The Impact on Americanization Process

The impact on Americanization process involves enormous movements of people across oceans and continents bringing different cultures into contact and sometimes into conflict (DuBois & Dumenil, 2009 p. 391). They all searched for better lives and more freedom. Native Americans and poor immigrants were pushed aside by continuing the westward expansion (DuBois & Dumenil, 2009 p. 391). Parents and tribal leaders protested the brutality of this coercive Americanization but they were no way to stop it (DuBois & Dumenil, 2009 p. 394). Some Native American women earned English and other skills in the boarding school programs they had. Some got jobs and worked for reservation agencies and became teachers. For example, Susan la Flesche became the first white trained Native woman physician. She was also the first person to receive federal aid for education. Sussette la Flesche was a writer and speaker on behalf of Indian causes (DuBoise & Dumenil, 2009 p. 395). Americanization program became harsher especially during WWI. I believe this is why some women resisted and other supported. Immigrant mothers and daughters confronted America very differently (DuBois & Dumenil, 2009 p. 408). Young immigrant women did domestic labor and factory work. Mexicans, Germans, Polish met the demand for servants. Most of these young workers lived with parents or relatives and had to give the earnings to them. Immigrant mothers had responsibility to preserve the way to become Americanize themselves and their families. They cooked traditional foods and followed religious beliefs while the husbands made a family living (DuBois & Dumenil, 2009 p. 410). The immigrant’s journey women had many obstacles during their journey. It took ten to twenty days to cross and it was in unhealthy conditions as well. I could imagine women that were pregnant or with little ones and how hard it was. I am Hispanic I have seen many immigrants’ women trying to cross and some don’t even survive now days. It is hard and some get abused on the way in crossing. I guess many things haven’t changed but it is better than before. In conclusion Native American women had it hard. I believe African American women had it the worse. Boarding schools helped many along the way.

Modernism in poetry Essay

Modernism. It is a direction of poetry, literature and art in general that uses and describes â€Å"new and distinctive features in the subjects, forms, concepts and styles of literature and the other arts in the early decades of the present century, but especially after World War I. † (Abrams 167) More often than not â€Å"Modernism† engages in â€Å"deliberate and radical break† (Abrams 167) with more traditional foundation of art and culture, established since XIX century. Here two poets of modernist age – T. S. Elliot and H. Crane – are compared to T. Hardy and G. M. Hopkins, a pair of contemporary classical poets. I’d like to begin the study with T. S. Elliot, the famous poet whose very name sounds like a synonym to word â€Å"modernism†. Elliot was and is the personification of modernism, and images and verses from his poems are remembered even today, and integrated in today works of literature and fiction. One can remember Steven King’s â€Å"Dark Tower† saga where images of Elliot’s works resurface frequently – in fact, one of King’s volumes of that saga is called â€Å"The Waste Lands†, obviously inspired by Elliot’s . For example, Elliot’s â€Å"The Love Song of J. Alfred Prufrock† had brought us a vision of a man whose world had split in and around himself, a lost person in search of love which can only be destructive and formidable for him. Since he is confined in the abyss of his own consciousness, reality is merely some kind of emotional experience for him. He can still observe the world around him, but psychologically he is alone, in the waste lands of unfertility and spiritual emptiness. Prufrock (the epitome of Elliot himself, or the reader) lets his thoughts and sentiments drift off incoherently. The external world around him, to which he is so sardonic, reflects his inner world, deprived of spiritual serenity. As he cannot get involved in a dialogue with the external world, only through the dramatic monologue can Prufrock whisper his intention : â€Å"Let us go then, you and I† (Norton Anthology of Modern Poetry, 242). Elliot wanted his hero (and the reader) to compare himself with a character of Dante’s â€Å"Inferno†. But while they are alike, their fates are different: While Guido has at least the courage to open up to Dante, Prufrock is too complacent and too inert to make that effort. His only confident can be his alter ego – a distorted reflection of himself in the mirror of outside world. He sees this person, and begs to him for unification – as if there can be an answer different from the one he gives himself†¦ Prufrock’s wisdom of the ages he seems to feel returns to him as cruel mockery. What, indeed, could be the meaning of â€Å"life, universe and everything† (D. Adams), if .. one, settling a pillow, or throwing off a shawl, And turning toward the window, should say: â€Å"That is not it at all, That is not what I meant, at all. † (Norton Anthology of Modern Poetry, 245). That Prufrock’s mawkish and evasive nature is shattered is delineated in the last ten lines of the poem. As the recurrent images of and references to the sea (â€Å"silent seas†, â€Å"mermaids†, â€Å"seagirls†) crop up more and more, Prufrock’s self-evasion becomes more marked. His psychic para1yis culminates when he realizes that even the mermaids will not do him a favor by singing to him; thus, all his source of possible inspiration fades away. (Norton Anthology of Modern Poetry, 245). He has never rea1ly been a religious man: he cannot, thus, expect Christ to restore him to a potent life, as was Lazarus restored to his. It is no wonder that while Prufrock is felt to be an epitome to all society of his times – so brilliant and so exquisitely empty inside. In modern times, his words had been referenced to in mockery by one of the most horrible machines the human mind had ever invented, Blaine the Mono: â€Å"In the rooms the people come and go. But I doubt that any of them is talking of Michelangelo† (King). Elliot’s other masterpiece, Gerontion, depicts a dream of memory. While Prufrock is at least â€Å"here† (even if he is unsure of his own location in the world), Gerontion’s hero is the time itself, sifted through the sieve of human memory. The observer is neither here not there, but the remains of memory, the dregs of time are spread before him – an enchanting display, but meaningless essentially. Elliot seems to ask – would the dregs of our own memory, if spread before some stranger, mean as little to him as these remains of one’s time mean to us now? All Elliot’s images are dark, broody and disturbing. They imply to ask – is it all? Can there be anything else around us, or are we lost eternally in the world which wasn’t mean for us? And, as Elliot hadn’t answered that questions himself, each reader must substitute his own answers and test their validity on Elliot’s words of man, world and time. Hart Crane is other example of modernist poets, his images are less brooding than Elliot’s and more defined, but the power they wield over us is intensified by their hidden meanings, unseen at first glance. Crane’s â€Å"Black Tambourineâ€Å" reflects on author’s own experience of time spent with some negro workers in a cellar. But the cellar expands in author’s view to the size of the whole world, and its closed door becomes the famous wall of the three Biblical judgments – MENE, MENE, TEKEL, UPHARSIN: â€Å"numbered, weighed and found wanting†. All universe seems to be contained between â€Å"here and now† – the dark cellar with tambourine on the wall – and mystical â€Å"somewhere†, where all human hopes end as â€Å"carcass, quick with flies† (Black Tambourine). â€Å"At Melville’s Tomb† brings dark and melancholy beneath which a memory of forces lingers that were bright and vicious once before – before the Death took its toll, equaling the furious Ahab and unnamed sailor. The image of the sea is indefinite and vague too, for it can be perceived as deep grave, or Death itself, or Sea of Time which will eventually give endless calm to every living being. In all modernist poetry, the concept of such multipart images and veiled references was honed and detailed up to its perfection. Now this is an instrument which is frequently used in literature and other spheres of life, such as advertising, but in times of T. S. Elliot and H. Crane it was a powerful innovation with which readers were stunned literarily. To compare with modernist poetry of Elliot and Crane, classical works by T. Hardy and G. M. Hopkins are selected. The classical English poetry of Thomas Hardy is more structured both in rhythm and meaning than modernist examples of Elliot and Crane. His poetry can be called â€Å"methodic†, for he explains methodically the one symbol which forms a poem. He explains it, details it, brings it before our eyes in maddeningly realistic manner, until the reader not simply understands it, but is enthralled by its vision. â€Å"Neutral tones† brings us a vision of lost love which turned into deadliness – the blank neutrality which opposes love and joy and happiness of life. The feelings deepen further with each stanza – from tranquility to blankness, to melancholy, and finally to utter despair. The concluding stanza forms the moral of the poem, adding to the finality of the sentence – what is lost in time, can never be found again. â€Å"The Darkling Thrush† is an example of more hopeful vision. Dedicated to the coming century, it is full with dark images of definite meaning: the gate as the gate of a new age (or a new Century), frost and Winter as Death itself that comes to all, and the land becomes a body which dies together with Century, for its time has passed. But the mere voice of the thrush changes the picture, illuminating it with some inner light of â€Å"blessed Hope†. And, while the reader (as the man who stands at the gates) is yet unaware of a definite knowledge of that Good Sign that only the bird has, he still accepts the bird’s song as a sign that there is hope for the future. Poetry of Gerard Manley Hopkins is yet another example of what classics had to offer then. His images are as definite as Hardy’s, if somewhat more fluent, and the moral is present too in his poems. â€Å"Spring and Fall† shows Margaret – a young girl who had realized for the first time that all things in life change and eventually die, that life is not permanent. A child’s mind can grasp concepts at levels they are not aware of, and understand something without ever having it explained. It is simple because of the innocent way the child absorbs the life itself. As an adult, one can see a subject or idea in a completely different way by viewing it through the eyes of a child. In the poem, Margaret looks at death and understands it symbolically, through the death of leaves to her own imminent demise. â€Å"God’s Grandeur† is another example of short and conclusive classical poetry. The tension in scenes of man-made destruction, pictured with vivid detail, is intensified by alliteration. Disturbing images of oozing oil and ever-repeating trod of countless generations result in deep, uncontrolled fear. But the conclusion opposes all said before by references to never-ending nature and God as its creator and protector. It states to us that God will as surely brings life after death and resurrection after destruction, as each day he brings the morning light after the dark of night. From fear of Man to hope in God – that is the meaning of the poem in general. To conclude the work, one should remind that modernist poets had learned to use their images from classical poetry. But, taking the basic elements and images from their predecessors, their works had transcended from single pictures (or contented stories explained to reader part by part) to grandiose intertwined canvases, full of elements and colors, or bottomless abysses of veiled hints and allusions. Certainly, the works of classics had formed the foundation for these magnificent creations of modernist poets, and without them the whole modernism in English literature would not be able to exist or progress. Works Cited Abrams M. H. A Glossary of Literary Terms. New York: Holt, Rinehart and Wilson, 1941 Hardy, Thomas. Wessex poems and other verses. New York: Harper, 1898. Hopkins, Gerard Manley. Poems of Gerard Manley Hopkins. London: Humphrey Milford, 1918. King, Stephen. The Waste Lands. Donald M. Grant, Publisher, Inc, 1991. Simon, Marc. The Complete Poems of Hart Crane. New York: Liveright, 1986. The Norton Anthology of Modern Poetry. New York and London:W. W. Norton & Company, 1988

Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle Essay

There is often an assumption that, if we give people some training it’s bound to do some good and often simply experiencing a training event can result in learning. However the chances are far greater when a systematic approach to teaching is applied. The ‘teaching/training cycle’ is the classic method of carrying out the teaching process. It is a logical and structured approach to teaching which ensures that the needs of the learner are effectively met. The teaching cycle is a cyclical model of experiential learning which consists of a five stage learning sequence which encourages continuity from one experience to another. It can be approached at any stage, but it needs to be followed through to be effective. Taking shortcuts at any stage can lead to ineffective teaching/training. It is paramount that the role, responsibilities and boundaries as a teacher are understood and integrated within the parameters of the cycle for learning to be effective. A teacher’s role in the Lifelong Learning Sector is broad; indeed Harden and Crosby (2000:334) identified twelve distinct roles of the teacher, however this falls short of the nineteen roles identified by Wilson (2008:6). Some of the functions sit within specific stages whilst others embrace the whole of the training cycle. Identifying learners’ specific needs is critical because if these are not identified, the training will not achieve the intended outcome. It is vital to ensure that the training has the correct purpose. At this stage it is important to assume nothing. Stage One- A diagnostic assessment (Training Needs Analysis) evaluates what is already known whilst exploring learning outcomes. This is accompanied by initial assessment (S4L screening); an analysis of Learning Styles and ICLP (learning plan). At this first stage it is key to establish boundaries with  the learner; Bluestein (2010 Online) identifies eleven reasons to use boundaries including â€Å"being able to express your limits and to communicate the conditions or availability†. The teacher must foster integrity and confidentiality in order to establish trust and respect with the learner. It is also important to remember the teacher’s role as a role model and that you only get one opportunity to create a good first impression. As a teacher it is imperative that you are punctual; dress appropriately; use appropriate language and feedback at the appropriate times. It is important to portray a professional image and to be seen to work within the boundaries of the law, professional codes, values and ethics. Teachers are responsible for pastoral care; for looking after the personal and social wellbeing of the individual including the health and emotional support of the learner. Often issues can be picked up early in the cycle and the teacher can then support the individual. The learner may need financial, health and learning support which can be gained via referral to a support service. Occasionally they may need a break from the programme in order to resolve personal issues and only then is the individual able to reach their full potential. The needs and objectives of the learner should be routinely examined throughout the programme through direct and indirect feedback so that the individual feels supported and valued and is able to reach their full potential. Stage Two – The teacher is responsible for planning and designing a programme of study that responds to these needs. This involves the teacher designing a scheme of work and model of delivery; individual lesson plans and sourcing resources. Stage Three – Stage three focuses on delivery with the teacher providing appropriate methods, resources and support while facilitating learning. Approaches to learning will depend on the number of students and learning styles of the group. Stage Four – Giving learners access to fair assessment; the teacher assesses and checks learning and monitors progress. This is an opportunity to feedback on success or initiate change. Stage Five – Involves gaining feedback as part of the evaluation process; the teacher and the learner review the effectiveness of the course and consider any information, advice and guidance (IAG) the learner may need to progress with their development. The teacher analyses retention and success levels. The teacher is responsible for contributing towards the administration of the programme and contributing to Quality Assurance. The teacher has a duty of care to facilitate learning to everyone without discrimination within a safe learning environment and to ensure that all learners receive a positive learning experience and achieve their goals. References Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Harden et al (2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning Bibliography Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Fox, R. (2005) Teaching and Learning. Oxford: Blackwell Publishing Ltd. Harden et al(2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Petty, G. (2006) Evidenced Based Teaching. Cheltenham: Nelson Thornes Ltd. Wilson, J. (2000) Key Issues in Education and Teaching. London, New York: Cassell Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning

The Count of Monte Cristo Essay Example | Topics and Well Written Essays - 750 words

The Count of Monte Cristo - Essay Example The three form the antagonists in the story and plot against Dantes so he would lose what he has. Accordingly, Dantes was arrested for treason and consequently sent to prison for the rest of his life. Although he did not have any political stand, Dantes was unfortunately acting as a courier as a favor to his deceased captain and had in possession a letter from Napoleon. Moreover, the recipient of the letter was the father of the deputy public prosecutor and the latter did not want the public to know about his father’s misconduct. In jail, Dantes meets and befriend a priest who teaches him a lot of things – academic and about life in general. The priest, Abbe Faria, also tells him of a hidden treasure on the island of Monte Cristo. Dantes eventually escapes by hiding inside the deceased Faria’s shroud and swims to freedom when the jailers throw out what they thought was the priest’s body in the sea. Dantes uses the knowledge and the money he got from Faria to reinvent himself in order to get his revenge against the people who had made his life miserable. Throughout the beginning of the story, Dantes manifests a person who does not think ill of people. This was evident when, upon questioning from Morrel, he still had good words to say about Dangler even if he knew Dangler did not like him. (Dumas) When he found out the Cardousse had left his father to starve to death by making his father pay Dantes’ entire debt, Dantes still managed to welcome Cardousse into their home. (Dumas) He values his relationship with his father. When he found him starving, he immediately gave him gold to buy whatever he needed. (Dumas) Dantes was also someone who initially believed in hope and God. In prison, while struggling to make sense of what had happened to his life, he was still optimistic that God would pull him through the circumstances. This was especially clear when he continued waiting for the governor’s decision to release him from j ail and kept making rationalizations when the decision seemed to take longer than he expected. (Dumas) Initially, Edmond Dantes was convinced that he was just a victim of fate. From the innocent and simple-minded man that he was, however, he turned into a vengeful and cunning person once he discovered the reason for all the misfortune he had gotten. The priest Faria regretted telling Dantes how the latter ended up in jail. (Dumas 186) He knew that once Dantes found out about the truth, the latter would be filled with so much anger and passion to get back at those who took his life away. Because of his quest for revenge, Edmond Dantes mastered the art of lying like those who betrayed him. In the course of the story, he pretends to be someone else three times, initially, in order to save his boss, Morrel, and finally as the sophisticated Count of Monte Cristo. In the midst of executing his plans against Fernand and the rest, Dantes realizes that he has deeply hurt innocent people in t he process and that he is not God who can control and foresee the effects of his actions. (Dumas 610) In an attempt to mitigate all the wrongdoing he believes he has committed, he helps Maximilian appreciate the latter’s love for Valentine by letting Maximilian believe Valentine was dead. (Dumas) The story of Edmond Dantes can be likened to the life of tennis superstar Andre Agassi. Although the themes present in the novel by Dumas do not

Critical thinking Assignment # 1 Essay Example | Topics and Well Written Essays - 500 words

Critical thinking Assignment # 1 - Essay Example According to me justice needs to aim at preventing the crime by deterring criminals and upholding the rule of law, while assuring public order and ascertaining that the actual offenders get commensurately punished in consonance with the gravity of their crime in a way and manner that brings closing to the extended family of the offended, and expressing appropriate public and state denunciation for the committed crime, thereby bolstering the public confidence and establishing law and order in the society. As per my personal opinion, the purpose and objective of justice is not merely to assuage the ethical requisites like fairness and protection, but also to instill a sense of peace, confidence and certainty in the larger society in which a crime is committed. Each criminal case does define as to how justice presents itself to the larger society. In the light of this personal and larger definition of justice, justice is not being met in case of the twin brothers’ case being discussed here. The system is not extending a just and valid treatment to both the twin brothers here. Though it may not be true, yet it is quite possible that at least one of the twin brothers and one’s friends and relatives are taking advantage of the likeness in the looks of the two brothers to hoodwink and bypass the criminal justice system. The way criminal justice system is going soft on the perceived offender, going by the fact that he has an identical twin who looks and dresses up like him and was also present at the scene of crime is sending a message to the society that the criminals who do have a look alike could confuse and dither the criminal justice system. A more just approach in this case will be to take both the brothers within the loop of this murder case, because if one of them committed the actual murder, the other one is surely playing an active role in confusing the

Negative effects of lacking innovation Assignment

Negative effects of lacking innovation - Assignment Example At the individual employee level, innovation is influenced by motivation, cognitive capabilities, personality and creativity of the individual while at the team level innovation will be determined by the team processes, the leadership style, team structure and team climate (Brown and Ulijn 2004). At the entire organizational level, the size, resources, culture, strategy and structure of the organization determines the capability of the organization to implement innovative solutions to emerging problems (Shavinina 2003). Firms that are not innovative lack the capacity to deal with the nature and intensity of competition within the market thus leading to loss in market share and profitability. Innovative firms are capable of monitoring and understanding changes in industry competitive capabilities such as new processes and new technologies thus implementing research and development activities that will enable the firm to acquire those competencies (Shavinina 2003). In this case, the firms will be using the wrong or inefficient technologies that waste raw materials and lead to high costs of production. A case example is Sony, the technology giant that lost market share and profitability due to lack of innovative technologies. Sony pioneered the Walkman and Trinitron TV and acquired Columbian pictures thus shocking Hollywood (Tabuchi, p 4). However, the rise of other Japanese rivalries made Sony lose market share and report losses since 2008 since other players like Samsung Electronics and Apple took a dvantage of technological revolution and produced digital electronic devices (Tabuchi, p 6). Although Sony had the capabilities to create the iPod before Apple, the management resisted innovation and creativity thus limiting the capability of the company to develop tablets and iPods that would enhance its music business segment (Tabuchi, p 12). It is evident that Sony did

The Role of ICT to Support Development of Literacy Essay - 1

The Role of ICT to Support Development of Literacy - Essay Example Aims of research on ICT/Digital film use in schools This critical review sets out the key messages from the literature, which focuses on:- a) The infrastructure to support the use of ICT in schools, b) The impact of this on learning and literacy levels c) The extent to which its adoption has supported communication in schools and the community at large The report analysis will further present an opportunity for further exploration and research. Research indicates that there is an increase in the use of computers and other new technologies in homes through the same suit is not followed at the schools where the authorities are so strict on print and print-based texts. The embracing of technology is viewed as a lot of a waste of times, which should not be the case as children and school going individuals are already expressing enormous interest to learn through the adoption of the new technologies like the digital film techniques (BESA 2006). Setting the context: ICT/Digital film techno logy provision and access In the recent years there have been numerous surveys formulated to provide information on the extent to which schools are developing the capacity to integrate digital technology in learning and teaching to improve the level of literacy in the UK. The evidence gathered shows an increase in the number of computers and other technologies like digital technology over time with most schools achieving the baseline for the computer-to-pupil/student ratio (BESA 2006). The evidence on the impact on learning and teaching indicates that the use of digital film technology is effective and efficient in enhancing the students learning experience and therefore teachers are motivated to integrate a number of technologies like the laptops to produce an interactive environment with whiteboards and the internet. Through the emergence of the digital technology, teachers have been in a position of integrating a combination of hardware; software and connectivity to allow them to have an innovative approach towards learning and teaching hence a bust in the level of literacy (Watts 2007). A critical factor in the effective use of digital technology is the fact that there exists a school level e-strategy; this gives room for the future development and maintenance of the ICT systems. Research has it that school going aged children are embracing the use of new technology through the engagement of a wide variety of Digital practices. These range from the use of CDs, playing computer games, play stations, internet mobiles, and mobile phones. It worth noting that computer games so far is the most popular components engaged in by children as they are able to access the internet at a very tender age (BESA 2005). From research, therefore, it is evident that children have been engaged in multimodal literacy’s in a manner that the print media is being faced out. Because digital texts are fast facing out print media most so in the young populations perspective, s chools through the authorities need to adopt such systems as they will in the first place engage the youth keeping them away from accessing intolerable material online. Research on the use of digital film technology in the UK shows that, through the new technological advancement, teachers are able to develop creativity within potentially limited confines, and pressures of curriculum guidelines.

Power and Privilege Homogeneous Choice Essay Example | Topics and Well Written Essays - 1000 words

Power and Privilege Homogeneous Choice - Essay Example Additionally, we all have a natural desire to preserve those parts of us that are unique or particularly cherished, and pass them on to our progeny. While racism and prejudice are always an unacceptable approach to our differences, there should also be an allowance for individuals to interact positively with one another while preserving their own culture, traditions, and values. I believe that it is possible to truly respect the differences between individuals and cultures, while retaining the natural comfort level found in individual association with those of similar background and world view. I call this homogeneous choice. As an individual, I am naturally aware of the differences between myself and others. Whether those variations are cultural or behavioral, I know that I can face a personal dilemma as I react to those differences; I can choose to accept them or oppose them in some way. In his article on the subject of diversity, David Brooks points out that it is in my nature to be around others like myself, and that I have the power to organize my life so that my contact with people radically different from me is limited (Brooks 31). That does not make me, however, an opponent of integration or a racist; it doesn't even mean that my personal choices are necessarily intentional. Things like personal comfort tend to occur absent specific and directed analysis, and my respectful reaction to others of different cultures can similarly be natural and uncomplicated. If I like a particular individual, regardless of cultural background, I simply like them. I don't sit around trying to analyze why I like them or what it is about them that makes them likeable; I just know that I am comfortable with them. Similarly, there are people for whom I don't especially care and that discomfort has nothing to do with race, creed, color, or any of the other common prejudicial points of view. I can respect the individual, even though I am not comfortable being around them every day, without being driven by prejudice against their culture; and that is the point. The nexus of these ideas can be articulated one word: Respect. If my responses to the differences in people I meet, and their unique way of perceiving the world, are respectful of their point of view, I can avoid a negative perspective that includes prejudice or racism. Different isn't bad, it is just different. Neither do I have to embrace all of the differences I encounter, or even like them, and include them in my choices for frequent association. I can respect my own perspective as a valid point of view, and extend that same consideration to the people I meet. The guiding principle for me, as for most other people, is personal comfort. I am naturally more comfortable with certain cultures than others, especially my own. As Brooks points out, people are "finding places where [they] are comfortable and where [they] feel [they] can flourish" (30). While he goes on to lament the lack of diversity in American culture, I don't think that it is appropriate to force people out of their personal comfort zones to accomplish a specific diversity goal. In America, the freedom of association is a constitutional right, and for good reason. Individual freedom is about flourishing within a chosen environment and I should be allowed to make those choices that promote my

Feminist theories in history of art Assignment Example | Topics and Well Written Essays - 250 words

Feminist theories in history of art - Assignment Example as the same nonsense that was at the middle of the canonical separation of the mediums that are used in drawing, painting and the making of sculptures and this was a way of emphasizing the underlying absurdity that was contained in her work. This was as though she had received an awareness of her own open wound and she was now trying to accept the absence of meaning and oneness that was in her life turning in to the non-subject of what she considered her non-work she considered this to be the big nothing and generally looked at it as an absurdity, (Wagner (b), 51). On all the levels of being visual which is where the unthought-of resides, Bourgeois’ work categorically goes against these dichotomies that are between the mind and the bod; abstraction and figuration; â€Å"visuality† and tactility; flatness and volume, time and space which generate other dichotomies that are more direct such as male-female, and black and white but also those that prevent visual art from achieving the effect that it aims at as thought which is opposition that casts visual art as spatial and narrative as being temporal works on confining each of these to a domain that is restricted of visual body and narrative mind, (Wagner (a), 10). The selection of diary notes is useful since it develops a position where the reader gets to understand the artists’ psyche n a verbal way rather than a visual one which greatly assists in the interpretation of works of art that are created and these notes range from poems to her inner thoughts about the surroundin gs that she is in, (Bourgeols,

Introduction&background part of three museums Essay

Introduction&background part of three museums - Essay Example regarded as a full permanent, Hirshorn operates on seasonal hours with the museum opening from 10am-5:30pm, the plaza opening from 7:30am-5:30pm, and the Garden operating from 7:30am to dusk. An international modern and contemporary art and culture center, Hirshorn’s target market includes sculpture enthusiasts, art students, and artists. Although primarily funded by the federal government, Joseph Hirshorn contributed $1 million to the Smithsonian Institution and the money was channeled towards the construction of the Hirshorn building. The museum does not charge any admission fee. Despite being located close to Smithsonian metro and National mall, the museum’s accessibility can be termed as poor as it has no parking facility while street parking outside the museum is limited (Hirshorn, 2014). The Smithsonian American Art is a museum owned by Smithsonian Institution and that features permanent collections including 19th century African American and Latin art works. The museum prides as the first federal art collection and includes a collection that captures the aspirations, character, and imagination of the American people. The museum’s collection is presented in six collections that include among others the ‘American experience’ and the ‘American art through 1940’ (Altshuler, 2007). The museum’s target market includes DC students, local artists, and families that visit the center. Funding for the museum was mainly from the Smithsonian trust funds obtained from both private sources and Smithsonian Enterprise. The museum is highly accessible with well-labeled elevators and stairs and adequate benches. Additionally, availability of enough research and street parking space coupled with close proximity to Metro Center and Gallery Place Metros makes it possible for the museum to accommodate large numbers of visitors. Similar to Hirshorn, admission to Smithsonian American Art is free (Smithsonian American Art Museum, 2014). Phillips Collection is a

Case analysis Study Example | Topics and Well Written Essays - 250 words - 4

Analysis - Case Study Example ABC focuses on accumulating cost thru activities while traditional costing focuses on accumulating costs within functional areas. ABC system is used as an internal system for management decision while traditional accounting is for external purposes used by stakeholders and government’s review. The rich information provided by the review of literature in the study further confirmed the advantages that managers acquire in terms of costs association by implementing ABC. Managers are able to reduce costs in designing products and improve coordination with suppliers and customers. However certain limitations of ABC use are observed in the case study. Particularly, the case findings said that thru statistical computations, it was proven that ABC has no dependent relationship with the Return on Assets. Further, it was gathered from the study that there was a weak evidence associating ABC and accounting profitability is dependent on plant’s operational characteristics. The above findings suggest cognizance of both methods. Profitability is a measure that is very much relevant for stakeholders. They are very much interested in ROA and profitability which are their primary concern in investing. These factors are measured by traditional method of accounting, while internal factors that will add to profitability are best measured by ABC system. Ittner, Christopher, William, Lanen, and Larcker, David. â€Å"The Association between Activity Based Costing and Manufacturing Performance.† Journal of Accounting Research, Vol. 40, June 3, 2002, pdf. Web. 11 Sept.

Mary Whiton Calkins Essay Example for Free

Mary Whiton Calkins Essay In the early days of psychology there were few female psychologists who had any type of impact on the field of psychology. There was sex discrimination and it was a common belief that women were inferior to men. Mary Whiton Calkins was able to beat the odds and have a long lasting legacy in psychology. She is considered one of the pioneers in psychology and is credited with a major theoretical contribution of self-psychology, which was centered on the idea that all consciousness is personal. Calkins overcame discrimination from both students and scholars and succeeded in inventing a procedure that was historic; paired associate learning, which has become the standard method in cognitive research (Goodwin, 2008). Mary Whiton Calkins was born in Hartford, Connecticut in 1863. She was the oldest of five children; their parents encouraged their education, especially the study of languages and cultures (Furumoto, 1980). Calkins did graduate from high school in Newton Massachusetts and began Smith College in 1882 as a sophomore. Unfortunately, in 1883, her sisters illness and subsequent death caused her to decide to study Greek at home the following year. However Calkins returned to Smith College in 1884 as a senior, and graduated with a concentration in classics and philosophy in 1885. In 1887, after graduating from Smith College, she was hired to teach Greek at Wellesley College. She had been teaching for three years when she was offered she was offered a position teaching in the new area of psychology (Goodwin, 2008). In 1890 Wellesley finally offered Calkins the position, with the condition that she would study psychology for a year. There were very few psychology programs available at that time, and even fewer that would accept women applicants. This made it difficult for her to have the one year of study needed to teach the subject of psychology. During the following year Calkins also worked unofficially at the psychology laboratory at Clark University with Edmund Sanford. He also assisted Calkins in the creation of a psychology lab for Wellesley College, equipped with state of the art equipment. That psychology lab officially opened in 1891, the same year that Calkins began teaching psychology at Wellesley (Goodwin, 2008). After being invited to sit in on some of the lectures at Harvard, Calkins formally requested that she be allowed to sit in on these lectures. She decided to try to take classes at the Harvard Annex taught by Josiah Royce, a Harvard professor, because the Annex was not an official part of Harvard University. Royce, however, pushed her to try to attend regular Harvard classes because not all of his classes were available through the Annex. Charles Eliot, the president of Harvard, believed strongly that the two sexes should be educated separately. But it was not until the pressure applied to him from both James and Royce was combined with a petition from Calkins father and a letter from the president of Wellesley College that Eliot finally agreed in 1892. Calkins would be allowed to attend James and Royces seminars on psychology, but it was officially stated that she would not be a student of the University entitled to registration. (Furumoto, 1980). Calkins felt like she needed to do more graduate work. She continued teaching while simultaneously studying with J. Munsterberg until 1894 when she studied full-time for a year. At that time Munsterberg petitioned Harvard to admit Calkins as a Ph. D. candidate, but was refused. The Harvard psychology department held an informal examination of Calkins, which she passed in 1895. The same year, while at Harvard, Calkins presented her theses, where she completed a series of experimental studies on association. She developed a procedure known as paired-associate learning (Goodwin, 2008). Her subjects first studied stimulus-response pairs comprised of sequentially presented color patches and numbers, and then they tried to recall the umber responses when shown the color stimuli. Her results showed that recall was enhanced by each of the four factors: frequency, vividness, recency, and primacy. These four conditions could strengthen associations, and found that frequency was the most important. (Goodwin, 2008). Calkins then returned to Wellesley College where she continued to teach until her retirement in 1927. From about 1900, her publications became less research-oriented as she developed her major theoretical contribution to psychology, self-psychology. Calkins maintained that psychology could be the study of mental life, but that the central fact of psychology must be that all consciousness contains an element of the self (Goodwin, 2008). In 1900, Calkins published her first article on a system of psychology of the self, a topic which became her primary focus. Over the next thirty years, Calkins continued to present, develop, and defend her theory of self-psychology, gradually moving more towards philosophy and away from the psychological trend towards behaviorism. There is evidence that her primary interest was always philosophy rather than psychology. She was teaching psychology for almost a decade before another faculty member trained in psychology joined the philosophy department. (Furumoto, 1980). In 1905, Calkins became the first woman elected president of the American Psychological Association. As her interests shifted to philosophy, she became the first woman elected president of the other APA, the American Philosophical Association in 1918. All of her work in philosophy as well as psychology came to center around the importance of self. She used it as a way to reconcile competing theoretical schools of thought including structuralism and functionalism (Furumoto, 1980). She believed that self-psychology was a method of resolving disputes between structuralism, which analyzes consciousness in to its basic elements, and functionalism, which focuses on how consciousness serves to adapt the individual to the environment (Goodwin, 2008). Among her major contributions to psychology are the invention of the paired associate’s technique and her work in self based psychology. Calkins believed that the conscious self was the primary focus of psychology. Despite Mary Whiton Calkins contributions, Harvard maintains its refusal to grant the degree she earned and her influence on psychology is often overlooked by both scholars and students. She was passionate about her beliefs, even when Harvard was going to award her a PhD. from Radcliffe College; she refused to accept the degree because she did not agree with the â€Å"injustice of unequal treatment of the sexes based on the implicit assumption that there are inherent differences in their mentalities† (Furumoto, 1980). Mary Whiton Calkins was a pioneer in psychology. She was responsible for the creation of a method of memorization called the paired associate technique, founder of one of the early psychological laboratories in the United States, and creator of a system of self-psychology (Furumoto, 1980). Conclusion Mary Whiton Calkins was a prolific writer in both psychology and philosophy, publishing four books and over a hundred papers divided among the fields. In addition to being the first woman president of the American Psychological Association, Calkins also served as president of the American Philosophical Association in 1918. The topics Mary Whiton Calkins studied in psychology covered a wide range including dream research, animal consciousness, and memorization. In 1892 she presented a report on a dream study that she had worked on with Sanford at the first meeting of the APA. Thirteen years later she was elected president of that same organization. In 1895 she returned to Wellesley as an associate professor, and in 1898 she became a full professor, a position she held until she retired in 1927 (Furumoto, 1980). On February 26, 1930, Calkins died of inoperable cancer, one year after retiring from Wellesley as a Research Professor and turning over that department to Eleanor Gamble. Her teaching career spanned forty two years. She died with two honorary degrees, a doctor of letters from Columbia University and a doctor of laws from Smith College. However, she never received the degree that she worked for at Harvard. In 1927 a group of Harvard alumni petitioned the president of Harvard requesting that the university grant Calkins her Ph. D. , but they were denied (Furumoto, 1980).

Recognition of Types of Abuse and Neglect

Recognition of Types of Abuse and Neglect Current guidelines and safeguarding concerns Recognition of types of abuse and neglect. My setting is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. They are committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to. The Staff have undertaken relevant and up to date safeguarding and child protection training through induction and specific safeguarding training as required by the London Borough of Islington. Training for all staff is updated every three years as required and every two years for the designated officer. Agency staff, volunteers and students are also briefed on their roles and responsibilities during their induction to the setting which covers how to identify signs and symptoms of abuse and how to share their concerns with the designated safeguarding person (Bennett Court Playgroup). Bennett Court playgroup are committed to safeguard and protect children. Children have the right to freedom from abuse and harm. They work with children, parents/carers and the community to ensure the rights and safety of children and to give them the very best start in life. Bennett Courts Safeguarding and Child Protection Policy is based on the London Child Protection and Safeguarding Children Procedures (LSCB 2013) and in line with Islington councils Early Years Safeguarding and Child protection procedures and Guidance (2011) along with the Working Together to Safeguard Children (DCSF 2013). Children with Special educational needs are welcomed and supported to make a smooth transition to the setting by discussing how they can best meet their needs, gain the appropriate support and services before starting the setting   (Bennett Court Playgroup). Please see (Appendix 2) for current procedures meeting the Safeguarding Children and child protection requirements. Whistleblowing is when a member of staff, in any line of work provides information of improper and unacceptable behaviour within a setting against an employee, other working professionals or a member of the public. An example of improper or unacceptable behaviour may be when someone is discriminating, bullying or harassing their colleagues and/or others. Within legislations whistleblowing is known as The Public Interest Disclosure Act 1998. This act is to safeguard employees that may be experiencing types of prejudice, disadvantages or harm during their employment or they may be disregarded by their employer if they have disclosed information in obedience to the legislation (Brookes, 2015). My setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. they welcome suggestions on how to improve the setting, will give prompt and serious attention to any concerns about how the setting is run (Bennett Court Playgroup). Any concerns of bad practice should be managed appropriately before whistleblowing is needed. When staff are made to feel openly comfortable raising concerns about bad practice within the setting during staff meetings and under constant supervision, this will allow bad practices to be revised and modified before any types for cause of concern will result in harm towards a child and/or member of staff/public. Any member of staff involved in whistleblowing within the setting holds the responsibility to be able to indicate the bad practice, be able to record and report factual information of the incident to required parties for e.g. your manager or agencies like Ofsted and childrens social services, keeping copies of all relevant information shared between agencies and ensuring to follow the settings procedures for complaints, please see (Appendix 3) for my settings complaints procedures. Practitioners must follow the whistleblowing procedure whether or not they will be treated differen tly or become involved in conflict with other colleagues. Staff who may come across bad practice and choose to ignore this can result in implicating the individuals in the bad practice. Dealing with bad practice should be risen within the early stages to obstruct any further escalations (Small wonders child care, no date). Early Years Practitioners have a duty to the safeguarding, protection and welfare of children when left in their care by parents/carers. My setting commits to developing and maintaining a culture of openness and honesty when working in partnerships with parents/carers to ensure the best interests of children and their families are met. An EYP must be able to identify signs and symptoms of abuse whilst children are in their care, they must be knowledgeable to diversity, promote equality of opportunity between children through various activities and in planning that will support the safety, welfare and protection of children for e.g. motivating and teaching children different ways to keep safe for e.g. when taking children out on trips teach them to stay together and how to cross the road correctly, to be able to express themselves openly and to be confident sharing their concerns. If a child ever discloses any form of abuse made towards them, an EYP must not interfere whilst the child is talking, make notes of facts only and not interpretations of what was said, also if a child asks them to keep this to themselves, they must explain in a gentle way for the child to understand that they must tell someone in order to keep this child safe, that the child has done the right thing, it is not not their fault and they are in no trouble. EYPs have a statutory responsibility to notify agencies if they have reason to believe that any childs safety and welfare are of any cause for concern (Bateman, 2013). When dealing with confidentiality all suspicions and investigations must be kept in an individual file in a locked cupboard or files on a PC with a secure password and shared only with those who require access to it. In my setting any information is shared under the guidance of Islingtons Safeguarding Children Board and follows the legislation, Data Protection Act (1998). All practitioners must follow their settings confidentiality policy and procedures to ensure that they are aware of what can be kept confidential and what causes for concerns need to be reported and how. In my setting we have a designated safeguarding person and also someone who acts in her absence, I have been made fully aware of who and where to report any concerns I may have. Practitioners must never share information about children out of the setting or to unnecessary parties   (Bennett Court Playgroup). When working with others for the safeguarding, protection and welfare of children, this can benefit them in many ways. For e.g. as an EYP there may be some things you may not be able to help a child with, possibly SEN or disclosures of harm or abuse, so you must be able to report and refer a child to the right services that best suits their needs. Some services that may work together to safeguard children can be childrens social services, health services, schools, psychologists, GPs, local police, the UNCRC etc. also working in partnership with parents supports the safeguarding of children, unless this will put the child at risk or further harm. Working in partnership also allows services to pinpoint any issues within the family and help resolve these issues in the best possible way, conducting constructive meetings to expand and assess each individual child. Where children may have certain health problems it is important to gain information and learn about how to handle any conditio n at any point and also be aware of who to contact when needed, for e.g. you may need to report certain symptoms to the childs parents/carers, GPs or health specialists   (Bennett Court Playgroup). Practitioners must be aware that the abuse of children may occur in different forms, the four categories of abuse are physical, emotional, sexual and neglect. Bullying is also a form of abuse, as like female Genital Mutilation, the impact of domestic violence (DV) including Honour based violence which comes across all cultures and communities. Practitioners must be mindful that these forms of abuse can fall into one or more of the above categories and are often taken to great lengths to be disguised. This may include refusing freedom or contact with others, taken out off or forced to leave the country. Children that may be suffering from physical, emotional or sexual abuse may be experiencing neglect and this may be demonstrated through direct or indirect disclosures or through their behaviours within the setting. Practitioners must be able to recognise the signs, symptoms, indicators and behaviours that may cause concern, for example the child may unexpectedly become quiet, tearful, withdrawn or aggressive. Notable changes in a childs appearance e.g. loss of weight without a medical explanation, eating problems, for instance, overeating or loss of appetite, unexplained bruising or marks or signs of neglect, some signs of neglect may be when a child is wearing inappropriate clothing for the weather or clothes that are too big/small, a child may not have appropriate lunch to eat if provided by parents/carers, or they have not been washed, had their hair combed properly or untreated lice.   A child may show changes during their play, they may disengage from other children they may also hurt or be cruel to other children, a child may be knowledgeable to adult sexual behaviour, or they may participate in sexual play which is unsuitable for the childrens age   (Bennett Court Playgroup). In my setting where there is a concern about a childs welfare or wellbeing, or a concern that a child may be in need of protection, this should be recorded using the Islingtons concerns tracking form and then passed on and discussed with one of the designated child protection officers for action (or if unobtainable seek advice from Islingtons Childrens Social Care Team). The records placed must include the actual disclosure or concern, date, time and the name of the person who has recorded the concern and stored in the childs personal file in a secure cupboard. All staff and also volunteers are made aware to report any concerns immediately to the designated member of staff,   all concerns will be discussed with parents/carers unless this will put the child in further risks of harm or abuse, records of concerns, emails, notes or phone conversations and actions are noted and confidentially stored in a secure place. In my setting when we have concerns about a childs welfare we need to focus on, the needs of the child, their physical and emotional welfare, be sensitive, taking into account individual familys circumstances and discuss this with one of the designated members of staff. If it is suspected that a child is in immediate risk of ham or abuse this must be reported as soon as possible to the police and/or childrens social services (Bennett Court Playgroup). Appendix 1 LegalFramework- Legislations for the safeguarding, protection and welfare of children in my setting. Primary Legislation Children Act (1989) Protection of Children Act (1999) Data Protection Act (1998) The Children Act (Every Child Matters) (2004) Safeguarding Vulnerable Groups Act (2006) Help Children to Achieve More (2010) The Early Years Statutory Framework (2014) Secondary Legislation Sexual Offences Act (2003) Criminal Justice and Court Services Act (2000) Race Relations (Amendment) Act (2000) Equalities Act (2010) Data Protection Act (1998) Further Guidance Working Together to Safeguard Children (revised HMG 2013) What to do if youre Worried a Child is Being Abused (HMG 2006) Framework for the Assessment of Children in Need and their Families (DoH 2000) The Common Assessment Framework (2006) Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007) Information Sharing: Practitioners Guide (HMG 2006) Other useful publications: Child Protection Record (2007)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Bennett Court Playgroup) Appendix 2 Current procedures to Safeguarding Children and child protection requirements in my setting. We carry out the following procedures to ensure we meet the Safeguarding Children and child protection requirements, we do this by Recognising that all children have the right to freedom from abuse and harm. Promoting joint working with parents in the interests of childrens welfare and well being. Ensuring all our staff and volunteers are carefully selected and vetted ensuring that they carefully selected through the CRB and DBS recruitment process, have the relevant qualifications and experience and accept responsibility for helping to prevent the abuse of children in their care. We have a named designated safeguarding   officer who takes specific responsibility for young childrens and young peoples protection, safety and well-being. There is also a second designated safeguarding officer who acts in her absence. Supporting all staff to in bringing their concerns to the attention of the Designated member of staff, so they can be considered and acted upon if necessary. Responding quickly and appropriately to all suspicions or allegations of abuse. Providing parents /carers, children /young people with the opportunity to voice any concerns they may have. Adopting positive behaviour management procedure and strategies which are non-violent and do not impose humiliation or bias attitudes. Reviewing the effectiveness of the organisations child protection policies and procedures yearly (unless something proved to be ineffective). Working with external agencies, for example childrens social care team, police and   health visitors, to ensure as far as possible young children/ people are protected Not tolerating bullying. Incidents of bullying will be investigated and treated seriously and action will be taken in partnership with parents. Children are supported to form positive relationships and refrain from harming each other through anti-bullying practice (Bennett Court Playgroup). Appendix 3 Complaints procedures in my setting. All settings are required to keep a summary log of all complaints that reach stage two or beyond. This is to be made available to parents as well as to Ofsted inspectors. Stage 1 Any parent who has a concern about an aspect of the settings provision talks over, first of all, his/her concerns with the setting leader. Most complaints should be resolved amicably and informally at this stage. Stage 2 If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the owner or chair of the management committee. For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent. The setting stores written complaints from parents in the childs personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint. When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome. Parents must be informed of the outcome of the investigation within 28 days of making the complaint. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 3 If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the owner/chair of the management committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the management committee, or the proprietor/senior manager, present. An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it. This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 4 If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.   A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved. Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators. The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and owner/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives. Stage 5 When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediators advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached. A record of this meeting, including the decision on the action to be taken, is made.   Everyone present at the meeting signs the record and receives a copy of it.   This signed record signifies that the procedure has concluded. The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Board Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the settings registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to. If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority. In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action. Records A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed. The outcome of all complaints is recorded in the Summary Complaints Record which is available for parents and Ofsted inspectors on request. (Bennett Court Playgroup)

Climate Change Mitigation To Adaptation And Resilience Environmental Sciences Essay

Climate Change Mitigation To Adaptation And Resilience Environmental Sciences Essay Recent studies on climatic science suggest that our climate does not increase or decrease in a steady and slow pace as we once thought (Parry, et al. 2007). Rather, it changes abruptly over a short period due to a combination of natural or external forcing and anthropological factors (Parry, et al. 2007). However, the most compelling issue regarding climate change is not its main contributing agent but the reality that our climate is indeed or will inevitably change and that we have to do something in response to that change. In its fourth assessment report (AR4) in 2007, the Intergovernmental Panel on Climate Change (IPCC) acknowledges that by the turn of the century our ecosystem will be overwhelmed by unprecedented combination of climate change and natural disasters such as flooding, wildfire and insect infestation, and other anthropogenic global change drivers such as land-use change, over pollution and over extraction of natural resources. The impact and magnitude of these disru ptions would take a costly toll on food security, water supply, health and the economy especially on settlements in low lying areas such as coastal and flood plains where most rapid urbanization in many developing countries is taking place. This is compounded by the fact that these will leave urban poor communities, which are usually in high concentration on those areas, highly vulnerable and unable to deal with these changes due to their limited adaptive capacity. This research explores the need to shift the current emphasis of climate change agenda on developing countries from mitigation to adaptation and resilience. It also relates the current trends in urban adaption on climate change concerning global perspective of international communities and the perspective of local state actors. It further explores the growing interests on utilizing resilience principles on top of conventional adaptation measures on its potency to address uncertainties that adaptation plans are not able to predict and account for. Research Problem I am studying how the practices and characteristics of low-lying and coastal urban poor communities in Metro Manila, which are perennially exposed to climatic stresses, make them sensitive or resilient to climate change, and to what extent these attributes able to contribute to the communities climate resiliency. While many studies point out that urban poor communities are one the highest vulnerable to climate change and ASLR, very few studies have actually been made that assess their needs for resilience. Without sufficient information regarding adaptation strategies to climate change, urban planners and managers are bound to haphazardly develop action plans in response to climate change. By exploring the strengths and limitations of these practices, this research aims to provide a better understanding on how urban planners and managers could improve upon these practices in addressing the residual effects of climate variability. Research Questions Vulnerability What are the effects of unpredictable climate variability to low-lying and coastal urban communities? Resilience What are the intrinsic characteristics of the barangay that makes them resilient to climate change? What indicators can be used to assess climate resilience at the barangay level? What are the national programs, policies and plans that aim to directly enhance climate change resilience and to what extent do these address issues of resilience at the barangay level? Implications What are the implications of the results of this study to urban planning and management at the city level and, concurrently, at the barangay level? Research Objectives To explore the characteristics of vulnerable urban settlements with respect to unpredictable climate variability To explore the climate resilient characteristics of communities The describe the extent of these characteristics in degrading and/or enhancing the resilience of urban communities To explain the validity of existing literature on generally accepted indicators for climate change resilience at the community level To evaluate how the results of this study could influence decision-making at the local level Scope and Limitations The study will involve the vulnerability and resilience assessment of two urban barangays in Metro Manila or in the Greater Manila Area, one with CBRM and the other with no CBRM. Further, the selection barangays is limited by the availability of required secondary data for the assessment. The study shall cover social, economic and environmental indicators linked to vulnerability and resilience based on the studies of Ibarrarà ¡n et al. (2009) on VRIM and Cutter (2008) on DROP. Limitations are directly derived from the limitations of the assessments models as acknowledged by their authors. Literature Review Responding to climate change necessitates a two-pronged approach: decreasing amount of GHG emissions will while at the same time addressing the impacts that are already manifested on vulnerable populations. Whether by merit good or by the financial prospects of clean development mechanism projects, a significant number of mitigation programs have already been implemented all over the even among countries that are non-Annex I party to UNFCCC (Chandler, et al. 2002) (UNFCCC 2010). Reduction of carbon emissions and carbon footprint are widely associated nowadays with climate change and became new buzzwords in media literature. These positively reflect on the existing attitude towards global commitment in reducing target GHG emissions. Adaptation, on the other hand, receives less media mileage and more or less the same attention from international assistance community in the form of the Global Environment Facility (GEF) and the bilateral and multilateral donors (Hayes 2006) due to its fu zzy nature. While this study does not discount the fact of the fundamental import of reducing global GHG emissions to their natural assimilation levels, it tries to highlight the increasing urgency of adapting to climate change. Fà ¼ssel (2007) posits four arguments which presuppose the emerging need for climate change adaptation: (1) the effects of anthropogenic GHG emissions are already felt on recent history of climatic extremes and unprecedented variability, (2) climate records from fossil data show that climate changed periodically in the past and will continue to do so indefinitely, (3) GHG continuous to accumulate so do the rate of global warming, (4) the effectiveness of adaptation programs implemented whether locally and/or regionally are not easily influenced by other strategic actions, and (5) there is a growing momentum of interest among development organizations to fund climate adaptation programs as reflected by the growing number of climate change assessment techniques. Hayes (20 06) adds that unlike mitigation measures, adaptation measures have always been practiced by societies and governments in responding to climate variability. While this makes it difficult to separate it from for those done in response or in anticipation to anthropogenic induced climate change, it is also in the realm of familiarity for many related professions and state actors. Many civilizations have learned to deal with the climate constraints overtime, usually in response to lack of water resources during dry periods (e.g., Egyptians Nile River irrigation system, Roman aqueduct, Mesopotamian dams) or the exceeding abundance of it during rainy season (Venetian Grand Canal, floating villages in Thailand and Cambodia). Fussel and Klein (2006) also points out the difficulty in monitoring the results and impacts of adaptation programs in aiding its intended beneficiary. There is a significant degree of uncertainty to what extent is the program able to reduce the impact of climate change . This raises a concern among international funding institutions as development programs necessitate a certain measure that ensures their effectiveness. Moreover, while mitigation measures done local level is generally considered to have a global impact, the same cannot be said for adaptation strategies that have a more localized benefit (Hayes 2006). Ironically, those who are least able to pay for it local communities from poor and under developed countries, suffer the brunt of costs by climate change. UNFCCC estimated that by 2030 the total investment and financial flows needed for adaptation is about $49-171 billion, of which $28-67 billion are needed by developing countries alone (UNFCCC, 2007). Emergence of resilience Climate change adaptation refers to a broad range of initiatives and measures that reduce the vulnerability of natural and human systems against actual or expected climate change effects such as (Metz, et al. 2007). Adaptation to climate change occurs as a response to an extreme event that exceeds the normal coping range of a system. It reacts and anticipates to these shocks continuously, given that the system is given sufficient capability, time and resources to cope up increasing its adaptive capacity. The context of adaptation is influenced by the climate-sensitive domain under study, types of climate hazard present, certainty of climate change models, on-climatic conditions in the form of political, economic, cultural and other environmental forcings, purposefulness, timing, planning horizon, form whether technical, institutional, legal or otherwise; and the actors involved. Due to its diverse context, there is no single approach to adaptation. It may take in the form or combina tion of anticipatory and reactive measures, private and public domains, and autonomous and planned measures. As stated before, many forms adaptation measures are not new. It incorporates well-established disciplines already practiced in the realm of regional and urban planning such as coastal resource management, disaster risk management, and integrated flood management. It is also present in public health management and advances in agricultural science research in developing pest/drought/flood resistant crops. However, we should also consider that some aspects of climate change adaptation arose very recently in contemporary history. Further elaborating on this papers introduction, our world have are starting to experience unprecedented climate conditions and extremes at an unprecedented rate of change. This limits the ability of many ecological systems and human communities to cope and adapt with changes. Further, the domain of identified climate sensitive receptors is continually expanding, necessitates the involvement of disciplinary approaches and actors not traditionally involved with regional-local planning and development such as gender, mathematics, communication, sociology, atmospheric sciences. Recent advances in climatic sciences also offer decision-makers and planners critical and timely information on determining the extent, magnitude, origin and, to some extent, the trajectory of climate induced impacts that are not available before. However, these new developments also bring with discoveries also pits traditional approaches to local climate variability with the more complex dynamics global climate change. Access to better prediction models also exposes limitations of adaptation structures in resolving uncertainties which results from sudden and extreme changes. Most urban planners and policy makers take into account the risk of natural disasters such as storms, flood and earthquake and by extension climate change. However, it is often in the light of natural catastrophic disaster such as floods, tsunamis and typhoons. It is less seen in the context of t he multiple hazards of an ever-changing climate to food security, health, disruptions to ecological balance and increasing vulnerabilities of urban centers. At the heart of these issues is the enabling capability to alleviate these uncertainties which is compounded by the nature of climate change: (1) it crosses local, national and global boundaries; (2) its effects are felt for many decades or even centuries; (3) overlaps and interacts with many layers of ecological systems; (4) it is a highly dynamic process whose domain entrenches social, economic and environmental spheres easily a sustainability issue. Adaptation measures are only effective if it is able to account and anticipate the magnitude of shock it is designed to suppress. Effective adaptation policies are developed by decision makers based on available prediction data. Uncertainties in these cases could lead to overestimation, which wastes valuable resources that could be allocated to other tasks, underestimation which exposes them to the risk of overwhelming impact (Barnett 2001), ignorance of a calamity that will hit them or indeterminate and prolonged exposure to climatic stress. There are many approaches to climate change adaptation in current literature; one of the more prevalent approaches is through increasing the resilience of systems, both human and ecological. Strengthening of resilience aims to increase a systems ability to cope with shocks, prolonged disturbances and unknown/wildcard forcings. Resilience is a measure of the ability of systems to absorb changes of state variables, driving variables and parameters (Holling 1973). These systems are able reorganize by undergoing change while retaining essentially the same function, structure, identity and feedbacks (Walker, et al. 2004). Resilience is not simply a return-to-original-state process. In the realm of social-ecological system, by extension the urban environment, Walker et al. (2004) further relates resilience to adaptability and transformability, the capacity to create a fundamentally new system when ecological, economic, or socio-political conditions make the existing system untenable. A citys resilience to climate change is therefore defined by its capacity to continuously respond, withstand the effects of climate variability, and still function organically. Resilience to climate change requires urban governments to display the following characteristics: decentralization and autonomy, accountability and transparency, responsiveness and flexibility, participation and inclusion and experience and support (Tanner, et al. 2009). A study on the role of local government units on climate change adaptation in the province of Albay, Philippines revealed that communities experiencing frequent and severe climate hazards are more aware and responsive to the need climate change adaptation on (Lasco, et al. 2008). This is supported by the presence of political will and the numerous policies, programs and projects (PPPs) that the provincial government has enacted and implemented. Working with adaptation programs at a mesoscale or provincial scale was also found to be more cost-e ffective than having to delegate it to smaller and more numerous municipalities. Place-based resilience vs. person-or-household-based resilience This research body builds upon the arguments presented by Adger (2003) in his paper on social capital, collection action and adaptation. He posits that communities, especially in developing countries, are focal points of social collective action and social capital building necessary for increasing adaptive capacity at the local level. In the Philippines, barangays are the smallest political administration unit entrusted by the government to promote social, economic and environmental welfare. Barangays are also tapped in most local development projects. Moreover, it also forms as the social circle of its inhabitants. However, it should be cautioned that the barangays do not necessarily draw community boundaries. Due to its political nature as an administrative unit, barangay is chosen as the scale for this study due to potential available secondary data from documents and reports from both public and private institutions. Adger (2003) also highlighted three lessons that are further explored in this study: à ¢Ã¢â€š ¬Ã‚ ¦adaptive capacityà ¢Ã¢â€š ¬Ã‚ ¦ has culture and place-specific characteristics that can be identified only through culture and place- specific research. there are the institutional prerequisites for the evolution and persistence of collective action and its relative importance compared to state intervention institutional theories of social capital provide a means to generalize the macro level determinants of adaptive capacity In light of these arguments, while this study shall be looking at the resilience of the community or the barangay as a whole, it will take in to account both place-based and person-based induced resilience as well as the influence of macro level policies that aim to enhance local adaptive capacity. Winnick (1966) and Bolton (1992) discusses the conflict and significance of place prosperity and people prosperity in the development of national policies that aims to assist to individuals and places. Measuring Resilience It is important to note that measuring resilience (and adaptive capacity) is a complicated issue that is largely unresolved. The resilience concepts presented above is just a sample of what is currently available in literature. Differences in data types (physical/social, quantitative/qualitative), temporal and spatial scales, and view on what variable and what receptors are critical produce different approaches to resilience building. Wardekker et al. (2009) summarizes the above characteristics of a resilient system into the following six principles listed in the table below. Table 2à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ: Principles and characteristics of a resilient system Principles Characteristics Homeostasis multiple feedback loops counteract disturbances and stabilize the system Omnivory vulnerability is reduced by diversification of resources and means High flux a fast rate of movement of resources through the system ensures fast mobilization of these resources to cope with perturbations Flatness the hierarchical levels relative to the base should not be top-heavy. Overly hierarchical systems with no local formal competence to act are too inflexible and too slow to cope with surprise and to rapidly implement non-standard highly local responses. Buffering essential capacities are over-dimensioned such that critical thresholds in capacities are less likely to be crossed Redundancy overlapping functions; if one fails, others can take over Source: Adapted from Operationalising a resilience approach to adapting an urban delta to uncertain climate change by Wardekker, et al. (2009) Another method for measuring resilience is proposed by Malone and Brenkert (2008) and Moss et al. (2000) using a vulnerability-resilience indicator model (VRIM). The said model utilizes a comprehensive framework that goes beyond the analysis of hazards exposure at the same time taking into account location based factors of resilience. VRIM is a four-tier model: (1) resilience index from sensitivity and adaptive capacity, (2) vital sectors (human, economy, environment), (3) proxy variables for each sector; and (4) scenario projection. Malone and Brenkert (2008) point out that the said model, as with many indicator based research, is not able to account for the function of demographic and social characteristics. Shaw et al. (2009) also proposed a similar approach but on a city scale. They developed a Climate Disaster Resilience Index that tries to account for the localized effects of climate-induced disasters, such as cyclone, flood, heat wave, drought and heavy rainfall induced landslide. The model assessed overall resilience based on natural, physical, social, economic and institutional resilience. Cutter et al. (2008) provides an attempt in integrating these unaccounted socioeconomic characteristics by proposing a new framework for measuring disaster resilience called disaster resilience of place (DROP) model. The said model improves upon the existing comparative assessment for disaster resilience at the community level. Their seminal paper in 2008 provides an initial candidate set of variables that will be used in the model. The model has three limitations: (1) it is specifically designed to address natural hazards; (2) it focuses on community-level resilience; (3) it focuses on social resilience of places; and (4) it does not into account national policies and legislations that may have significant influence of on community resilience. The model measures inherent vulnerability and resilience of the community using the following indicators: ecological, social, economic, institutional, infrastructure, and community competence. As of the papers publication, the model proposed w as not yet operationalized. The authors also suggest on improving and standardizing the initial set of indicators. Adaptation planning in Southeast Asia Lao PDR, Cambodia, Myanmar Thailand, Indonesia, Malaysia, Singapore National adaptation planning in the Philippines Existing Policies (CAA, CWA, ESWM, Rainwater (RA 6716) Recently passed CC law and recently signed National Framework on Climate Change Initiatives (CCCI Sorsogon, Albay, Malabon) Assessments (EEPSEA, Manila Observatory, IACCC, Sales) Gaps A recent project of UN Habitat in the Sorsogon City, Sorsogon, Philippines on promoting community resilience reflects the still-prevailing needs of many cities in developing countries (1) enabling capacity to implement measures in combating contemporary issues such as climate change; and (2) strong public involvement at all levels of planning, decision-making process and implementation. The latter case being largely solved (or at least in the process of being solved) already at least in countries where there is a strong presence of internationally denominated donor agencies. The former however is still largely unresolved. This is clearly echoed by the development priorities on capacity building and technical assistance from international assistance mentioned. Prioritizing the acquisition of knowledge and skills is clearly the first step in the effort of achieving climate change resilience. This, together with the strengthening of organic links within the city further inspires local cooperative action. Further, while it is one of the most essential parts for climate adaptation action, it is also one of the easiest to implement technically and financially. These effort necessitates only the participation of the vulnerably populations (which is a sufficient incentive given the perceived threat) and political willingness and resolve of local authorities (vulnerable populations are also potential voters). Local governments, such as Sorsogon City, as pointed out by Lasco et al. (2008), which are often exposed to the climate-induced hazards are those who are more readily aware to the needs of climate change, yet are unable to respond due to their limited set of knowledge and skills. Urban Planning Management and resilience Urban planning and management has big role, nay, it has the central role in building urban climate resiliency. Already illustrated in the examples given in the previous section are domains such as effective land use, public transport systems and housing on which urban planning are already championed in the circles of environmental sustainability, equity, economic development and climate change. On the other hand, there are also domains which are new (or whose responsibility is not often relegated or less visible) with urban planning such as energy, water and food security. Sourcing (or outsourcing) of these three sectors are often outside urban governance. These are often nationally or regionally shared resource and are also largely dealt with by such authorities. But then again, with the increasing need for resilience from external shocks brought by oil crisis, prolonged drought, food-biofuel competition, flood and other man-made and natural calamities, cities should start focusing on developing alternative options for these three sectors. This concept evades urban planning and management cultures even in many developed cities that are still highly reliant on resources taken outside (city as a parasite). Urban climate resilience is the marriage of urban management and governance, both old and new, which is of an advantage as it is already in the sphere of familiarity. It is wrong, however, to assume that climate resilience is just about semantics and simply a repackaging of existing concepts. Climate change resilience puts these concepts into perspective. It gives us a framework that guides us coherently toward securing sustained and uninterrupted city development that is responsive to the growing threats of climate change. In an age of unprecedented extremes in climate variability, selective and compartmental adaptation measures for climate change, marred with the inability to respond to uncertainties and ignorance of unforeseen calamities, only give misguided notion of resolution and maybe suspect to failure. Methodology The proceeding section discusses the specific aims and the methodologies of this research. Type of Research This research uses mixed method approach. It is a primarily qualitative study but augmented and validated by quantitative approaches as well. The qualitative approach aims to: Explore the characteristics of vulnerable urban settlements with respect to unpredictable climate variability. Determine the perceived effects of climate change. It aims to map out economic and livelihood fabrics and determine how these dependencies strengthen or weaken the communities resilience. Explore the climate resilient characteristics of communities with respect to their inherent capacities and local practices Describe the extent of these characteristics in degrading and/or enhancing the resilience of urban communities Evaluate how the results of this study could influence decision-making at the local and meso level The quantitative approach of this study aims to: Describe the effects of climate variability on the urban community using indicator-based measurement tools Explain the validity and limitations of existing literature on generally accepted indicators for climate change resilience at the community level Methodological Framework Research Instruments Unstructured interviews Key informant interviews (semi-structured) Review of published reports and public documents Livelihood mapping/zoning Onsite observations FGD Analysis Instruments Research Question Critical Information Set Data Sources Data Collection Techniques What are the effects of unpredictable climate variability to low-lying and coastal urban communities? Flood data Health records Mortality rate Other effects identified/perceived by respondents (exploratory) News articles Journal articles Published reports Key informant and respondents account Communities accounts Public documents and reports Documentation Analyses of published accounts/reports and public documents Unstructured interviews FGDs What makes these communities vulnerable to climate change? Settlement/infrastructure sensitivity Food security Ecosystem sensitivity Human health sensitivity Water resource sensitivity Economic and livelihood fabric Key informant accounts News articles Published reports Public documents and reports Journal articles Documentation Analyses of published accounts/reports and public documents Key informant interviews On site observations Livelihood mapping/zoning What are the intrinsic characteristics of the community that makes them resilient to climate change? Community competence Social networks and social embeddedness Community values-cohesion Institutional capacity Economic capacity Human civic resources Access to vital infrastructure and services Institutional capacity Social capital Indigenous practices Key informant and respondents account Communities accounts Observation News articles Published reports Public documents and reports Documentation Analyses of published accounts/reports and public documents Unstructured interviews FGDs Attitude surveys Key informant interviews On site observations What are the national programs, policies and plans that aim to directly enhance climate change resilience? Number and nature of strategic actions (PPPs) Public documents and reports Authorative reports and analyses regarding these PPPs Key informant interviews with experts Analyses of published accounts/reports and public documents Key informant interviews What are the implications of the results of this study to urban planning and management? Results of the study Expert judgment Study area The study shall be conducted on two communities located in Metro Manila or in Greater Manila Area: (1) urban barangay located on the coastal zone with CBRM and (1) urban barangay located along the coast with NO CBRM. The barangays can be selected from already-identified vulnerable cities or communities from existing studies of Perez et al. (1996), Sales (2009), EEPSEA and others.

Leaving the Past Behind in Everyday Use Essay -- Everyday Use essays

Leaving the Past Behind in Everyday Use      Ã‚  Ã‚   Everyday Use by Alice Walker is a short story about how people get caught up in the superficial value of material things, and the jealousy this desire causes.   In this short story Dee, the eldest daughter, was always ashamed by the way she lived during her childhood years.   As she was educated more and more, her feelings of hatred for poverty and ignorance grew intensely.   After she finished college her abhorrent feelings grew immensely, and she tried to take advantage of those less educated than her.      Ã‚  Ã‚  Ã‚  Ã‚   Dee always hated the way she lived when she was being raised by her mother.   Dee was obviously overjoyed when the house that she hated so much, was finally destroyed.   "A look of concentration on her face as she watched the last dingy gray board of the house fall in toward the red-hot brick chimney.   Why don't you do a dance around the ashes?   I'd wanted to ask her.   She hated the house that much."   The destruction of this symbol of poverty gave her a spark of hope that she and her family would move up in the world, that eventually snowballed into a much larger hatred.   She was always ashamed of her past and did everything in her power to improve her status.   Even when she was sixteen years old, her mother recalls the urge Dee had to improve everything she could.   Her mother said, "Dee wanted nice things.   A yellow organdy dress to wear to her graduation from high school; black pumps to match a green suit she'd made form an old suit somebody gave me."   Even though she knew her family couldn't afford "nice things" she had a burning desire for them.   This desire made her take the time and effort to alter a suit her mother was given, into a nicer ... ...and her chin.   She was making a last ditch effort to try to make a distinction between her financial class and her mother's.   The fact that she hid her entire face behind a pair of dark shades, is symbolic of her trying to put a barrier between herself and her poor past.    Works Cited Cowart, David.   "Heritage and Deracination in Walker's 'Everyday Use.'" Studies in Short Fiction 33 (1996): 171-84. Hoel, Helga.   "Personal Names and Heritage:   Alice Walker's 'Everyday Use'." 2000. Trondheim Cathedral School, Trondheim, Norway.   30 Jan. 2000. Showalter, Elaine.   "Piecing and Writing."   The Poetics of Gender.   Nancy K. Miller, Ed. New York: Columbia UP, 1986.   222-47. Walker, Alice.   "Everyday Use."   Literature:   Reading Fiction, Poetry, Drama, and the Essay. 4th ed. Robert DiYanni, Ed.   New York:   McGraw Hill, 1998.   408-413.   

Purchasing Drill Accessories :: Informative Essay

The use of drill accessories are increasing for commercial as well as domestic projects. The reason is that these cordless drill accessories can perform multiple tasks in a short time. Whether you are making a hole in a wall or mixing liquid for painting, it is essential to include drill accessories with other equipment. While purchasing for drill tools, you can get all essential drill parts in form of drill accessory set. This set is considered an essential item for wood and metal applications and also used for other construction tasks. Many experts are of the view that drill accessory works on the base of rotating technology and saves much time and labor cost. It works on the base of rotating terminology that can make a hole or cut the concrete walls. For the accomplishment of multiple tasks, drill bits prove helpful in the space mission and screw driving applications. Electric motor is fitted in this accessory that can make a hole in an object within a few seconds. While working with different applications, you can adjust the speed of the drill that fits to the needs of the task. However, Cordless drill accessories are preferred than others because of their ease of use and built in batter features. In the cordless drill accessories, you will find the battery that can be used in case of electricity supply shortage. The use of this amazing tool has facilitated the workers because they can now complete the task of drilling without much efforts and labor. When you are using drill accessories, you must adopt some essential security measures. It will save you from any type of serious injury. When you plan for cordless drill accessories shopping, you will find different types of drill tools in the market. Here, I am giving you an overvi ew of some functional drill accessories so that you can buy the right drilling driver for your task. Compact drill The purchase of a compact drill will prove cost effective for you because it can be used for drilling and screw driving application at the same time. It is available with integrated keyless chuck and some adjustment tools. In addition, industrial metal and gears are used in its manufacturing that increases its durability. It works similar to cordless drill accessories and easy to use for all drilling applications. Rotary mixer drill Rotary mixer drill is another latest tool that is designed for plastering, painting and concrete applications.