Reviews of education papers Essay Example | Topics and Well Written Essays - 1000 words

Reviews of education papers - Essay Example The level of competence of children is reviewed and criticized by Buckingham in order to identify the appropriateness of debates used for media regulation in Britain and whether this regulation is justified in accordance with existing research on children and media literacy (Buckingham, 2005, p.2). In order to achieve the targets described above, Buckingham reviews the recent media regulation in Britain – emphasis is given to the Communications Act of 2003. The scope and the rules including in the above Act are criticized by Buckingham making reference to the actual characteristics and needs of education; At the next level, the interaction between media and children is analyzed – using the example of the potential negative effects of advertising on children’s social and eating behaviour. Relevant literature is also employed focusing on the following issues: a) the potential role of the state in the protection of children from the negative effects of advertising, b) how the responsibility of parents and teachers would be fairer distributed in regard to the protection of children from media, c) whether the concept of responsibility is appropriately interpreted today. The above tools used by Buckingham are considered as quite effective taking into considerati on the complexity and the demands of the issue under discussion. Moreover the findings of the research described above effectively support the Buckingham’s view that the term of competence – as used in the context of current media literacy – should be reviewed; children cannot be viewed as adults, an approach often promoted by the media. Rossi (2006) has tried to identify the nature and the elements of Australian identity; his research has led him to the conclusion that Australian identity does not exist – at least as a unique concept; rather the elements of this identity can be identified in various cultural and social events and

Assessment in the Classroom Essay Example for Free

Assessment in the Classroom Essay Assessment plays a crucial role in the education system as it is a process of evaluating or appraising a piece of work in order to determine where a child is at, and what further teaching needs to be delivered. It is about making a judgment and identifying strengths and weaknesses. As assessment involves making a judgment it will almost inevitably include an element of subjectivity by the assessor. However, we should strive to make assessment as objective, fair, reliable and relevant as possible, (Darr, 2005a 2005b). Assessment of writing needs to focus on particular aspects, as set out in the success criteria, and needs to address the writing itself rather than the author, (Smith Elley, 1997). We assess for different purposes, some of which include motivation to learn, creating learning opportunities, to give feedback to both students and staff, to grade, and as a quality assurance mechanism for both internal and external purposes. Assessment can be defined in two categories; being formative assessment and summative assessment. Formative assessment is a range of formal and informal assessment procedures used by teachers during the learning process that help them to modify teaching and learning activities to order improve student achievement. This typically involves quality feedback rather than grades, and focuses on the details of content and performance. Summative assessment determines the achievement of learners at a particular time and is usually delivered at the end of a unit of work. A test may be given that aims to summarize learning up to that point. The results of this test may also be used to identify any weaknesses and then build on that using formative assessment, (Clarke, Timperley Hattie, 2003). One form of assessment that is commonly used in classrooms today is the use of a rubric or checklist. Rubrics can be holistic or analytical, general or task specific. Analytical rubrics identify and assess components of a finished product, whereas holistic rubrics assess student work as a whole. Rubrics allow teachers to be more objective in grading complex student performances. Rubrics also help students understand more clearly just what is expected of them in an assignment or activity. Rubrics give a reference point and language for raising expectations. Rubrics are a formative type of assessment because they become an ongoing part of the whole teaching and learning process. Students themselves should be involved in the design of such rubrics, and in the assessment process through both peer and self-assessment. This involvement empowers the students and as a result, their learning becomes more focused and self-directed. Many experts believe that rubrics improve students end products and therefore increase learning. When teachers evaluate papers or projects, they know implicitly what makes a good final product and why. When students receive rubrics beforehand, they understand how they will be evaluated and can prepare accordingly. Rubrics can also help students become better judges of the quality of their own work and can help the assessment to be more objective and consistent by forcing the teacher to clarify their criteria in specific terms. Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction, and also provide students with more informative feedback about their strengths and areas in need of improvement. If set out correctly, rubrics are easy to explain and follow. Arter and McTighe (2000) recommend holistic rubrics for simple products or performances, particularly ones with only one important criterion to assess. They also note that holistic rubrics are useful for â€Å"getting a quick snapshot of overall quality or achievement† No detailed analysis of the strengths and weaknesses of a product or performance. So, they’re not as useful diagnostically to help plan instruction. Nor do they provide students with detailed feedback to guide their improvement† (Arter McTighe, 2000, p. 21). Some teachers suggest that it is more difficult to construct analytical rubrics for all tasks. Creating the rubric, they may find the task of developing, testing, evaluating, and updating time consuming. Often teachers find it difficult to ascertain the correct set of criteria to define performance expectations, and using the correct language to express expectations can often be difficult. There can also be lower consistency amongst different teachers as they have different ideas about what constitutes acceptable criteria. The extra detail in the analytical rubric will help multiple grades emphasize the same criteria. As there is less detail to analyse in the holistic rubric, younger students may be able to integrate it into their schema better than the analytical rubric. Rubrics can also restrict the students thinking in that they may complete the assignment strictly to the rubric instead of taking the initiative to explore their learning. Also if the criteria that is in the rubric is too complex, students may feel overwhelmed with the assignment. Rubrics can provide both formative and summative information if used in the appropriate settings and manner. The ARBs, or Assessment Resource Banks are another form of assessment that is widely used in New Zealand Schools. Teaching and learning need to be an interactive journey between both the student and the teacher. Teachers need to know about their students’ progress and any difficulties they have so that they may adapt their teaching programme accordingly. These needs are often unpredictable and vary from one student to the next; therefore a variety of assessment procedures need to be used within the classroom environment in order to determine and meet the needs of all students, (Black and William, 1998). REFERENCES Arter, J. McTighe, J. (2000). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, California: Corwin Press. Black, P. William, D. (1998b). Inside the black box: raising standards through classroom assessment. London: King’s College School of Education. Clarke, S. , Timperley, H. , Hattie, J. (2003). Unlocking Formative Assessment: Practical strategies for enhancing student’s learning in the primary and intermediate classroom. (1st NZ ed. ). New Zealand: Hodder Education. Darr, C. (2005a). A Hitchhiker’s guide to validity. Set: Research Information for Teachers, 2, 55-56. Darr, C. (2005b). A Hitchhiker’s guide to reliability. Set: Research Information for Teachers, 3, 59-60. Smith, J. , Elley, W. (1997). How children learn to write, (pp. 126-138). New Zealand: Addison Wesley Longman.

Economic Country Analysis For Poland Economics Essay

Economic Country Analysis For Poland Economics Essay 1. Introduction: Today with a GDP of 2,7% (2010 figure projected by European Commission) Poland is one of the fastest growing European economies. The country suffered relatively little from the recent financial crisis in the world markets due to a large internal demand for consumer goods from the growing middle class and low level of household debt compared to its western peers. In addition there has been almost no exposure to sub-prime mortgage product, the country did however suffer from lower demand for its export products. (European Commission, 2009) The Polish state went through a major transformation since it abolished communism in 1989. It joined NATO in 1999, and the European Union in May 2004. With a population of 38.1 million it is the 6th most populated country in the EU. Polands capital is Warsaw and it has a population of around 2 million inhabitants. Poland has an area of 312,678 sq km and is geographically located in the heart of Europe between Germany and Russia. Polands strategic geographic position has been a source of conflicts and for many centuries, currently its attracting foreign direct investment as it is the EUs gateway to the east. (GUS, 2010) Despite steady economic development Poland still has a large development gap to close compared with countries such as Germany or Britain. Currently the GNI per capita is $11,880 (World Bank, 2008). It is expected to join the Euro zone in 2012-2014. Countrys main export products are: foodstuffs, machinery, transportation equipment and chemicals. Polands political situation is stable with a liberal pro reforms government in office. One last thing to keep in mind is that the Catholic Church plays an important role and despite the fact that it is formally separated from the state it does have a large impact on the social policy. The aim of this report is to look at Polands economy from a broad international investors perspective and give some recommendations whether it is a good destination for investment. 2. Factual description Political and social situation The political stage in Poland has been shocked by the crash of the government plane in April 2010 where countrys residing president, Lech Kaczynski, and many prominent politicians have died. Despite the tremendous scale of the tragedy the markets have been largely intact indicating investors confidence in the Polish economy. The political system can be described as a mix of parliamentary and presidential with a somewhat dominant position of the legislative branch. President Kaczynskis death forced a new presidential election where Bronislaw Komorowski, previous speaker of the parliament and a prominent politician of Civic-Platform, came out victorious in the second round having defeated ex-Presidents twin brother and leader of the parliamentary opposition Jaroslaw Kaczynski. Mr Komorowski is closely connected with the center Civic Platform-led government which suggests that the Prime Minister, Donald Tusk, will be more capable of introducing new reforms. Because Poland has traditional had a largely fragmented multiparty system, the current government is a coalition between the above mentioned Civic Platform and PSL. The international investors should welcome recent changes in the political environment both the legislative and executive branch of the government are largely open to friendly political and economic relations with both the EU and its biggest neighbour Russia. Poland is the only EU country to start its recovery without having fallen into recession, and we expect a continued gradual strengthening of growth in 2010-2011. (Eastern European outlook, 2009) Economic structure and growth According to the European Commission, in 2010 Poland will be the fastest developing country in the EU. Strong economic performance should continue throughout 2011 when Poland is expected to remain amongst the fastest growing economies in Europe (Business news, 2010). Nowadays polish economy is well diversified. The traditionally dominant agricultural sector currently contributes 5% of GDP while, it is a large beneficent of the CAP policy and requires major improvements in its production efficiency. The industrial sector of the economy makes up 30% of the GDP. The sector is mainly concentrated around food processing industries, the automotive industry (the biggest brands Deawoo and Fiat) and labor-intensive processes such as textiles and clothing industry. Polands highly educated work force and relatively low labor prices have attracted investment from many international companies. Especially German firms with labor-intensive processes have moved to Poland to benefit from lower wages . Increasing wages are expected to incentivize these firms to move on to other low-wage countries. While this may sound like bad news, the good news is that Poland is now seen as a destination for knowledge intensive businesses with higher profit margins. With one of the largest internal markets in the EU, Poland is a heavyweight both within the region and the Community. Poland has a relatively closed economy, with a relatively well balanced import and export structure slight dominance of imports. Polands GDP growth is expected to reach 2.7% in 2010 and 3.3% in 2011. (such prognoses for Polands economy were presented on May 5th, 2010 by the European Commission) In 2008 unemployment fell to 9.8% (a historic low), but climbed back to 11% in 2009, and remains above the EU average. Inflation for 2008 reached 4.3%, more than the upper limit of the National Bank of Polands target range (3%), but fell to 3.4% in 2009 due to global economic slowdown. If Poland wants to sustain its rapid economic development and attract both development of regional business and foreign investment it needs to address several issues: simplify laws and lower the time required to form new businesses, streamline its rigid labour code, improve the efficiency of its commercial court system. Furthermore, the state has to address the issues of growing spending on the health care and pension systems. These areas cripple the budget and Poland has a budget deficit little beyond 3% of GDP. One of the reasons the state faces these issues is negative population growth and aging society a problem Europe is largely familiar with. (Theodora, 2010) Country Forecast Overview (3 Year) Key Indicators 2009 2010 2011 Real GDP Growth (%) 1.70 3.10 3.40 Consumer Price Inflation (av;%) 3.45 2.50 2.30 Budget Balance (% of GDP) -1.77 -3.00 -2.80 Current-Account Balance (% of GDP) -1.67 -3.00 -3.40 Exchange Rate US$:Euro (av) 3.12 3.12 3.14 Exchange Rate US$:Euro(year-end) 2.85 3.13 3.10 Source: Country Forecast Poland May 2010 Country Forecast Overview (3 Year) Key Indicators 2009 2010 2011 Real GDP Growth (%) 1.70 3.10 3.40 Consumer Price Inflation (av;%) 3.45 2.50 2.30 Budget Balance (% of GDP) -1.77 -3.00 -2.80 Current-Account Balance (% of GDP) -1.67 -3.00 -3.40 Exchange Rate US$:Euro (av) 3.12 3.12 3.14 Exchange Rate US$:Euro(year-end) 2.85 3.13 3.10 Source: Country Forecast Poland May 2010 Year GDP in Billions of USD PPP % GDP Growth 2005 518.00 3.65 2006 567.48 6.27 2007 623.43 6.86 2008 668.58 5.00 2009 688.69 1.70 Source: EIU Country Data 2009 2008 GDP (purchasing power parity) $686.2 billion $678.8 billion GDP per capita (PPP): $17,800 $17,600 Labor force: 16.99 million Unemployment rate: 11% 9.8% Investment (gross fixed): 20.7% of GDP Public debt: 47.5% of GDP 45.2% of GDP Inflation rate (consumer prices): 3.4% 4.2% GDP composition by sector (2009): agriculture: 4.6% industry: 28.1% services: 67.3% Labor force by occupation (2005): agriculture: 17.4% industry: 29.2% services: 53.4% Export / import structure Polands geographical position between the developed Western states and the emerging markets of Eastern Europe (Russia, Ukraine and perhaps Belorussia in the future) makes it a strategic location for exporting industries trying to access high demand consumer markets (Lopez, 2009). Polish main agricultural products are: potatoes, fruits, vegetables, wheat; poultry, eggs, pork. Major industrial sectors are: machine building, iron and steel, coal mining, chemicals, shipbuilding, food processing, glass blowing, beverages, textiles. Polands exports in 2009 (est.) equaled $134.7 billion down from $178.4 billion in 2008. The export structure by products is as follows: machinery and transport equipment 37.8%, intermediate manufactured goods 23.7%, miscellaneous manufactured goods 17.1%, food and live animals 7.6%. The export structure by destination is: Germany 24.9%, France 6.2%, Italy 6%, UK 5.7%, Czech Republic 5.6%, Russia 5.3% (2008) Polands imports in 2009 reached $141.7 billion (est.), significantly below the $204.4 billion for 2008. The imports structure by products is as follows: machinery and transport equipment 38%, intermediate manufactured goods 21%, chemicals 14.8%, minerals, fuels, lubricants, and related materials 9.1%. The imports structure by trading partner is: Germany 28.3%, Russia 9.9%, Italy 6.2%, Netherlands 5.4%, France 4.8%, China 4.5%, Czech Republic 4% (2008) (Source: CIA WorldFactbook, 2010 ) Budget (2009): revenues: $83.68 billion expenditures: $93.47 billion Fiscal policy The direction of fiscal and monetary policies is largely influenced by the European Union and Polands ambition to join the Euro-zone. Adopting of the single currency requires the state to reform the public finance and curb the inflation and budget deficit in line with guidelines of the ERM II. The government had a deadline in mind to join the Euro-zone in 2012 however due to the global financial crisis it has been rumored that the date may be pushed back to 2013-2014. Before this happens Polands constitution needs to be amended and the budget balance has to be brought back to 3% of GDP. (Europa Press releases, 2009) Fight with the fiscal deficit is made difficult by the fact that currently around 66% of the spending is fixed with major portion of the funding going to social security/pension schemes and wages in the public sector. Over the next two years the fiscal deficit is projected to oscillate around 3-4%. On the positive side the government has proposed a tightening of its budget in July 2010 and hopes to benefit from the expected rise in the economic cycle. What may worry potential investors is that the upcoming parliamentary elections will incentivize the government to postpone and budget cuts until it secures a second turn. Another issue is the public debt level. This is especially a hot topic due to the situation in Greece. Polands public debt level has stabilized over past 5 years due to strong economic growth, in 2008 it has slightly exceeded 45% of the GDP and by the end of 2010 should be just below 50% of GDP. While this is still an acceptable level as Maastricht treaty has set the limit at 60%, it should be kept in mind that going beyond 50,55,60% will trigger more strict targets for fiscal restraint. (The Market Oracle, 2009) Monetary policy The main goal behind the monetary policy in Poland is to contain the inflation within the 2.5% +/- 1% target band. The National Bank of Poland has lowered the policy rate from a high of 6% in October 2008 to 3.5% in June 2009 in an attempt to stimulate the economy (Reintje Maasdam, 2009). The gradual appreciation of the Zloty (since March 2010) aids monetary loosening. However, as inflation remains stubbornly high, the NBP is reluctant to cut rates further. Moreover, if the interest-rate differential with the euro zone and Switzerland is narrowed too much, this could push the zloty down again. 2009 and in 2010, the slowing economy will curb wage growth with a disinflationary effect, while the strengthening zloty will also help to keep inflation in check. Inflation is expected to be around 2.5% in 2010. The zloty responded strongly to the risk aversion to Eastern Europe. 3. Analysis of factors influencing the business environment Thanks to largely limited exposure to subprime mortgages, consistent fiscal and monetary policy, large internal market and low level of household debt, Poland was more immune to the turbulence on the world markets than other members of the European Community. Poland was the only state in the EU in 2009 to report a positive economic growth of 1,8% GDP. source: Data from Central Statistical Office  as of  31.05.2010  and Eurostat as of 12.05.2010.   Poland currently is the main recipient of EU cohesion funds, with EU transfers set to reach an annual average of 3.3% of GDP in the coming years (Katarzyna Szulc, 2008). This should allow for major investment in infrastructure including railway, highways and new airports, which will in turn help attract large inward FDI flow. This is all good news for the investors, especially if we keep in mind that there are major investments made due to the preparations for 2012 Euro Cup. Postponing of the adoption of the euro has been seen as a major issue until recently, but now with the events in Greece many people find the polish zloty comforting. Poland has a generally well educated population which allows it to be competitive in more knowledge intensive industries but needs to improve the ease of doing business. It is currently constrained by large bureaucracy and outdated laws governing new business formulation and taxation. Perhaps the legislators need not look as far as Singapore for success stories and benchmarks for best practices but can turn to their Baltic colleagues. Poland Compared to global good practice economy as well as selected economies: Source: The International Bank for Reconstruction and Development / The World Bank Washington, D.C.Doing Business 2010, Poland, 2009 Poland has been successively reducing the gap separating it from the 15 old EU countries. In 2000, Polands GDP per capita was USD 4.473 and in 2009 it rose more than four times to reach USD 18.072. Our country has also recorded a stable increase in consumer expenditure at an average annual rate of 5 percent. source: World Economic Outlook Database, October 2009 4. Recommendations and issues for discussion Poland will most likely remain a good destination for investment over the next couple years. While it may perhaps not yield returns as high as less developed countries such as Kazakhstan it is characterized by a much lower risk profile and transparent legal and political systems. Poland is currently a major recipient of EU funding which helps improve the infrastructure and lower the gap between rural and urban areas. Furthermore the Euro 2012 requires an enormous rise of the hospitality and transportation sectors. The even should help promote Poland around the world and lead to an influx of tourists. Poland also benefits from a rising middle class which is a source of high demand for consumer goods. In addition as there will be further growth in the real estate sector as the ratio between the number of dwellings and inhabitants is below EU average. These trends should be strengthened by the planned reductions in the personal income tax.

Steven Hawking :: essays papers

Steven Hawking Steven William Hawking was born on January 8, 1942, in Oxford, England. He was always interested in science and how things worked. From about the age of 20, he was awarded a first class honors degree in Natural Sciences. After receiving his degree, Steven went to Cambridge, to do research on Cosmology. After receiving his Ph.D., he left the Institute of Astronomy and since then he has held the post of Lucasian Professor of Mathematics. In the late 1960's, Steven proved that if general relativity is true and the Universe is expanding, a irregularity must have occurred at the birth of the Universe. In 1974, he first recognized a truly remarkable property of black holes, objects from which nothing was supposed to be able to escape. By taking into account quantum mechanics, he was able to show that black holes can radiate energy as particles are created in their vicinity. Dr. Hawking has also worked on the basic laws that govern the universe. With Rodger Penrose, he showed that Einstein's General Theory of Relativity implied space and time would have had a beginning in the "Big Bang", and an end in black holes. These results indicated it was necessary to unify General Relativity with Quantum Theory, the other great scientific development of the first half of the 20th century. One consequence of such a unification that he discovered was that black holes should not be completely black, but it should emit radiation and eventually evaporate and disappear. Another speculation is that the universe has no edge or boundary in imaginary time. This would imply that the way the universe began was completely determined by the laws of science. While studying at Oxford, Steven noticed that he was becoming rather clumsy during his first year. When he returned home one Christmas 1962, his mother persuaded him to go to the doctor. In 1963, he was diagnosed with ALS (Ameliotrophic Lateral Sclerosis or best known as the lou Gehrig's disease).This disease is progressive and slowly affects the nerves supplying all the muscles in the body. Dr. Hawking has several books, but his most prestigious feat may be "a Brief History of Time", which was published in 1988. When asked recently about his disability and other questions surrounding it he replied: "People are fascinated by the contrast between my very limited physical powers, and the vast nature of the universe I deal with. I'm the archetype of a disabled genius, or should I say a physically challenged genius, to be politically correct.

Phases of Tragedy in Blood Diamond †the Movie Essay

Complete innocence describes the hero to be dignified, because of their innocence. Their pride and strength is overpowered by something they cannot control. In the movie Blood Diamond, Soloman walks his son to school. Showing a typical, I deal way to show complete innocence. Also showing a perfect father/son relationship before all the rebels came. With this scene showing a father and his son sharing a joke on the way to school it is shown to be innocent fun, which is a perfect example of complete innocence at the beginning of the movie. When young and innocent people first encounter realities of adulthood it is known as inexperience. A central character will live so the action closes with an adjustment to mature experience. In the movie when Danny was young he was brought up believing that the war was just about fighting against communism. As you can see in the movie, Danny has now discovered the conflict diamonds are the reason for the war. When Danny tries to smuggle diamonds, and goes to see his friend at a vineyard it shows that he has learned and has mature experience. Continuing through the stages of tragedy we see a completion of an ideal. Despite a tragic end because of the successful victory, a sense of peace is shown after the hero’s death because of a final accomplishment. Ain the final scene with Danny you see that Soloman reunited with his son. Danny knew he would die, so he made amends by calling Maddie, and giving Soloman the diamond that he worked so hard to get. Even though Danny died some peace was restored and Soloman and Maddie gave him the credit he deserved when Maddie wrote her article. Even though our hero can complete his quests, he/she has their own faults. From innocence to experience throughout stories we see our hero’s fault, but by the time they realize their faults it is too late to change. Danny knew that diamond smuggling was illegal and also wrong, but he did it anyways. In the end Danny gets shot and is in extreme pain. He only then realizes that it was all because of him contributing in the diamond smuggling. Danny did manage to regain some loyalty when he handed Soloman the diamond and told Soloman and his son to leave him there to die, so that they could escape with the diamond together. The natural law, known as fate, also takes a toll on heroes. Overshadowing the heroes/heroines and allowing the audience to look down on the action. When Soloman was at the fence there were so many people that the chance of seeing his family was slim to none. Fate clearly took part when he happened to see his family on the other side of the fence. Fate was showing Soloman that his family was still alive, so he could still try to save them. To make the audience even more sympathetic we enter a world of shock and horror. Our hero receives punishment or torture, possibly humiliation, so deep they cannot achieve a heroic pose. At the start of the movie Soloman’s village was torn to pieces. Others in the village were shot or had their hands cut off. The young boys were taken to the mines. Unnecessary torture was demonstrated to his village which was truly a world of shock and horror.

Groups, Teams, and Conflict Essay

Strategies There are various strategies available to aid in effective team building. One step is developing a recruiting strategy that supports the organization’s diversity goals. Volunteering time to organizations that serve the needs of underrepresented segments of the population is another way to enhance your company’s reputation as an employer that values diversity. Another step that can be used is by registering the organization with local job agencies, such as the local Workforce Center. The organization can also contact universities, trade schools and other academic institutions with information about the company and keep them informed of job openings they can post for graduating students. Organizations can also create partnerships with national and local organizations to promote the company’s image. It can also help to participate in industry events, and include employees in the company’s current workforce who represent various forms of diversity. The organization should not limit its definition of diversity to race, color, sex, national origin or religion but should expand its concept of diversity to include multi-generational diversity as well as diversity in work styles and cultures. One of the most important strategies is to construct work teams with diversity in mind. Whenever possible, the organization should assign employees to work on teams together who otherwise would not have the opportunity to work together. They should assemble groups of people who represent varied work styles, generations, skills and culture and encourage collaboration and synergy among employees through embracing differences (Huebsch, 2013). Challenges One of the biggest challenges with diversity is misconception. Most people associate the word diversity with multicultural issues, but it also covers  the differences in age, sex, sexual orientation, religion, background, and even position of power. Failing to recognize this can result in accidental discrimination against certain groups. Several types of workplace diversity challenges exist. These issues can strengthen a company or ruin one. Communication is essential to diversity in the workplace. Every person and cultural group communicates differently, which can be the biggest challenge of a diversified team. Sometimes employees misinterpret tone, e-mails, and body language, and fail to respond appropriately. Employees that resist change can be a significant diversity barrier. If someone has been raised a certain way, it can be difficult to adapt overnight. Having one resistant employee can throw off the organization’s balance. An organization benefits more when its manager is on board with major decisions for maximum results. Diversity will not work without a supportive manager (Holt, 2013). Conclusion The best way for an organization to determine which strategy works best for, is by looking at the success of the team and ultimately how the organization benefits from the teams work. As we all know, there will be challenges with any team/group because you have different people from different backgrounds, different personalities, and different outlooks on life. However, if the organization can get each member to recognize that their success ultimately depends on the success of the company, I believe that the diversity of the group will no longer be a primary issue. Instead each team member will begin to pay more attention to the work and less about the differences of each team member in regard to themselves. Once the organization begins to benefit from the team’s success, it will be evident that the strategy chosen is a success. References Holt, M. (2013). Workplace Diversity Challenges. Retrieved from http://smallbusiness.chron.com/create-diverse-workplace-10154.html Huebsch, R. (2013). Workplace Diversity Strategy. Retrieved from http://smallbusiness.chron.com/workplace-diversity-strategy-4925.html

It has been suggested that the principal objectives Essays

It has been suggested that the principal objectives Essays It has been suggested that the principal objectives Essay It has been suggested that the principal objectives Essay Title: It has been suggested that the chief aims of the condemnable justness system should be to convict the guilty and protect the inexperienced person . Discuss to what extent our condemnable justness system achieves this. ( the British condemnable justness system )The above statement sets out an ideal of what the legal system should accomplish nevertheless it is inevitable that there will be some cases where the system fails to protect the inexperienced person. The condemnable legal system is based on a mixture of common jurisprudence and legislative act and hence instance jurisprudence plays an of import function in steering how different regulations should be applied. I will try to discourse this inquiry in relation to the country of grounds from adept informants and how much it is relied upon within a instance. It is really of import that a justice at test directs the jury in the right mode to construe the grounds that has been put before them. In the instance of Innes [ 1 ] a soldier had aided in chuck outing a rummy from a cabaret but in the procedure of making so he hit the adult male. The adult male subsequently got himself involved in another incident and was hit once more and died, the medical grounds showed that one hit entirely could non hold killed him but the both together were adequate to do decease. The jury convicted Innes of killing the adult male nevertheless it was held on entreaty that the test justice had non given the jury the right way in relation to the medical grounds and hence the strong belief was quashed. In this instance although Innes had assaulted the adult male and admitted to making so, did non intend that he should hold been convicted of slaying. A job can besides happen where both sides have adept sentiments that can prove either the guilt or the artlessness of a individual. In the instance of Robinson [ 2 ] there were two medical sentiments, for the prosecution the informant put the clip of decease of the victim between 11pm and 1am and for the defense mechanism the informant put the clip of decease between the clip of 9pm and 10pm. It happened that the accused had an alibi until 10pm. Therefore sensible uncertainty could hold been proven, nevertheless in this case at that place was extra grounds, where the palm print of the accused was found at the scene of the incident and hence the jury were able to convict on this grounds. In this instance justness did prevail and the adult male was found guilt nevertheless it is questionable that without the grounds of the thenar print which informant would he jury have believed? Would this adult male have been found non guilty and Lashkar-e-Taiba travel, it is hence besides of import that the constabulary are able to garner every bit much grounds as possible from a scene so that the instance is non wholly dependent on an adept informant. In recent old ages the two of the chief instances where it can be argued that the inexperienced person were non protected by the condemnable justness system are that of Sally Clark [ 3 ] and Angela Cannings [ 4 ] . Sally Clark had a kid who died and it was deemed that the kid died of Sudden Infant Death Syndrome ( SIDS ) , nevertheless when her 2nd kid besides died she fell under intuition. Within the Clark instance there were two issues at the initial test where the adept grounds was relied on to a great extent and it subsequently transpired that critical grounds was non disclosed at the original test. The expert Professor Meadows stated that from his surveies [ 5 ] the likeliness of two SIDS deceases in one household was 1 in 73 million and hence the decease of the 2nd kid was more likely than non to be unnatural, this therefore besides brought inquiries in relation to the decease of the first kid. On entreaty it was found by another informant that in fact the kid had bacteriums in his lungs and this has been known to be found in kids who died from SIDS. When questioned about these trial consequences at the original test Professor Meadows stated he had done the trials but failed to unwrap the unnatural consequences. On appeal the strong beliefs in relation to both kids were quashed. The condemnable justness system does necessitate adept informants [ 6 ] nevertheless Lord Goldsmith has stated The partizan expert is no expert at all. The expert is at that place to assist the jury to make a merely finding of fact. He is non at that place as a hired gun. [ 7 ] It is hence indispensable to obtain justness that adept informants are impartial no affair which side that are called to talk for [ 8 ] . The Human Rights Act 1998 meant that the European Convention of Human Rights ( ECHR ) was to be considered within the UK’s legal system, tribunals now had to use these rights to instances under national jurisprudence. In the McCann [ 9 ] it was decided that the province had non respected [ 10 ] Article 2 of the ECHR where by it had unlawfully killed McCann and others, as they believed that they were traveling to put off a bomb nevertheless they had non yet committed a offense and were at the clip unarmed hence innocent . The tribunal decided that the soldiers had ample chance to collar the work forces and forestall the bombardment in another manner and so the right to life was violated. Even thought the Convention rights are at that place to protect the person it could be a unsafe case in point to put to fault the province for non protecting someone’s right to life. In Osman [ 11 ] it was decided that even though there was grounds that a instructor was stalking his pupil, when he eventually broke in and kill the student’s father the province had non breached the appliers right to life as at that place has to be a given of guiltless until proved guilty. Besides where it can be seen that the province did take sensible stairss to guarantee the right to life was protected they can non be seen to be in breach if something does go on as in the instance of Gezer [ 12 ] . In this instance a immigrant household had been moved to an estate in Glasgow which had a repute for racialist onslaughts nevertheless on entreaty it was found that the local authorization covering with the household had asked the constabulary to do an appraisal of the country and had non mov ed the household until they were told it was all right to make so [ 13 ] . It can be established that within any legal system there are times when the inexperienced person are non protected in the manner that they should be as shown above nevertheless, in the bulk of instances the system does work and convicts the guilty for their offenses. The execution of the Human Rights Act into the UK legal system besides means that the bench have to alter the manner in which they assess instances where the Act can use and this can merely be to the benefit of the persons as their rights will be considered more readily than possibly they were before the Act. 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Truth Telling, Accountability And The Right To Life In Northern Ireland E.H.R.L.R. 2002, 5, 572-590 Legislation Human Rights Act 1998 European Convention in Human Rights