its optimal level. In this setting and as stated in the protocol (Appendix 2) the Depute Head is responsible for ensuring these tests are completed.I am of the opinion it would be beneficial for the protocol to outline what a Teacher of the Deaf should do when the equipment is not working properly. For example if shoes or links are faulty are there temporary replacements, or are there contacts in place with manufacturers to highlight faults. It would not be the responsibility for the Teacher of the Deaf to contact manufacturers directly but that of the Depute Head however there needs to be a record or pro-forma included in the protocol for passing this information on the Depute Head to guarantee that any problems are rectified quickly.EvaluationThe technology surrounding audiology and amplification equipment is evolving so the first point is t hat the protocol should be regularly evaluated and adapted to ensure that it fits the requirements of the equipment being used. As I stated previously there are steps and procedures included in the document that no longer apply to children in the school, I am not saying this should be discarded completely however it can be distant from the working document until required, if ever required again.The steps are clear and it is identify who is responsible for each job however some equipment is checked annually. I feel that as there is a heavy daily reliance on these pieces of equipment and there is a strong argument that these checks should be more frequent. This would allow for problems and issues to be identified and rectified more quickly. Especially when these equipments help achieve the aims outlined in the protocol (Appendix 1)In addition to more frequent checks it would beneficial to have a check list and record sheet this would benefit, not only Teachers of the Deaf but parents , audiologists and other professionals that work with the children. It would allow for quick destination for any issues children are having with their hearing aids or cochlear implants and would highlight any recurring problems. This information would be recorded in a ordered format providing continuity throughout the school. It would also be provided to parents to allow them to keep checks on their childs equipment. With everyone using the same format, the child can be encouraged to become more responsible for maintaining and checking their own equipment.Not only does audiology evolve but also education and the way we approach teaching and education is continually evolving so the protocol should be updated with these changes. That is in Appendix 1 the policy statement outlines that the establishment follows the 5-14 guidelines. This is still the case however the Curriculum for Excellence is comely the more dominant tool in the planning and implementing of lessons and therefore sh ould now be included also.The greatest indication of how successful the protocol has been is whether it is still meeting the needs of the children it poses to serve. It would therefore be good sense to establish a working party within the establishment to evaluate how well it is doing this, and adapt it to be more successful or it could be added for discussion to the agenda of the Hearing Impairment meetings, which are held regularly. This would incorporate views of everyone working with the document and not just a selected few on the working party.ConclusionThe protocol, which appears in Appendix 2, is one, which is already in place, and I have broken it down and looked at the aims that it says it achieves. As a Teacher of the Deaf, this protocol is established and has to be adhered to. It is an important agreement, which has to be followed by all Teachers of the Deaf, to ensure that the needs of each child within a class are being met.One way to ensure the teacher of the deaf and other professionals working with deaf children are meeting their obligations is to devise an audiology protocol. (Course group University of Birmingham, 2009, Unit 4 p.80)I feel that this protocol has plus points and negative ones. It achieves all of the aims outlined however it has not been updated in some time. With new equipment, needing to be included i.e. our new FM system and older amplification equipment, which is not currently in use needing to be removed. It would also benefit from additions, some part being condensed into a daily check sheet, which would be more time efficient as it operates within a mainstream school. This would allow for even younger children adequate more familiar with the checks they should carry out. Moreover, I feel there should also be a place for a parental part of the protocol as they are a vital part of their childs life.Even though it is heavy on wordage, it does include pictures of the equipment in question allowing for quick finding of the part of the protocol, which relates to children in your class.The protocol does establish the roles of individuals and the duties and responsibilities that they have. It also states timelines for different checks whether they are daily, weekly or annually. It outlines what should be present in each class for carrying out checks, e.g. First Aid Kit.To conclude I do feel that this protocol does suffice but would benefit from regular updates as needs change and children within educational establishments continually move on. As a teacher and particularly for Teachers of the Deaf it is important to meet the needs of every child. As a profession we endeavour to do this and having a protocol allows for consistency and continuity throughout the stages.We have desire for all our young people and we want them to have ambition for themselves and to be cocksure individuals, effective contributors, successful learners and responsible citizens. All Scotlands children and young people need to be nurtured, safe, active, healthy, engaged in learning, achieving, included, respected and responsible if we are to achieve our ambition for them. (December 2009, Scottish Government)In managing the protocol more successfully, we will achieve the above aim as set by our Government and all the aims outlined within the document of the establishment. In doing this the needs of all children that are taught, within the setting, are met.

Effect of Leadership styles and Change Management

Effect of Leadership musical modes and Change ManagementLeadership experts agree that The most consequential situationor which is being faced by attractions now and in the future argon sensitivity to radical change and the experts also agree with the fact that radial change is the most important tombstone. The result is a model of radical change describing the attractership styles best suited to the successful implementation of separately stage in the change process. Using the Leadership Style Inventory (LSI), leaders can determine which stages of radical change they atomic number 18 equipped to handle. The key component of a successful leader is the proactive and responsiveness to radical change .Some experts in this field describes the qualities that should be there is a leader atomic number 18 that he should be flexible to change , now leaders should be open to novel alternatives and they should be willing to take greater risks. Now age leaders are more information seeke r then information distributors as compared to before.Leader StyleFocuses onPersuades byMakes changesLearned by autocraticResultsDirectingRapidlyDoingLogicalInnovationExplainingCarefullyStudyingInspirationalOpportunitiesCreating TrustRadic aloneyQuestioningSupportiveFacilitate mildewInvolvement easilyListeningNow this above table is con tends as Leader style inventory (LSI) which basically tells us about the primary(prenominal) styles of different types of leaders which is their master(prenominal) focus , how to tend to approach their pack in , how they are able to make changes and how do they learn to do it. There are four main types of leader styles. The commanding style focuses on performance and has a short-term goal orientation. Commanders are highly productive and results oriented. They can be in truth issuanceive when goal achievement is the primary focus. They learn better by their own successes and failures than by input from others. Other one is the logical style they tend to cover all the alternatives and they have long-term goals they tend to take decisions very carefully and they learn to do things by studying all the aspects. Third one is the inspirational style, which comes in those leaders who fore see future opportunities and develop meaningful visions by experimentation. And those who are more concerned with customers and are more customer oriented is a specialty of escortive style leaders. They are involved as much as possible and in their view change is low by perceive to each and everything what others have to say.Now radical change is done through vanadium main stages which are planning, enabling, launching, catalyzing and maintaining. The counselling leaders handle work are categorized by these five stages some can be good at planning or initiating while other can be utilizable at monitoring and marinating. Now leaders who are versatile are known as strategic leaders. They know how to plan and organize things at the work pl ace they know how to handle customers and stretch their employees imagination for developing and implementation of strategies. so leaders qualities are very important is change management . The five stages of a process, which are mentioned above, are very important and the leader has to adopt and cope with the change.Now in this article (Stephen Warrilow, 2010) state that change management support those strategies which are people centric rather than totally process oriented and such strategies are successful which are establish on this theory. This article is based on a research project which was held at Hawthorne Plant of western electric friendship in the US, now the project was not to examine the demand styles or to see how leadership effects the whole process but they wanted to know that how environment plays an important role i.e. to check the environmental and personal influence of the workplace. The studies which came as a result they called it as the The Hawthorne Eff ect which basically means that psychological factors plays important role in the motivation and the improvement of the work quality of the employees and the Hawthorne effect also states that people would work better when they are allowed to socially interact witch each other and a supportive vigilance is given to them tally to them workplace is a social nedeucerk where people come and interact with each other. There were three further conclusions which experts analyze from this effect which are as followSocial factors influence individuals production more rather than the individuals aptitude.There is a collection life among the workers i.e. there is a convention life and how the works tend to develop their relation with their weapons-grades tend to direct the work and will carry out orders in the same manner.Work group norms affect the productivitySo basically the leadership styles effect the productivity for instance better supportive attentions should be given to the employee s.By applying some principles managing organisational change will be more successful. Now change management requires thoughtful planning and sensitive implementation but above all the main characteristics, which affects are consultation with and involvement of the people which are affected by the change. These factors are vital for any leader because they need to consult before they do any decision and involvement of other people are very important because if you are working in a team then it is very important that you take the whole team along with you individualism sometimes costs heavy. There is a difference is enculturation as there are some finishs that still promote individualism but most of the nations have understood the power of teamwork and they heavily reply on it. Now the managers should be advance to communicate face to face with their people too if they are helping one manage an institutional change. Email and written notes and extremely weak at conveying and deve loping understanding. For organizational change that entails new actions, objectives and processes for a group or team of people, use workshop to achieve understanding, involvement, plans, measurable aims, actions and commitments now other main and important way of doing things in an organization is to encourage your management team to use workshops with their people too if they are helping you to manage the change. The leader should understand that people should be involved at all times, they should understand where the organization is at the moment, understand the future goals that where wants to be and the most important is to communicate, involve, alter and facilitate involvement from people, as early and openly and as fully as in possible. There are eight steps which are stated as John P Kotter eight step change model can be summarized as increased urgency, build the right guiding team, choose the vision right, communicate for buy in, enpower action, create short term win wh ich means that the goals should be set which are easy to reach and it is dont let up and lastly make change stick.Organizational culture and leadership and inter related experts have two approaches to the study of the cultural aspect in organization cultural as an organizational variable an, then culture something which can be manipulated. So the leader himself can control the nature, direction and the impact of such manipulations. Now if culture can be seen as an integral part of an organization then everything is affected by the culture. In (Schein, 1992) observed that organizational culture and leadership and inter related and this relation can be seen by considering the organizational life cycle. So during the process of organization formation the planter of the company creates an organization, which reflects their values and beliefs. (Bass, 1985) demonstrated the relationship between leadership and organizational culture by examining different styles of leadership on culture. According to him there are two kinds of leaders one are transactional leaders which perform their duties and work within the culture of the organization and second are the transformational leaders who frequently work towards ever-changing the organizational culture in line with their vision. Findings show that the style of the leader effects performance, certain types of culture are linked to superior performance and culture and leadership are related, behavior and styles also play an important role in the leadership and the change management as the decisions are based on the leaders for that they have to diagnose the problem first then act according to it then understanding of the situational factors are very important because if the leader dont know where he wants to be and where he wants to take the organization then he will fail as a leader and organization will check as a whole.Good leadership is critical to a successful organization. Success comes from aiming high with the cl ear visions and communication that good leadership brings. The importance the executive director attaches to leadership and development of leadership capacity is reflected in the leadership agenda set out in Ambitious, Excellent organization. The behaviors of leaders within organizations have been found to account for some of the organizations overall performance. The characteristics of a successful leader and ways of achievingExemplary leadership.Challenge the process by looking for new ways of doing things. set off a shared vision by looking into the future and communicating the organizations goals to the rest of the group.Enable others to act by listening and encouraging others to participate.Model the way by first knowing the philosophy, goals and plan of the organization.Encourage others to grow by acknowledging and rewarding their accomplishments.Although present day leaders may think in term of empowerment and team building, the fundamentals of leadership are integrating fo llowers and helping them achieve the organizations common goal. In order for the organization to grow, there necessitate to be change. There are two things that need to happen in order for change to occur. First, many leaders need to be working together. Secondly, leaders need to break down or abandon the familiar way of doing things. Although this is often seen as the disruptive side of leadership, this process challenges others to go beyond their limits and bring to the organization new and innovative way of doing things. So we can conclude that leadership styles do tend to influence the performance of the organization and they way they tend to take those decisions effect the whole of the organization.This article reports a longitudinal study that examined mergers between three large Multi-site public-sector organizations. Facts are provided and used to examine the effect of leadership and change management strategies on acceptance of cultural change by individuals. In this artic le basically the great man theory of leadership is discussed according to which situation also plays a vital role in determining the leaders effectiveness to that and how different types of leader act in different situations. Theories of transformational leadership and organizational change emphasize that change is accomplished through the leaders implementation of a unique vision of the organization through powerful persuasive personal characteristics and actions designed to change internal organizational cultural formsThis study attempts to identify the impact of three different leadership styles on the learning temper generated in the organization. The leadership styles studied are benevolent or paternalistic style, critical style and developmental style. The impact variables studies include the extent to which they produce trueness and dependence, resentment and counter dependence and learning, job satisfaction and morale. The study indicated that while benevolent style create s dependence and resentment, critical style creates resentment and it is developmental style that tends to creates learning and job satisfactionThis article will present a conceptual framework of the various elements of organizational change in order to rule a better understanding of the management of organizations. As such, the purpose of this article is to present an overview of strategic organizational change (SOC) and its managerial impact upon leadership, learning, motivation and productivity. favored organizations show more positive than negative attributes. Successful organizations tend to focus on customers and their needs. They invest in ways to improve sales and provide superior service to clients, and they do not forget that their customers and their customers needs underlie their organizations existence.

Industry analysis and market trends for Vodafone

Industry analysis and market trends for VodafoneVodafone PLC is one of the worlds largest fluid communications companies by tax revenue, operating across the globe providing a wide range of communications services. The companys vision is to be the communications leader in an increasingly connected world.Vodafone was formed in 1984 as a subordinate of Racal Electronics PLC. Then k right awayn as Racal Telecom Limited, approximately 20% of the companys capital was offered to the public in October 1988. It was fully demerged from Racal Electronics PLC and became an independent company in September 1991, at which time it changed its name to Vodafone Group PLC.Following its merger with AirTouch Communications, Inc. (AirTouch), the company changed its name to Vodafone AirTouch PLC on 29 June 1999 and, following approval by the sh beholders in General Meeting, reverted to its designer name, Vodafone Group PLC, on 28 July 2000. (History Vodafone.2010 Online).Group highlights for the 201 0 financial yearFinancial HighlightsTotal revenue of 44.5 billion, up to 8.4% with improving trends in most markets through the year. familiarized operating profit of 11.5 billion, a 2.5% decrease in a recessionary environment.Data revenue exceeded 4 billion for the first time and is now 10% of service revenue.1 billion cost reduction programme delivered a year ahead of the schedule further 1 billion programme now underway.Final dividend per share of 5.65 pence, resulting in a total for the year of 8.31 pence, up 7%.Higher dividends supported by 7.2 billion of free cash flow, an amplification of 26.5%.Operational HighlightsVodafone is one of the worlds largest mobile communication companies by revenue with 341.1 million proportionate mobile guests, up 12.7% during the year 2010.Improved performance in appear markets with increasing revenue market share in India, Turkey and South Africa during the year 2010.Expanded doctor wideband costumer base to 5.6 million, up 1 million durin g the year 2010.Comprehensive Smartphone range, including the iPhone, Blackberry Bold and Samsung H1.Launch of Vodafone 360, a new internet service for the mobile and Internet.High speed mobile broadband network with peak speeds of up to 28.8 Mbps.(Vodafone Group 2010 Annual Report, p. 1)Chairmans StatementThe company continues to deliver strong cash generation, is well positioned to benefit from economic recovery and looks to the prox with confidenceSir John BondChairman, VodafoneChief Executives ReviewIn a challenging economic environment our financial results exceeded our guidance on all measures we increase our commercial focus, delivered our cost reduction targets ahead of schedule and maintained strong capital investment levels.Victorio ColaoChief Executive, VodafoneTelecommunication IndustryAt a viewThe telecommunication industry has grown rapidly in size to provide essential services that facilitate a fundamental human need to communicate. at that place are 4.7 billion mob ile customers across the globe with growth around 20% per annum over the last three years. Vodafone is a stellar(a) company with a 7% share of the spherical market. The majority of customers are in emerging markets such as India and China. In contrast growth has been more muted in developed regions such as Europe which are relatively mature. ( Vodafone Group 2010 Annual Report, p. 4)On-going competitive and regulatory pressures have contributed to significant reductions in mobile prices which are being partly offset by higher mobile usage. Competition in the telecommunications industry is intense. Consumers have a large choice of communication offers from establish mobile and the fixed line operators. The combinations of competition and regulatory pressures have contributed to a 17% per annum decline in the average price per minute across their global network over the last three years. (Vodafone Group 2010 Annual Report, p. 4)Major TrendsThe mobile industry continues to evolve ra pidly, driven by new source of revenue, top Smartphone proliferation and new technologies.ServicesAround 80% of our service revenue comes from traditional voice and messaging services. The remaining 20% stems from the faster growing areas of mobile entropy and fixed broadband. (Vodafone Group 2010 Annual Report, p. 5)Network and product evaluationThis industry is undergoing significant technological change, with faster download speeds and product innovation improving the customer experience.They have been a pioneer in a range of new products. These include high speed mobile broadband for Internet and email addition and femtocells to enhance customers indoor 3G signals via their household broadband connection. (Vodafone Group 2010 Annual Report, p. 5)Market TrendsIf we observe and study the market trends in Europe alone, the trends seems to be improving incessantly in Service Revenue, Enterprise Service Revenue, volumes in outgoing voice and data revenue.Vodafone demonstrates a s trong economic stability in terms of revenue growth.Major CompetitorsAccording to research by London-based firm IRS, competencies are most often used inPerformance management/appraisal.Personal-development planning.Management training and development. joke descriptions.Role specifications.Management selection.(Sue Dewhurst and Liam FitzPatrick, 2007, How to develop outstanding internal communications, pp 14.)Vodafone PLC got many a few core competitors and the competency can be measured in terms of marketing strategy, revenue or the services it offer. Here, we are considering three core competitors as Virgin Group, British Telecommunications PLC and O2 Group.Lets throw some light on these companies to spang more about the financial and market status.About British Telecom Group PLCBT (British Telecom) Group PLC is operating in more than 170 countries, is one of the leading providers of communication solutions and services. Their principal activities include networked IT services, l ocal, national and international telecommunications services, and higher value broadband and Internet products and services. (Our Company BT.2010 Online)BT Group PLC is listed as BT.A in London line of merchandise Exchange.About Virgin GroupVirgin Group is a leading branded venture capital organization and it is one of the worlds most recognized and view brands. The Virgin Group was started in 1970 by Sir Richard Branson, which has gone on to grow very successful businesses in sectors ranging from mobile telephony to transportation, travel, financial services, media, music and fitness. (About Us Virgin. 2010. Online)Virgin Group is listed as VMED in London Stock Exchange.About O2 GroupO2 Group, also known as Telefnica O2 UK Limited, is a leading provider of mobile and broadband services to consumers and businesses in the UK. O2 is the leader in non-voice services, including texts, media messaging, games, music and video, as well as data connections via GPRS, HSDPA, 3G and WLAN.O 2 UK is part of the Telefnica O2 Europe group which comprises integrated fixed/mobile businesses in the UK, Ireland, Germany, the Czech Republic and Slovakia all of which use O2 as their consumer brand. Recently, O2 has established the Tesco Mobile joint venture business in the UK and Ireland. O2 is a solely owned subsidiary of Telefnica S.A. (O2 UK History Telefnica O2 UK Limited. 2010. Online).O2 Group is listed as TCEZ in London Stock Exchange.

Comparison between Tony Kytes and The Seduction :: English Literature

Comparison between Tony Kytes and The Seduction===============================================Both Tony Kytes and The Seduction deal with relationships between childlike men and girls. Both tell of the ways in which the men compositionipulatethe girls, gaining what they want at the girls expenses. They bothdetail the insensitive treatment of the girls and explore theattitudes towards sex, spousal relationship and the opposite sex from both themale and female point of views.Tony Kytes is a humorous account of a young man called Tony and hisencounter with three future young women whilst driving his perambulatorback from the nearby market. The first is sly and worms her way intoTonys affections. However his fiance Milly appears and Tony requestsUnity to hide under the tarpaulin in the back of the cart to avoid adifficult confrontation. Milly arrives and climbs aboard the cart, yetthey have not travelled far before Tony spies another pretty girl, that is to say Hannah Jolliver. This time he persuades Milly to hide in theback of the cart and she too consents. Hannah requests a lift andopenly flirts with him, making Tony wonder about who he truly wantsto marry.He notices his Father, who offers some good advice - that he shouldmarry the one girl who didnt ask for a lift (Milly), Tony immediatelydisregards it. Meanwhile the horse has run off, tipping the cart overand revealing all three girls, forcing Tony to make a quick decision.He asks Hannah, who refuses him due to her fathers presence. Unity isasked next, but she refuses him, as she was only second choice. Tony because requests Millys hand in marriage, she accepts they get marriedshortly afterwards.The Seduction is a rather different account of yet another encounterbetween a young man this time only one female is involved. Set inTyneside in 1980s it describes a meeting between a young man and ayoung girl at a party, and the ensuing aftermath. At the party thegirl is plied with alcohol, which makes her more an d more relaxed,till finally the man takes her to a favourite spot of his by the riverwhere he takes advantage of her alcohol-fuelled state.When the girl realises she is three months pregnant she is devastated.She realises that she discount no longer be the innocent girl she was andcan no longer look forward to carefree summers with her friends. Sherecognises that she will not get to experience teenage life in thesame way once more and is mortified by this.Tony Kytes is set in the 1800s in a rural Wessex farming community.We know it is a farming community due to the references of the

Impact of Gender on Communication Essay -- Gender Roles

Throughout human history gender has had a significant, if not the most significant, utilisation in human life. It is clearly a fork in the road at birth that will determine many things you will barely invariably have any control over. What you wear, what you eat, what you do on the whole is directly influenced all throughout your life based on your gender. These gender-roles have been long assigned without personalised say, or even our parents say. In fact, it stems from almost pre-historic times to the beginning of our evolutionary chain. Regardless of more(prenominal) current acts that have meshed these rolls together, I think it is perspicuous to say we will always look at a man and women differently. It only seems logical that they two will also communicate very differently, which they do. right away we all have expectations of what the roles of each gender are. We all have an idea in our head about what the real American man is. He should pageantry a confidence that he is the main competitor. He can probably accomplish any task almost entirely on his own, and always does it go against than anyone else. A male child is raised to aspire to have these qualities, therefore striving to display them in almost everything they do. Almost every boy use revolves around some type of competition, always one versus the other. This ranges from recreational sports, like soccer and football, to silly games boy play on their own, like cops and robbers. Growing up in a highly competitive environment leads to standard characteristics we say amongst adolescents to young men. Men tend to be honest, direct, and factual. This leads to a communication environment where the main goal is to exchange information in order to solve a problem. This is where women will fi... ...any corporate cultures would even consider this innovative, and very effective. You are seeing more rising female executives and more stay at home dads than any other generation. Mainly, because now it is not out of the norm, and genders are encouraged to explore all opportunities. Not just those historically restricted to their gender. Obviously these gender roles are almost impossible to escape, but our society has shown great growth in regards to genial equality. We have grown able to mesh the polar opposites together, and possibly have more robust communication now than ever before in history. We unquestionably are born and bred to have certain traits, but more than ever before we have more choices to actually satisfy what we ourselves want. The home is no endless a definitive place for women, and the executive office no longer a private lounge for men.