KM Tutorial Ans

208KM Tutorial 5 Ans Question 1 Ans Show why R&D management is dependent on industrial context. Answer: This question explores the extent to which students understand the importance of industrial context. R&D operations in the industrial chemical industry will be completely different from those in the food industry. For example, R&D managers in industrial chemicals companies may not have to deal with brand managers, whereas in the food industry brand managers will be very influential. Similarly, consumer research scientists will have a significant influence on decision making in consumer markets but not in industrial markets.Question 2 Discuss the range of operational R&D activities. Answer: Figure 8. 1 illustrates the R&D operations commonly found in almost every major research and development department. They may have different labels, but within Siemens, Nokia, BMW and Shell such operations are well documented. In smaller organisations the activities are less diverse and may inclu de only a few of these operations. This section explains what activities one would expect to find within each type of R&D operation. To help put these activities in context, Figure 9. shows how they relate to the product life-cycle framework. They are: Basic Research Applied Research Product Development Technical Service Question 3 What was the traditional view of R&D? Answer: After the Second World War, research and development played an important role in providing firms with competitive advantage. Technical developments in industries such as chemicals, electronics, automotive and pharmaceuticals led to the development of many new products, which produced rapid growth. For a while it seemed that technology was capable of almost anything.The traditional view of R&D has therefore been overcoming genuine technological roblems, which subsequently leads to business opportunities and a competitive advantage over one's competitors. Question 4 Not all firms invest in R;D. What should be th e level of expenditure on R;D for a firm? Answer: One of the most useful guides is to look at industry average expenditure. This will provide a guide to what a firm in a particular industry probably an annual budgetary basis. It requires a longer-term approach enabling knowledge to be acquired and built up over time.This often leads to tensions with other functions that are planning projects and activities. It is unusual for unlimited funds o be available, and hence business functions usually compete with other departments for funds. A great deal depends on the culture of the organisation and the industry within which it is operating (see Chapters 3 and 6). Pilkington, for example, spends proportionally large sums on R;D -many say too much – especially when one considers its more recent performance (Financial Times, 1998). Other companies spend very little on R;D but huge amounts on sales and marketing.This is the case for the financial services industry. So, one of the most difficult decisions facing senior management is how much to spend on R;D. Many companies now report R;D expenditure in their annual reports. It is now relatively easy to establish, for example, that Rubbermaid spent 14 per cent of sales on R;D in 1994; however, exactly how the company arrived at this figure is less clear. Question 5 What are the main strategic activities of R;D? Answer: The management of research and development needs to be fully integrated with the strategic management process of the business.This will enhance and support the products that marketing and sales offer and provide the company with a technical body of knowledge that can be used for future development. Too many usinesses fail to integrate the management of research and technology fully into the overall business strategy process (Adler et al. (1992)). A report by the European Industrial Management Association (EIRMA, 1985) recognises R;D as having three distinct areas, each requiring investment: R;D for e xisting businesses, R;D for new businesses and R;D for exploratory research (see Figure 8. ). These three strategic areas can be broken down into operational activities: 00 defend, support and expand existing businesses; drive new businesses; and broaden and deepen technological capability. Discuss some of the strategic pressures on R;D. Answer: In virtually all R;D functions there is a trade-off between concentrating resources in the pursuit of a strategic knowledge competence and spreading resources over a wider area to allow for the building of a more general knowledge base. Figure 8. 5 shows the demands on technical resources.The growth of scientific and technological areas of interest to the firm pressurises research management to fund a wider number of areas, represented by the upward curve. The need for strategic positioning forces the decision to focus resources and build strategic knowledge competencies, represented by the downward curve. Question 7 What is meant by technol ogy leverage? Answer: While it is tempting to say that technology influences the competitive performance of all businesses, in reality some businesses are more heavily influenced than others.In many mature and established industries, the cost of raw materials is much more of an influence on the competitive performance of the business than are technology developments. For example,the price paid for commodities like coffee, cocoa and sugar can dramatically influence profits in many food industries. Even if the business was to substantially increase the level of R;D nvestment, its competitive position would still be determined by raw material prices.Several attempts have been made by industry to quantify this factor when considering the level of R;D investment required. Scholefield (1993) developed a model using the concept of technology leverage. This is the extent of influence that a business's technology and technology base have on its competitive position. In general, technology le verage will be low when the influence of raw material and distribution costs and economic growth is high. High-volume, bulk commodity products would fall within this scenario.

Jesse Jame

Jesse James Paige Riley College Prep English Ms. Engel Works Cited 1881, with authorities growing suspicious, Jesse rented a house in Saint Joseph, and Missouri. â€Å"Jesse James – Wikipedia, the free encyclopedia. † Wikipedia, the free encyclopedia. N. p. , n. d. Web. 11 Sept. 2012. <http://en. wikipedia. org/wiki/Jesse_James â€Å"Jesse James Biography. † Biography Base Home. N. p. , n. d. Web. 25 Sept. 2012. <http://www. biographybase. com/biography/james_jesse. html>. Bio True Story Jesse James Biography – Facts, Birthday, Life Story – Biography. om . † Bio True Story Famous Biographies & TV Shows – Biography. com . N. p. , n. d. Web. 25 Sept. 2012. <http://www. biography. com/people/jesse-james-9352646>. Green, Carl R. , and William R. Sanford. Jesse James. Hillside, N. J. , U. S. A. : Enslow Publishers, 1992. Print. Triplett, Frank, Joseph W. Snell, and Jerry Valez. The life, times and treacherous death of Jess e James. Chicago: The Swallow Press, 1970. Print. Stiles, T. J.. Jesse James: last rebel of the Civil War. New York: A. A. Knopf, 2002. Print. Jesse JamesThesis: Jesse James was definitely a rebel of his time. He was an adventurous outlaw who wasn’t scared to give the law a run for their money. Outline: I. Frank and Jesse a. Who they were b. What caused their rebellion acts II. Rebellions c. What caused them d. Who helped them Riley 1 Jesse James was the living and his younger brother, Frank were always partners in crime. The brothers got themselves in trouble on a regular basis. Running from the law was a typical thing for the James brothers. Jesse and Frank James always seemed to take the law into their own hands.The actual date Jesse James became famous is known to be December 7th, 1869. *DOC* Jesse James was definitely a rebel of his time. He was an adventurous outlaw who wasn’t scared to give the law a run for their money. Jesse killed eight men in a one day once. After the war, he returned to his home and was the leader of one of history's most notorious outlaw gangs. He was hurt while surrendering at the end of the war, and later said he had been forced into becoming an outlaw because his family had been punished for nothing in the war. The brothers were surprisingly liked all over the US.People looked at the James brothers as a type of ‘Robin Hood’ taking from the rich and giving to the poor, even though there was no real evidence to prove they did. They started robbing banks and trains, quickly spreading their popularity throughout the nation. The James gang was the most feared outlaw gang in history. There are reports that say the gang was estimated to of stolen around $200,000 from all of the bank robberies. Jesse was a very violent man. If he suspected someone to be an enemy, he would kill them right on the spot.Jesse was once reported to be getting change for a $100 bill once and shot a man in the heart because he though t the man was responsible for killing Bloody Bill. *DOC*3 Despite their criminal and often violent acts, James and his partners were much adored. Journalists were almost always excited to sell stories people of the East with tales of a wild West, exaggerated and romanticized the gang's adventures, often making James as a Robin Hood. James did mess Riley 2 with railroad workers who took private land for the railways. The gang was always a hot topic in newspapers everywhere.People feared Jesse James but at the same time he was known as a respected legendary rebel. James married his cousin in 1847. As feared as they were, the James brothers were both known as loving husbands and a good family man. Jesse and his cousin had two children. Jesse had plenty of money and a loving family yet he still continued his life of crime. Some people say Jesse had a â€Å"Love affair with crime† *DOC* band he just couldn’t stop because of the thrill it gave him. James and his famous gang robbed their way across the Western Frontier.They focused on robbing stagecoaches, banks, trains, and even stores. Out of all of the rebellious things Jesse did, he must have been very good at what he did considering he was never captured while doing them. In 1873 the James gang robbed a train, stealing over $3,000 which is equivalent to over $60,000 today. They tried to throw off people by wearing white masks, pretending they were from the Ku Klux Klan. This robbery made James the most famous of the former Guerillas. To show a symbol of threatening centralization the brothers derailed the Rock Island train in Adair, Iowa.Of all the train robberies the James Gang was responsible for they never were reported of stealing from the passengers. Even though they were feared outlaws the gang was surprisingly adored. Journalists and writers were always anxious to interview the gang members, especially Jesse James. The gang wasn’t afraid to go out in public and show themselves. Not st ealing from the passengers is where the Riley 3 idea of Jesse being a â€Å"Robin Hood† because he stole from the train itself, not the innocent people. The downfall of the gang began in September 1876 when they attempted to rob the First National Bank in Minnesota.After a manhunt and the robbery only Frank and James were left un caught and alive. Many of the gang members had been drinking before the robbery and this is what caused the robbery to fail. Two of the gang members were guarding the doors of the bank and this made the citizens suspicious. The cops were soon called and a manhunt began killing and capturing all but Frank and Jesse. After this tragic event Jesse had to recruit people to help him rob the Platte bank which was his last known robbing. *DOC* The James brothers were mostly involved in their gang for a ten year period from 1866 to 1876. DOC* 1 The James brothers were always moving around, avoiding the law. With his brother Frank James and other ex-Confedera tes, with Cole Younger and his brothers, the James gang robbed their way across the Western frontier aiming towards banks, trains, stagecoaches, and stores from Iowa to Texas. Escaping and hiding from even the Pinkerton National Detective Agency, the gang got away with thousands of dollars. James is believed to have carried out the first daylight bank robbery stealing over $60,000 from a bank in Liberty, Missouri.The community always protected them but they were still always on the move. Jesse and Frank planned to do one more robbery alongside Charlie and Bob Ford. Little did the brothers know that the Governor had offered a reward so big that it made the Ford’s turn their backs on the James brothers. Riley 4 On April 3rd, 1882 *DOC* 3 Bob and Jesse were talking a crooked picture on the wall in Jesse’s house. When Jesse turned to straighten the picture Bob shot him in the back of the head, immediately killing Jesse James. The shooting of Jesse caused quite the uproar i n Missouri.The community considered it â€Å"a cowardly assassination† and they were â€Å"outraged at the method used†. *DOC* 3 Frank James soon turned himself in to the police after the death of his beloved brother and partner in crime. The juries did not convict Frank of any of the crimes he was apart of and so Frank walked as a free man. After the tragic death of Jesse James the Ford brothers were hated by everyone. They were known as cowards and traitors. Frank and James had been friends with the Ford brothers for a long time and it was not expected of Bob to shoot Jesse.Bob Ford collected the $10,000 reward for the capture of Jesse James after the murder. The Ford brothers were sentenced to hang for the murder, even though there was a reward for the capture of Jesse before they killed him. The governor of Missouri pardoned the Ford brothers and gave them no punishment for the death of Jesse. Some people say the death of Jesse James was all a hoax and Jesse lived many years after his faked death. It was reported Jesse James ended up living to the age of 103, which was very old, especially back in the 1900s.Ford never admitted to killing James and this left suspicion among the people and Jesse’s loved ones. Many years after the burial of Jesse James the body was tested and it was over 99% likely to be the real Mr. James. The body of the man suspected to be the real Jesse was supposed to be tested at the same time but the bodies were switched and it never did Riley 5 get tested. Even after all of the murders and crimes Jesse James was a part of he died a feared but respected man. He truly was the living definition of a rebellious outlaw!

Is the Arab world changing for the better) Research Paper

Is the Arab world changing for the better) - Research Paper Example If ever Qatar does not agree, Saudi Arabia may push for economic sanctions and limits in the use of air space as well as borders1. Although this may involve a bitter conflict, the fact that Saudi Arabia and other countries in the Middle East are opposed to terrorism means that terrorism is never viewed in the same way by all Muslim countries, and so it is not related to religion. Inspiration through sports is another proof that some Arab countries are improving. Particularly, in Afghanistan, where the Afghan national football team won their first trophy ever on September 11, 2013, many Afghans especially young ones were inspired to either play football or engage in sports. In fact, an official who works for the HAFO, or the Humanitarian Assistance and Facilitating Organization, based in Kabul, said, â€Å"Afghans are hard-working and their talents make them winners†2. As this can serve to inspire those in the other Arab countries, this event is indeed another proof that the Arab world is getting better. Although the HAFO may have overlooked the influence of culture and religion on the Afghans, certainly it has given them a very good and very healthy alternative in the name of sports. The Arab world is also improving in terms of safety for everyone. The Council of Ministers of Saudi Arabia met on August 26, 2013 and agreed on banning all kinds of abuse, whether these are physical, psychological, sexual or even in the form of threat. The sanctions are strict but the law itself needs a few changes in terms of vocabulary, according to Amnesty International3. Safety in Saudi Arabia can possibly inspire other Middle Eastern countries to do the same thing until there comes a time when even domestic workers to these countries are not any more looked upon with contempt or discrimination. A fourth proof of improvement in the Arab world shows in the increasing concern

Select an organisation in the U.K. and critically assess the Essay

Select an organisation in the U.K. and critically assess the operational methods and strategies adopted to provide satisfactory products (or services) to custom - Essay Example The Department which I was involved in was the procurement department. The Purpose of this department was to ensure that there were adequate products in the store to fulfil customer requirements at that time. The role of the procurement section was to act as an intermediary between the process of selling and suppliers who dealt with the store. This department has to ascertain that there was back up stock in case there were any eventualities that occurred in the supply chain. Besides this, it also has to guard against overstocking. This is because of the fact that too much of a certain item could cause losses to the organisation. Their function contributes to customer satisfaction because the department ensures that customers get what they want whenever they want. (Tesco, 2007) The organisation has two categories of customers' i.e. external customers and internal customers. Slack et al (2007) describes internal customers as those who are found within the organisation. These are the various sections in the organisation that deal with the department under consideration. This comes from the concept of treating other parts of the organisation as separate entities or organisations. This means that the organisation ought to communicate effectively with its internal customers to maximise productivity. Some of the internal customers which the procurement section of Tesco has to deal include; accounting department, supplying department, personnel department, financial department. These internal customers will be examined in detail below; Marketing as an internal customer is one of the most crucial departments in Tesco. Their main objective is to promote and increase sales for Tesco. Basically, they are supposed to attract customers and come up with strategies that will keep them coming back. The marketing section expected four things from output in the organisation The numbers of products or services present are sufficient to satisfy consumer's demands i.e. should not be below optimum That products are available on time and customers do not have to wait for long periods of time before they can access them The type of products displayed is of reasonable quality i.e. they are in good condition The way products are displayed is attractive for consumers If the operation section of Tesco can fulfil all the above requirements, then marketers can coordinate between promotions and service delivery. (Ruffian et al 2000) It is quite essential for marketers to advertise only hat the Company can deliver otherwise their tasks will be rendered ineffective. The next internal customer with reference to output is the personnel section. This department deals with the coordination of human resource with the main aim of ensuring that all people in the organisation perform to their maximum level. This will therefore lead to achievement of the organisation's goals and objectives. The personnel section expects that output is sufficient in terms of quality and quantity. Their function is to ensure that everyone is performing and this also applies to the output section. (Tesco, 2007) The financial department or accounting section is another area that depends on the output sectio

Why do I want to study commercial aviation management with flight Essay

Why do I want to study commercial aviation management with flight option at the university of western ontario - Essay Example progress had been made during the course of time that altered the very style of human life, is the outcome of magnificent imagination and superb thoughtfulness that led man’s way cave-age of Paleolithic and Neolithic eras to contemporary age of technologic advancement. Flying in air has always been man’s unabated passion for centuries, and he made efforts to have command over air in different times. Orville Wright and Wilbur Wright were the first persons to manage the very first flight of human history in 1903 through the very crude form of modern aero plane. With the passage of time, significant improvements were made in the machinery, appearance and technology of the plane turning into a safe, comfortable, speedy and swift mode of traveling. At present, thousands of the schools and universities are offering the studies related to commercial and defense aeronautics and air travel. It is fact beyond doubt that nature has created billions of people with different physical and mental features and characteristics. It is therefore, not only their can be observed individuality and uniqueness in their appearance, but also their actions, reactions, social behavior and thinking are also quite different from others. â€Å"If any human being†, Bacon argues, â€Å"earnestly desire to push on to new discoveries instead of just retaining and using the old; to win victories over Nature as a worker rather than over hostile critics as a disputant; to attain, in fact, clear and demonstrative knowledge instead of attractive and probable theory; we invite him as a true son of Science to join our ranks.† It is man’s soaring ideas and extraordinary thinking that distinguish him from others. The same is the case with me. I was born in Saudi Arabia, and got my early education in the same country. Since my father has high business ambitions and he travels wide fr om one country to the other in respect of corporate activities, I also got chances of traveling with him during these

London City Essay Example | Topics and Well Written Essays - 750 words

London City - Essay Example With such a prominent position in Western history, there are endless articulations of the city. This essay examines Ackroyd’s (2003) London: A Biography and Hunter’s (2006) Persons Unknown; / Life and Death in Hackney in terms of the way they present the city as reality, experience, and practice. Ackroyd’s (2003) London: A Biography presents an expensive exploration of the city of London. As this texts offers considerable insights into the nature and meanings of the city’s reality, it’s necessary to consider a number of particular themes. While traditional biographies oftentimes explicate specific historical events, or notable occurrences in a person’s life, Ackroyd’s account captures many of the instances of London life that would otherwise go undetected. This multidimensional approach can be witnessed in Ackroyd’s exploration of linguistic elements of speech in the city. He writes, â€Å"London speech has been variously descr ibed both as harsh and as soft, but the predominant characteristic is that of slackness† (Ackroyd 2003, p. 347). Ackroyd then extends this consideration to involve the means that London speech experienced broad patterns of change; for instance, during the fourteenth century the East Saxon voice of London was displaced by verbal elements from the Central and East Midlands. While Ackroyd’s account of this linguistic sentiment is undoubtedly biased by his personal opinion, it functions to contribute to the recognition of the city as a living entity that has evolved through major shifts in time. The presentation of this city in this context creates a reality of the London experience as something monumental. While Ackroyd’s consideration of London as a living entity is prominently demonstrated in the evolution of linguistic elements, there are other means that articulates these elements of reality, experience, and practice. As Ackroyd considers London as evolving a la nguage of slackness, he additionally considers the city as shaped and reflecting more naturalistic elements. Perhaps nowhere is this better witnessed than in his consideration of the ocean as shaping and informing London reality and experience. Ackroyd (2003, p.6) writes, â€Å"There was once a music-hall song entitled 'Why Can't We Have the Sea in London?', but the question is redundant; the site of the capital, fifty million years before, was covered by great waters. The waters have not wholly departed, even yet, and there is evidence of their life in the weathered stones of London.† While the specific historical consideration here is the actual linkage between London and its pre-historic past, more significantly Ackroyd is drawing a deep-rooted linkage to the city experience as emanating from its natural surroundings. In addition to the influence of the Ocean, Ackroyd considers elements such as birds, remnants of early civilizations, and the clay that can become mud. Ackro yd links these elements to literary references in Dickens and other historical perspectives. The cumulative impact of such notions of the city further enhances the theme of the city as a living entity and its monumentality. While Ackroyd’s text considered London as a living entity with a monumental reality, Hunter’s photography series captures Londoners’ lived experience. The contrast between these depictions depends on the portions of the articulations the reader or viewer chooses to emphasize. Hunter’s ‘Persons Unknown’ series present a minimalist portrait of individuals living in London. The main aesthetic quality of these images is precisely rooted in the isolation of the people and the quirky, yet somber ambience of their surroundings. For instance, one photograph ‘

David irving Essay Example | Topics and Well Written Essays - 250 words - 2

David irving - Essay Example His main action scene is in America. According to him, the happenings in the concentration camps have been exaggerated. Whatever are the cruel actions of Adolph Hitler, he is a great European and a morally decent individual. Irving has a friend in Richard Williamson, the Holocaust-denying bishop of the Society of Saint Pius X, and he has written to Irving to let him know the â€Å"the objective truth about what happened in Auschwitz and other concentration camps.† In response, Irving provided a summary of his views on the killings of Jews during World War II, asserting that Auschwitz has been â€Å"hyped† and that it had no gas chambers, but that mass killings of Jews did occur at other camps.†(www.adl.org) Now this is an important observation and I think, all those who are interested in researching the reality about the holocaust, must welcome his investigative spirit. Irving takes serious exception to the actions of Allied Forces, in his book â€Å"The Destruction of Dresden†, wherein many thousands of German civilians are killed. His question is, is this not holocaust? I agree with his view point. He has also provided studied explanations about the weak leadership of Hitler as for the internal administration of Germany. His assertion that Hitter personally is not aware of the concentration camps operating in occupied German territory is worth detailed investigation and research by the

Journal Opinion Article Essay Example | Topics and Well Written Essays - 500 words

Journal Opinion Article - Essay Example Energy Information Agency 1). It was evident therefore that the forecasted decline was pinpointed to lesser consumption. The advisory even noted that there was an increase in the electric prices of as much as 2%; which, if the expected milder temperatures would turn out to be unrealized; then, consumers would actually expect a higher average electric rate. It is just interesting to note that only in a country like the U.S. could it be possible to expect a decline in electric bills during summer months. In other Asian countries, for instance, it has been evident that during summer months, consumers are already expecting greater financial stress due to increases in rates of electricity. It is traditionally asserted that â€Å"electric delivery rates do not change in the summer; however, your bill may rise in summer due to higher consumption† (Oncor par. 1). And the sources of potential increases in consumption include: (1) vacation from school puts children at home most of the time during summer and therefore, expect to use more television, personal computers, and other electric gadgets; (2) due to obviously higher temperature than cool months, air-conditioning or other ventilation units are turned on longer; (3) since more people are consuming more on electricity through the noted consumption patterns, the cost of fuel (dependin g on demand and supply) could likewise be affected. As such, although there could be some valid points in the report written by Morath, when the basis of comparison for electric bill rates were the three consecutive summers that were deemed hotter; one is convinced that overall, consumers could still expect some increases in their electric bill due to the reasons enumerated above that could affect consumption usage; in conjunction with the announced 2% increase in the average prices of electricity, as announced. Early announcement of an impending decline might even spur consumption levels to greater heights and consumers might

Major book review only from chapter 6 to 9 Essay

Major book review only from chapter 6 to 9 - Essay Example There existed financial instability in the state owing to marginal tax rates on land property, which formed the primary source of revenue. The economic slide of the state in 1837 was fueled by heavy debts, corruption in banks, depression in England, and failure in cotton and wheat crops. The prevailing Jackson administration added fuel to fire through short sighted policies. Specie circular, introduced to contain situation, further spoiled condition as people lost faith in paper currency. Arkansas had become synonym to crime, hostility, poverty etc. Duels between high officials and killing each other had become common during the period. However, there was an influx of a number of settlers which was primarily due to the donation law of 1840 under which the state provided every member of the family with 160 acres plot. About three and half a million acres of land was distributed under the law. The population rose to three times from 1930 to 1940. The people were generally farmers who either owned the land or worked on donated land. Lack of schooling infrastructure was another drawback in the Arkansas owing to general poor conditions. Among the rich, education was through private tutors. River travel formed the major mode of transport in the absence of bridges over rivers. Texas, with cheap real estate, was an imminent threat to Arkansas. Political pressure built up which led to annexation of Texas in 1845, infuriating Mexico. Gold rush of 1949 to California started the westward emigration. Prices of daily commodities shot up in the region. People underwent long journeys in search of gold and majority of them failed miserably. Those who traded were successful. Later, westward migration was for settlers or seekers of permanent home in the west. However, â€Å"Massacre in Meadows† brought westward emigration to an abrupt halt and Texas remained the main destination for

School bullying Essay Example | Topics and Well Written Essays - 1250 words

School bullying - Essay Example It is widely acknowledged by students, parents and educators that bullying in schools is a primary concern since it can undermine the academic climate (Whitted and Dupper 2005, p. 167). A nationwide survey conducted in the US indicates that at least 29.9% of US students in grades 6-10 are involved in some degree of bullying School intervention systems typically involve heightening the awareness of teachers, parents and children, publishing anti-bullying policies and ensuring that bully is presented as a serious matter and as such incorporated into the school’s curriculum (Woods and Wolke 2003, p. 382). All indications are therefore that bullying in schools is a serious issue and the professional counselor has a role to play in responding to the issue of bullying. The professional counselor’s role is best suited to addressing the underlying causes of bullying. Smith and Schneider (2004) present a useful profile of both victims and aggressors involved in bullying. These p rofiles are useful guidance for the professional counselor in addressing the underlying factors that contribute to bullying. According to Smith and Schneider (2004) the aggressor is typically involved in substance abuse, has a poor academic performance, has a need to be dominant and is not empathetic to victims. Bullying can also be a means of achieving or elevating the aggressor’s â€Å"social status and access to valued resources† (Smith and Schneider 2004, p. 547). ... op an understanding of themselves, the rights and needs of others† and how to deal with conflicts (Standards for School Counseling Programs in Virginia Public Schools, n.d.). The Standards for Personal/Social Development counseling are set out to prevent bulling and other forms of anti-social behavior. These standards call for a proactive and preventative approach to counseling that are by design intended to address the underlying issues and are consistent with the profiles designed by Smith and Schneider (2004). For instance the Standards for Personal/Social Development counseling provide a step by step approach which leads the counselor through the child’s social development beginning with K-3 and ending with Grades 9-12. At the K-3 level, the counselor should ensure that the student develops respect for himself and others and gains an understanding of unity and community with fellow students. The emphasis is on cooperation and empathy (Standards for School Counseling Programs in Virginia Public Schools, n.d.). These standards are obviously designed to address the underlying issues that contribute to the aggressor’s behavior. EP7 if the K-3 Counseling Standards for Personal/Social development targets the victim by guiding counselors to help the student learn to identify and seek resources in the school and the wider community (Standards for School Counseling Programs in Virginia Public Schools, n.d.). As the student moves up in school the counseling program standards for Personal/Social development require a proactive and preventative approach relative to peer influences and continued emphasis on self-respect and respect for others. The students are also counseled on the dangers of substance abuse. Both aggressors and victims should be counseled on making

Against the Machiavellian Principles of Politics Essay Example for Free

Against the Machiavellian Principles of Politics Essay According to Machiavelli, the affairs of the state reside in the power of the prince. It is the prince which determines, directs, and unifies the components of the state. The prince therefore should act to preserve, strengthen, and protect his position from danger, whether external or internal, without due moral consideration. In short, with the preservation of the state in mind, the prince should act with political diligence to promote it, regardless of the means. According to Machiavelli, â€Å"he who considers what ought to be done rather what is done will rather find himself in a state of ruin than preservation† (Machiavelli, 29). Political action free from any moral consideration is based from three assumptions: 1) Human nature is corrupt and selfish. It is impossible for the prince to satisfy all the needs of the people without injuring the welfare of others. The people is always eager to overthrow their government, to mock the instruments of the state, and to criticize the actions of the prince, whenever their interests (whether political or economic) are affected. According to Machiavelli, â€Å"Because this is to be asserted in general of men, that they are ungrateful, fickle, false, cowardly, covetous, and as long as you succeed they are yours entirely; they will offer you their blood, property, life and children, as is said above, when the need is far distant; but when it approaches they turn against you† (Machiavelli, 29); 2) Morality and religion only limit the actions of the prince. In fact, when fortune fades away, the prince may become unable to defend himself from disconcerting threats. It is therefore important, according to Machiavelli, for the prince to â€Å"guard himself as from a rock; and he should endeavour to show in his actions greatness, courage, gravity, and fortitude; and in his private dealings with his subjects let him show that his judgments are irrevocable, and maintain himself in such reputation that no one can hope either to deceive him or to get round him† (Machiavelli, 32). The prince should endeavour to show himself as the bearer of righteousness, fidelity, and religion, without endangering his own power. This impression is only used to preserve the power of the state. Only in this way can religion and morality be twisted for the benefit of the prince; 3) The success of a prince is never solely dependent on law, morality, or religion. Sometimes, political success is achieved by political deception, alteration of political favors, and in general by arms. It is therefore necessary for the prince to use these instruments to preserve the instruments of the state. It is this condition that the position of a prince who took the state by arms is much more endangered than that of a prince appointed by the people or the Church. To preserve his power, the prince must take moral considerations and religion as only instruments of that purpose. General Critique In order to provide a more comprehensive criticism against Machiavellian politics, there is a need to draw important propositions from different thinkers and theories. Some of the selected philosophers and social theorists are as follows: St. Thomas Aquinas, Immanuel Kant, Rousseau, and Montesquieu. According to Aquinas, morality and religion are necessary instruments for the governance of the state. In his book â€Å"De Regnum† (On Kinship), Aquinas argued that it is always necessary for the ruler to take the precedents of moral and religious obligations as a means to please Divine justice (Curtis, 431). For Aquinas, the foundation of the state is divine in orientation. It is founded by the grace of the Divine Being (who willed the creation of the state after man’s fall). A prince who disregards the religion and morality disregards the Creator. Aquinas here does not disregard the necessity of preserving the power of the state. What Aquinas emphasized is the excesses of unscrupulous rule – a condition which would be punished by God. For Aquinas, a good prince ‘will always be favored by God’ (and preserve his base of power). Rousseau argued that morality is borne out of the so-called ‘social contract. ’ The people gathered to appoint a ruler who would promote their interests. The ruler has the following obligations: 1) to protect the people from threats, 2) to maintain peace and order, 3) to promote solidarity and good governance, and 4) to relinquish power whenever the people chooses a new ruler. A ruler who fails to accomplish these tasks would lose his position. The state, however, would remain intact because the instrument of power resides not in the prince but in the people. According to Rousseau, a prince who put all the instruments of power in his hands is more likely to fall than a prince who measure his authority based on public will. Montesquieu offered a more critical and comprehensive understanding of the position of the prince. According to him, an unruly rebellion of the people is tantamount to political disobedience – a violation of the law of the land. This instance applies only if two conditions are met. First, the ruler does not show any violation of the law. And second, the people unlawfully breaks the social contract and sought to depose a good government. In short, according to Montesquieu, there is no need for a ruler to follow the Machiavellian principles because the law is the manifestation of social and moral obligation, the codec of ethics (Curtis, 613). Here, one may infer that the actions of the ruler should be based solely on this criterion. A ruler who follows the law would never fall in disgrace. Using Kant’s universal moral standards (in his book â€Å"Prolegomena†), one can create a set of moral standards which would be used in judging the actions of a ruler. First, one should determine whether the consequence and intensity of political actions. If a political decision disfranchises a significant portion of the population, such decision is illegitimate (not morally neutral). Second, one may determine the means by which decisions are carried out. Here, legality is an important factor. Third, one may determine whether the actions of the state are in congruent with accepted international standards of morality. Here, an external standard is added in order to ensure the moral efficacy of the state in all levels. The proper enforcement of these external standards is either left to the disposition of international agencies or to the efficacy of treaties. In short, internal political standards of morality are enforced by the state (the people serve as the watch guard of the state). Machiavellian concepts of political deception and moral neutrality have no standing in this type of political set-up. Works Cited Curtis, Michael. The Great Political Theories. New York: Avon Books, 1981. Machiavelli, Niccolo. The Prince. Trans. by W. K. Marriott. New York: Macmillan Publishing Company, 1995.

Should Alternative Dispute Resolution be Made Compulsory?

Should Alternative Dispute Resolution be Made Compulsory? Introduction. It is a sad fact of life that disputes can and do arise from even the most trivial incidents and activities. They are always totally unexpected and usually highly predictable.[1] For a long time, people have been worried about civil litigation. It is costly, time consuming, worrying and takes a long time to decide.[2] Alternative Dispute Resolution (ADR) is a term which refers to various procedures developed in the United States over the last 15 years or so in an attempt to overcome some of the weaknesses in the litigation and arbitration processes.[3] This essay will look at Alternative Dispute Resolution in England. I will start by looking at the concept of Alternative dispute resolution. I will briefly examine Lord Phillip’s speech delivered in India on 29 March 2008. Finally, I will give my views on whether Alternative Dispute Resolution should be made compulsory in England and the problems that would be encountered if Alternative Dispute Resolution is made compulsory in England. Alternative Dispute Resolution A focus on rights has played a significant part in the transformation of Western political culture from the harmony ideology of feudal societies in to 20th century participatory democracy. However, 30 years on from the birth of the civil rights movement in the United States, there are those who now express scepticism over the achievements of a rights oriented public culture.[4] As a consequence, some now propose a rethinking of rights ideology, as both a method of dispute resolution and a definition of social relations, and the development of alternative process for dealing with conflicts and claims.[5] Such strategies are generally described as offering alternatives, since adjudication according to rights remains the formal approach to dispute resolution in the west.[6] In common law jurisdictions, conversation about alternatives to litigation began to take institutional shape from the early 1980’s, in a range of disparate experimental procedures sharing the common label ‘Alternative Dispute Resolution’, with its universal acronym ADR.[7] The relationship of this growing complex of practices to lawyer negotiations, litigation and adjudication is far from straight forward. Some of the innovations taking place are directed towards speedy settlement of disputes between litigants without the involvement of lawyers, others appear to be implicated in, and are indeed extensions of legal practice, while others appear as supplements to, or modifications of court process.[8] The English Legal System is based on the adversarial system of litigation. This means that both sides to a case separately prepare their respective submissions and then arrive at court and participate in a quasi-gladiatorial contest until the tribunal of fact (in civil trials this usually being a judge) pronounces the winner.[9] In recent times, there is now been an acceptance that alternatives to the adversarial system of justice may be appropriate due to the high cost involved in the adversarial system of justice. One of the easiest alternatives to implement is to encourage disputes to be resolved other than by recourse to litigation. This has led to the establishment of Alternative Dispute Resolution (ADR).[10] Since 1990, many British lawyers, have taken an active interest in ADR, as a means of avoiding the public and private expense and the private pain of litigation.[11] The increased importance of ADR mechanisms has been signalled in both legislation and court procedures. For example the Commercial Court issued a practice statement in 1993, stating that it wished to encourage ADR, and followed this in 1996 with a further direction allowing judges to consider whether a case is suitable for ADR at its outset, and to invite the parties to attempt a neutral non-court settlement of their dispute.[12] In cases in the Court of Appeal, the Master of the Rolls now writes to the parties, urging them to consider ADR and asking them for their reasons for declining to use it. Rule 26.4 of the Civil Procedure rules (CPR) 1998 enables judges, either on their own account or at the agreement of both parties, to stop court proceedings where they consider the dispute to be best suited to solution by some alternative procedure, such as arbitration or mediation.[13] There is no universally accepted definition of ADR. The phrase ADR encompasses a range of procedures other than litigation which are designed to resolve conflicts. ADR processes include negotiation, mediation, conciliation, expert determination, adjudication, and arbitration.[14] Alternative Dispute Resolution or ADR may be defined, ‘’as a range of procedures that serve as alternatives to litigation through courts for the resolution of disputes, generally involving the intercession and assistance of a neutral and impartial third party. In some definitions, and more commonly it excludes all forms of adjudication.[15] The Department for Constitutional Affairs defines ADR as , ‘’ The collective term for the ways that parties can settle civil disputes, with the help of an independent third party and without the need for a formal court hearing.[16] There are three principle forms of ADR. Arbitration, Mediation and Conciliation. Some commentators argue that ADR can be divided in to two classes, those being adjudicative and consensual.[17] The former is called arbitration, and it is quite similar to court proceedings and this has led critics to ask, if there is anything alternative about ADR.[18] Four goals of ADR are : To relieve court congestion, as well as undue delay and cost; to enhance community involvement in the dispute resolution process; to facilitate access to justice and finally; to provide more effective dispute resolution.[19] Lord Phillip is a staunch supporter of Alternative Dispute Resolution. I believe that he wants ADR to be made compulsory in England Conclusion. Alternative Dispute Resolution no doubt has many advantages. There is a chance that you may quickly resolve your problem and you may be awarded compensation. The procedure is less formal court proceedings. In some cases, the decision may be binding on one of the parties, but not on the other party, thereby leaving one party free to pursue the matter through the court if he wishes. Alternative Dispute Resolution is usually much cheaper than going to court and the procedure is confidential. ADR will be difficult in disputes between more than two parties, where the parties have not already contracted for a consolidated arbitration and the parties will not agree to arbitration, going to court is potentially the only way of getting interlocking disputes resolved by the same tribunal.[20] A party that is proposing to enter a number of related contracts should particularly bear this situation at the drafting stage. There are two specific aspects to the matter. First, the related contracts should provide for an identical scheme of dispute resolution otherwise that party may find itself involves mediation or arbitration or litigation depending on which other party is involved.[21] Secondly, the drafting must address the need for multi party proceedings, and establish a back to back set of contractual obligations for this purpose. A difference in the powers at different levels will make the mufti-party proceeding very difficult to conduct.[22] If these two aspects of the matter are not addressed, the parties will be better off, with litigation as the fall back method of dispute resolution.[23] Where a number of actions raise substantially similar issues, such that a decision in one of them will probably enable the parties in the others to compromise their dispute, litigation is likely to be preferable[24]. Where there is a difficult question of interpretation of common form contract, or of the application of a common form of contract to some event which affects a large number of similar contracts or the operation of a market, it may well be preferable to obtain an authoritative ruing of the courts on the point.[25] In numerous jurisdictions, legislation ensures that in the case of a consumer dispute, where the terms upon which the consumer purchased the goods or services includes an arbitration clause, the consumer has a choice of whether to take his dispute to arbitration or litigation.[26] Bibliography Bevan, A.H (1992) Alternative Dispute Resolution, Sweet Maxwell, London Brown, H Marriott, A (1999) ADR Principles and Practice, Sweet Maxwell, London d’Ambrumenil, P.L (1998) What is Dispute Resolution, LLP Referencing Publishing, London Darbyshire, P (1992) English Legal System, Seventh Edition, Sweet Maxwell, London Elliot, C Quinn, F (2005) English Legal System, Sixth Edition, Pearson, Harlow Fiadjoe, A (2004) Alternative Dispute Resolution: A developing world perspective, Cavendish, London. Frank, E (2003) How Arbitration Works, Sixth Edition, Bureau of National Affairs, Washington D.C Freeman, M (ed.) (2006) Alternative Dispute Resolution, Dartmouth Publishing, Aldershot Gillespie, A (2007) The English Legal System, Oxford University Press, Oxford Lord, Phillips (2008) Alternative Dispute Resolution: An English View Point, can be assessed at http://innertemplelibrary.wordpress.com/2008/04/04/alternative-dispute-resolution-an-english-viewpoint-judiciary-of-england-and-wales/> MacFarlane, J, (ed.) (1997) Rethinking Disputes: The Mediation Alternative, Cavendish, London Palmer, M Roberts, S (1998) Dispute Processes, ADR and the Primary Forms of Decision Making, Butterworths, London Petley, M (1992) Alternative Dispute Resolution: An Introduction, College of Law, London Slapper, G Kelly, D (2003) The English Legal System, Cavendish, London Tweeddale, A and Tweeddale, K (2005) Arbitration of Commercial Disputes, Oxford University Press, Oxford Tackaberry, J Marriott, A (2003) Bernstein’s Handbook of Arbitration and Dispute Resolution, Sweet Maxwell, London 1 Footnotes [1] d’Ambrumenil, (1998) p.5 [2] Bevan (1992) p.2 [3] Bevan, (ibid) p.2 [4] MccFarlane, J (1997) p.1 [5] MccFarlane, J (ibid) p.2 [6] MccFarlane, J (ibid) p.2 [7] Palmer, M Roberts, S (1998) p.2 [8] Palmer, M Roberts, S (ibid) p.2 [9] Gillespie, A (2007) p.469 [10] Gillespie, A (ibid) p.470 [11] Darbyshire, P (1992) p.12 [12] Slapper, G Kelly, D (2003) p.314 [13] Slapper, G Kelly, D (ibid) p.314 [14] Tweeddale, A Tweeddale, K (2005) [15] Brown, H Marriott, A (1999) p.12 [16] citied in Gillespie, A (ibid) p.470 [17] Shipman, 2006 p.182 cited in Gillespie, A (ibid) p.470 [18] Boon and Levin, 1999, p.373 Gillespie, A (ibid) p.470 [19] Freeman, M (2006) p.98 [20] Tackaberry, J Marriott, A (2003)p.22 [21] Tackaberry, J Marriott, A (ibid)p.23 [22] Tackaberry, J Marriott, A (ibid)p.23 [23] Tackaberry, J Marriott, A (ibid)p.23 [24] Tackaberry, J Marriott, A (ibid)p.23 [25] Tackaberry, J Marriott, A (ibid)p.23-24 [26] Tackaberry, J Marriott, A (ibid)p.24

Outdoor learning its importance for childrens development

Outdoor learning its importance for childrens development When growing up I loved playing outside, in the local park or being taken to many country parks by my father. I class myself as being lucky to have grown up in a generation where playing outdoors was a regular occurrence, where boys and girls played together in mixed ability and mixed age groups. Having had two children myself I wanted to continue the great experiences that I had in the outdoors with my father. However I noticed a difference in the way that they and their friends accessed the outdoors. Both my children are boys but they still accessed the outdoors differently from each other and girls that they played with also had sufficiently different ideas about the outdoors. Having discovered that boys and girls all seemed to have different ideas about the outdoors I wanted to investigate this further. I particularly wanted to understand any differences in the way they accessed the outdoors as I remember being distinctly referred to as a tom boy. Chapter 2 Literature Review There has been much research focused on the outdoors, outdoor play, and outdoor education including sustainability and recreation activities. Taylor and Morris (1996) suggest that Outdoor learning is an important and integral part of a high-quality early childhood education curriculum. (pp 153) There are many skills encompassed within the term outdoor play or outdoor learning, therefore before starting there is the need to try and define the term outdoor play or outdoor learning. The Institute for Outdoor Learning (IOL) (2009) suggests that the term outdoor learning is a broad expression that can encompass play, education, skills, sustainability and the natural environment and may be referred to as experiential learning for children which takes place within the outdoors. Additionally The Collins English Dictionary (2009) refers to outdoor as the open air (pp 412), to play as occupying oneself in a game or recreation (pp 442) and to learning as gaining a skill or knowledge by practice (pp 337) therefore outdoor play could be defined as engaging oneself in a game or activity outside where you can gain new skills and knowledge. Consequently throughout this study the term outdoor learning will be used to refer to outdoor education, outdoor play and outdoor recreation activities . This study will encompass the role of outdoor learning including its importance for childrens development, the safety and risk involved in childrens outdoor learning and the anxiety that this causes for carers, gender issues relating to how boys and girls use the outdoor learning environment, and geographical, community and social perspectives focusing on the impact that they can have on a childs involvement with outdoor learning. To begin with we will cover the role of outdoor learning. The importance of outdoor learning and the beliefs that it contributes to childrens development and progress date back to Rousseau (1762) and Froebel (1826). These beliefs have been continued, explored and researched in depth with new emphasis being placed on Forest Schools and outdoor learning. Philosophies and theories about outdoor learning tend to focus on the natural environment and the effect that this can have on childrens development. (Frost 1992, Fjortoft, 2001and 2004, Bilton, 2004, Lester and Maudsley 2006, Forest Education Initiative 2007, Tovey 2007, and White 2008a) Boyd (1963) writes of Rousseau and how he was one of the first people who advocated developmentally appropriate education. Rousseau (1762) also wrote of the importance of growing up in the countryside and how this would create a more natural and healthy environment than the city. Froebel (1826) advocates the need for children to be provided with places to play where they can be nurtured and developed through experiences with the natural environment. Stevinson (1923) and Macmillan (1927, 1930) also promote the need for children to be in the outdoor environment. MacMillans The nursery school and The nursery school garden articulates the need for children to have free movement and experiences within the natural world around them. Much attention has also been given to the need for children to play and learn in the natural environment and the important role that outdoor learning plays in childrens growth, development and social skills. (Stevinson 1932, Fjortoft and Sageie 2000, Riley 2003, Bilton 1994, 2004, Callaway 2005, Moore and Wong 2007, Joyce 2007, Shackell et al. 2008, and Balls and Burnham 2008) Stevinson (1932), McMillan (1930) and more recently Frankel (2007) have stated that natural outdoor environments are good for the health and development of children and the improvement that playing outside has on childrens concentration, behaviour and speaking and listening. They have also suggested that we should provide suitable provocative environments where new provocations and opportunities are made possible. Studies have also been made and have shown that children benefit in other physical ways from playing in the outdoors and the natural environment. Positive effects and implications on motor development such as balance and co-ordination which will help children master their own bodies abilities in relation to the natural physical environment have also been recognised (Fjortoft 2001; Lester and Maudsley 2006). Dowling (2006) believes that outdoor learning can support childrens development and is a natural way of learning in an environment which is full of sensory experiences. The Office for Standards in Education (OFSTED) (2004) and the Department for Children, Schools and Families (DCSF) (2005 and 2008a) have also stated that outdoor learning can give depth to the curriculum and can enhance childrens physical, social and emotional development. Although much has been written that advocates the role of outdoor education it has been difficult to find a study that disputes the role of outd oor learning in the development and education of children. Despite this evidence Edgington (2002) and Fjortoft (2004) believe that much of the developed world and on a micro-level; some practitioners have neglected the use of the outdoor environment. They suggest that this can be due to both weather related issues and concerns over the potential risks involved with playing and learning within the outdoors. Certainly, my own experiences in settings have shown that when the weather is bad the practitioners and the children stay inside, on only one occasion have I seen practitioners and children outside regardless of the weather. Additionally consideration needs to be placed on childrens safety when involved in outdoor learning. Numerous people have suggested that todays children do not have free access to the outdoors due to parents concerns over safety and risk. Perceived problems such as traffic and fear of crime or abduction have led to parent anxiety which can have a profound effect on childrens play and has led to many children being kept at home safe from harm (Ball 2002, Portwood 2005, Palmer 2006, Tovey 2007, Carruthers 2007, DCSF 2008b, and White and Stoecklin 2008). Nevertheless there is considerable discourse about the need for children to encounter risk. However we should also consider the difference between risk and hazard in terms of childrens safety and development. RoSPA (2010) identifies a hazard as something that has the potential to cause harm and risk as the likelihood that harm from a particular activity or hazard will actually be realised. By helping children to understand the risks involved in certain activities they can begin to make informed choices regarding their actions as Cook and Heseltine (1999) state Children need challenge so that they can learn about risk, their own capabilities and to develop the mechanism for judging it in controlled settings (Cook and Heseltine, 1999, pp 4). Joyce (2007) also states that encountering risk helps children to learn about responsibility. The DCSF (2007, 2008c, and 2008d) express the need for children to experience a balance between risks and fun. They suggest that not everything should be made safe and that children need to recognise and understand about risk as it is an essential part of growing up. Conversely Stine (1997) and Knight (2009) suggest that we should try to make things as safe as possible but still facilitate childrens risk taking. They acknowledge that by allowing children to take risks we will enable them to learn respect for the environment, keep themselves safe and develop competence. However Stephenson (2003), Carruthers (2007) and Sandester (2009) have suggested that too many safety issues about risks within childrens play are leading to too many rules and regulations which have made it difficult for practitioners to provide suitable activities, implicating that making a setting hazard free will make it c hallenge free. Despite this fact many other researchers have discussed the importance of rules, regulations and risk assessments. They agree that using risk assessments and involving children within this process will ensure children s safety, whilst still allowing practitioners to offer adventurous and risk taking activities. (Bilton 2002, 2004, Callaway 2005, White 2008a, and Knight 2009) Nevertheless Bache (2006) comments that risks are exaggerated and that all children no matter how well supervised will undertake some risk. Furthermore where a child lives may impact on their attitudes towards outdoor learning. Within the literature reference is also made to geographical, community and social issues in relation to outdoor play or the lack of it. Hart (1979), Nabhan and Trimble (1994) and Garrick (2004) have all commented on and researched childrens outdoor play and their findings showed that geographical perspectives such as having access to wild areas or a simple garden played a part in the way children accessed the outdoors within their immediate and wider environment. They also highlighted the importance of having experiences with nature and the emotional experiences and intimacy children can develop from this such as a sense of place and belonging. Additionally Valentine and McKendrick (1997) suggest that although many cities and towns provide children with formal facilities such as playgrounds most children would prefer to play in flexible environments such as open spaces and waste ground. However we should also consider the social factors in regards to childrens outdoor play. In reference to social issues Tizard, et al. (1976) conducted a study that showed children from working class backgrounds opted to spend 75% of their time outside and that their co-operative play was more evident outside than inside. They also wrote of how working class children were more likely to play outside than middle class children. Millard and Whey (1997) also conducted studies on children in English housing estates and findings from their interviews and observations of children highlighted childrens enjoyment of physical active outdoor play and the opportunities that it gave them to socialise. However Carruthers (2007) writes of how many children no matter of their class; outside of school hours and without adult supervision; would naturally gravitate towards outdoor spaces and the natural environment where they would make their own games. Saracho and Spodek (1998) have also written about social classes and outdoor play and how children from working class backgrounds are more mature in their outdoor play and that their attention spans and concentration are much greater when playing outside than those of children from middle and upper class backgrounds. However these are only two perspectives and there is no other research evidence to either support or disclaim these findings. Besides which deliberation of childrens gender should also be taken into account in terms of outdoor learning. Gender focused studies have highlighted play choices made by boys and girls when playing and learning outside and inside. Many have concluded that boys undertake more physical play outdoors, whilst girls are more sedate. Suggestions have also been made that boys sometimes tend to dominate the outdoor space and that there can be danger that outdoor spaces can come to be seen as boys territory. This has reflected gender stereotyping found in other studies about how boys and girls make choices within their play. (Tizard et al. 1976, Sanders and Harper 1976, Braggio et al. 1978, Hart 1978, Lott 1978, Henninger 1985, Bates 1986, Hutt et al. 1989, McNaughton 1992, Cullen 1993, Bilton 2004, Jarvis 2007, and Maynard and Waters 2007) There has been insufficient research to disclaim these findings and all found research has shown that there are gender differences in the way children play. The literature suggests that great importance has been placed on the outdoor and natural environment and how it provides rich opportunities for the growth and development of children. There has also been much written about the adults role and the type of environment that practitioners should provide. This has not been covered within this literature review but we need to take note that these play a significant role in the way children will access the outdoor learning environment. There has been some reference to social and geographical issues and how these could aid or hinder childrens views of what the outdoors may provide for them. Significant research has also been placed on risks and safety and whether both parents issues and beliefs and practitioners beliefs have had an impact on the way that children within our society are accessing the outdoors. However gender issues have only touched upon the choices that children make when playing outdoors. This has led to me believing that t here is a need to understand if there are differences in the way that girls and boys actually access the outdoors; do boys spend more time outside than girls? Are the children hindered by what is on offer? This study is focused on gaining a deeper understanding on each of these issues in two early years settings. Chapter 3 Methodology This chapter will identify the methods and techniques that have been used to gather the primary research for this study and the context in which the study was undertaken. Firstly the overall methods that have been used to collect data will be discussed and explained using a rationale. Next it will address any issues of validity and reliability during the research process. Finally the ethical issues which may arise will be identified and any measures that have been taken to address these will be discussed. This research study will use both quantitative and qualitative methods to discover whether there are any differences in the ways that boys and girls access outdoor learning. The qualitative research will be obtained through semi-structured interviews with foundation stage practitioners and non-participant observations of children engaged in outdoor learning. Bell (1987) refers to qualitative data as Understanding individuals perceptions of the world. (Bell, pp 4) Bell (1987) has identified one way in which qualitative research may be suited to this study. Through the use of interviews and non-participant observation this study will be concerned with listening to, observing and understanding individuals. Nixon (1981) suggests that studies involving children should be most appropriately researched using qualitative methods such as observations and interviews. As this study is child based using interviews and observations will provide rich and deep data which in turn will enable me to fully comprehend both practitioners perceptions and childrens integration with outdoor learning. Despite this two quantitative methods (questionnaire and tally chart ) were also used within this study in order to gain numerical data in regards to the amount of time spent outdoor learning by both boys and girls and the types of activities that they undertook when outdoor learning. As discussed this study uses four different methods of data collection; interviews, non-participant observations, questionnaires and tallies. Therefore my study encompasses different sources of evidence to compare and combine in order to reach a better understanding of my research question. Cohen (et al.) (2000) refer to this as triangulation. Roberts-Holmes (2005) suggests that Triangulation gives the researcher the opportunity to check out their evidence from a range of sources (Roberts-Holmes, 2005, pp 40) By using triangulation within this study I will be able to back up and enrich numerical data with information about the participants and their explanations and understandings. The data collection methods for this study will now be discussed in more detail outlining the advantages, disadvantages and rationale for each. 3.1 Observations The first and second methods of data collection for this study were qualitative and quantitative observations. These observations were carried out in two different settings in Kettering; these were a Nursery setting and a Reception setting within a primary school. Nisbet and Entwistle (1974) suggest that when undertaking observations the observer needs to make them self invisible so that they do not affect the observed. To do this you need to have previously met the children and as closely as possible follow the same procedures for observation as the setting you are conducting your research in. Therefore the researcher made sure that she attended the settings on a number of occasions before conducting the research so that she was able to build relationships with the children beforehand and reduce the reactivity effect. Greig et al. (2007) believe that observations are helpful in two ways; observing a child in the natural environment will give the research a real world edge direct experience facilitates the researchers ability to understand complex individuals and situations (Greig et al. 2007, pp 122) As this research was designed to find out how individual children access outdoor learning, observation provides an ideal base to start from. They will also provide many insights into the first hand experiences of the children. However as Scott and Morrison (2006) propose observations may be Affected by the values and judgements brought to the observation by the observer (Scott and Morrison, 2006, pp 168) The observer may have a specific agenda and see what they want to see, however the researcher in this case had conducted many previous observations and was able to observe the children naturally leaving the specific agenda of differences between boys and girls behind. The observations were carried out in a way that all children were treated as and observed as individuals. Despite the many disadvantages of observations especially the amount of time consumed writing the observations up they did enable the researcher to gain an insight into the childrens outdoor learning. The use of quantitative observations in the form of tally charts also enabled the researcher to gain numerical data which added more depth to the study. 3.2 Semi-Structured Interviews The second method of data collection for this study was semi-structured interviews. These were conducted with the practitioners at each setting where the research was carried out. The interviews aimed to find out the practitioners views of the way the children within their care accessed outdoor learning and if they had noted any specific differences between boys and girls. One of the important reasons for choosing semi-structured interviews as a research method was that they can provide a more personalised approach and as Bell (2005) suggests adaptability. By using a semi-structured approach to interviews the researcher was able to take on the role of facilitator by asking set questions but also allowing the development of any issues as they arise throughout the interview. Roberts-Holmes (2005) recommends that when conducting an interview you must have a sound knowledge of the subject that you are researching so that you can remain focused and conduct an informed interview. Through completion of the literature review the researcher was able to identify key areas which would need clarifying during the interview process. Also by conducting a face to face interview any misunderstandings on the part of the interviewer or interviewee could be checked and clarified immediately. However a disadvantage of the semi-structured interview according to Opie (2004) and Bell (2005) is the danger of bias creeping in (pp 166). They suggest that this can occur in many ways either intentionally or unintentionally and by selecting questions which are phrased to support your argument. This was a difficult process to go through and the questions were written and re-written many times to ensure that they were not pre-conceived in anyway. Therefore this issue was addressed within the research process. Additionally there is also the issue of the time involved in scribing the interviews, arranging times to suit all the individuals involved and gaining informed consent. These issues were addressed by firstly writing to the settings involved and asking for their consent to be interviewed. (See appendix) Furthermore arranging times and places which would suit the individuals helped in the process of the interview. In regards to time related issues although transcribing the interviews was time consuming, the researcher did however gain particular insight into the way these practitioners identified outdoor learning in terms of the children in their care. 3.3 Questionnaires The third method of data collection for this study was questionnaires. These were sent to parents of children within the two settings used for this study. The questionnaires aimed to give numerical data to this study. This data was gained by asking closed questions stating amounts of time children spent outdoors and how they played when outdoors. However open questions were also used so that parents or carers could expand on their findings, therefore resulting in more detailed data and also possibly identifying other issues which may not have been addressed by the researcher. Furthermore the researcher used questionnaires as they seemed to be less time consuming especially within a time limited study such as this. Moreover it could be suggested that questionnaires are unbiased as the researcher is not able to influence the answers. However, Scott and Morrison (2006) suggest that there is the potential for questionnaires to have potential bias built into them through the researchers a genda. When drafting the questionnaire there were extreme difficulties in phrasing the questions so that they were not biased towards the researchers own agenda. However after many draft copies and conducting a pilot of the questionnaire the questions became less biased and more open towards the respondents. Bell (2005) suggests that a further disadvantage of the questionnaire is the non-response. However in this instance the researcher sent out one hundred questionnaires and received seventy five back this in itself could be seen as a disadvantage in terms of the time needed to collate all of the data. Despite the disadvantages of this method of research, the high response to the questionnaires enabled the researcher to obtain numerical and qualitative data. 3.4 Selecting the Settings and sample children The researcher chose to carry out the research in two early years settings which gave children free flow access to the outdoors. This allowed the researcher to observe children without any limitations in regards to the way children access the outdoor learning that is available to them. The settings were a sure start nursery and a reception unit within a primary school, which gave the researcher access to a range of ages of children to observe, as there may also have been differences regarding age as to how the children accessed outdoor learning. The settings were also chosen as they were known to the researcher which meant that professional relations had already been built with staff at the settings. However, although these relationships were already in place, this was not regular and there was no personal contact with the researcher which may have biased the study. The practitioners involved in the interview process were also chosen from the two settings involved within the study. The practitioners involved had many years of experience within the early years and in regards to childrens development. This meant that they were able to give the researcher a deeper insight and understanding in to the way they had seen children access outdoor learning in their prospective settings. The children involved in the research were randomly chosen from the children whom the researcher had been given permission to observe. However to ensure an even mix of children within the research two boys and two girls were chosen from each setting which meant that eight children were involved overall. After the eight children were chosen their parents/carers were informed again and they were also made aware of their right to withdraw their child at anytime. 3.5 Validity and Reliability Cohen et al. (2007) define validity as an Important key to effective research for if a piece of research is invalid then it is worthless (pp 133) They suggest that validity can be addressed through the depth and scope of the data attained and in the extent to which triangulation has been used. Therefore the issue of validity has been addressed through the use of many different techniques to research the study. This will give the researcher greater confidence in their findings especially if they all result in the same conclusion. Additionally in terms of qualitative data consideration needs to be given in regards of respondents answers to questionnaires as their opinions and perspectives will contribute a degree of bias within the study. However Agar (1986) argues that the in-depth responses and involvement of respondents in the research will secure a sufficient level off reliability and validity. On the other hand Cohen et al. (2007) argue that this may be insufficient and therefore the data collected must be representative in terms of the question to be answered in order to have validity. This issue of validity has been addressed in terms of the types of questions asked in both the questionnaires and semi-structured interviews. As this study involves both qualitative and quantitative data and Cohen et al. (2007) suggest that in terms of reliability these are both different, the researcher will strive to address issues in both contexts. In regards to quantitative data both Bell (2005) and Cohen et al. (2007) suggest that the type of data collection used needs to be able to be reproduced and present similar findings in order for it to be reliable. The questionnaires used in this study are easily reproduced and may give similar findings, however there may also be the case that the results may not be entirely similar as they represent individuals opinions which will differ on every occasion that the questionnaires are reproduced. Brock-Utne (1996) promotes the use of qualitative research and recognises the holistic approach that it gives to research studies and suggests that the reliability in this case can be seen as dependability. Moreover Cohen et al. (2005) suggest that observations if carried out especially if they can be repeated and are given the same interpretations can also be reliable. Therefore the methods of observations and interviews can be both reliable and dependable; however again there is always the possibility that different outcomes may be gathered depending on the times, settings and individuals involved in the observations. The research within this study can be deemed both valid and reliable due to the triangulation methods used and that each method of research used can be easily replicated and completed again and again with the majority showing similar findings. Additionally all of the research methods used are directly related to the question identified and as Burton et al. (2008) promote the validity and reliability of any research carried out Will be largely determined by the extent to which the findings are directly related to the issues or problems identified at the outset..the selection of appropriate methods and how systematically the have been employed (pp 168) Also the disadvantages and advantages of each method of data collection used in the study have been carefully considered before being used within the context of this study. 3.6 Ethical Issues Any researcher should consider ethical issues when conducting primary research with people as Burton et al. (2008) advise all researchers have one shared responsibility and that is a duty of care to all individuals involved in the research process. BERA (2004) is an association which sets out specific guidelines for researchers who are undertaking educational research they to propose that researchers need to ensure that no harm comes to the participants. BERA (2004) also establishes that the researcher should ensure that all participants within the research are fully aware of their rights and roles. Bell (2005) agrees with this and also suggests that researchers need to gain informed consent from all participants involved within the study. This issue was addressed by communicating with all participants their rights and confidentiality before the research was undertaken. Letters were sent to each setting included within the study which clearly outlined the study and asked for consent to carry out interviews and observations (Appendix ), telephone calls were also conducting in regards to arranging times. Another ethical issue outlined by BERA (2004) is that In the case of participants whose age.may limit the extent to which they can be expected to understand or agree voluntarily to undertake their roleIn such circumstances researchers must also seek the collaboration and approval of those who act in guardianship (pp 7) This issue was addressed by the researcher sending out letters to all parents/carers or guardians of the children within each setting asking for their consent for their child to be observed. The letters outlined the study, confidentiality and anonymity, and the right to say no or to withdraw from the study at anytime. Parents/ carers or guardians were also informed again if their child was chosen for the research and again were informed of their right to withdraw their child at any time. (Appendix ) BERA (2004) and Bell (2005) also recognise the importance of making sure that any participants involved in the study are not put under any stress, discomfort or intrusion during the research process. This issue was addressed by the researcher visiting both settings on a number of occasions so as to reduce intrusion and for the children to become familiar with another adult in their setting. Consideration also needs to be given to the questionnaires used and the ethical issues surrounding this. The researcher made contact with the participants of the questionnaire through covering letters. These letters fully informed the participants of the outline of the study and how the data collected from the questionnaires would be used; participants also had the right not to reply and to withdraw their information at any time throughout the process of the study. In conclusion due to the time limitations and small scale of this study there are bound to be limitations of the research process, some of which were discussed previously. However much deliberation and careful consideration was given to the reliability and suitability of the research methods used, which provided both q

Advertising :: Business and Management Studies

Advertising History of Nestle: Nestlà © with headquarters in Vevey, Switzerland was founded in 1866 by Henri Nestlà © and is today the world's biggest food and beverage company. 1866 -1905 In the 1860s Henri Nestlà ©, a pharmacist, developed a food for babies who were unable to breastfeed. His first success was a premature infant who could not tolerate his mother's milk or any of the usual substitutes. People quickly recognized the value of the new product, after Nestlà ©'s new formula saved the child's life, and soon, Farine Lactà ©e Henri Nestlà © was being sold in much of Europe. 1905-1918 In 1905 Nestlà © merged with the Anglo-Swiss Condensed Milk Company. By the early 1900s, the company was operating factories in the United States, Britain, Germany and Spain. World War I created new demand for dairy products in the form of government contracts. By the end of the war, Nestlà ©'s production had more than doubled. 1918 -1938 After the war Government contracts dried up and consumers switched back to fresh milk. However, Nestlà ©'s management responded quickly, streamlining operations and reducing debt. The 1920s saw Nestlà ©'s first expansion into new products, with chocolate the Company's second most important activity 1938 -1944 Nestlà © felt the effects of World War II immediately. Profits dropped from $20 million in 1938 to $6 million in 1939. Factories were established in developing countries, particularly Latin America. Ironically, the war helped with the introduction of the Company's newest product, Nescafà ©, which was a staple drink of the US military. Nestlà ©'s production and sales rose in the wartime economy. 1944 -1975 The end of World War II was the beginning of a dynamic phase for Nestlà ©. Growth accelerated and companies were acquired. In 1947 came the merger with Maggi seasonings and soups. Crosse & Blackwell followed in 1950, as did Findus (1963), Libby's (1971) and Stouffer's (1973). Diversification came with a shareholding in L’Oreal in 1974. 1975 -1981 Nestlà ©'s growth in the developing world partially offset a slowdown in the Company's traditional markets. Nestlà © made its second venture outside the food industry by acquiring Alcon Laboratories Inc. 1981 -1996 Nestlà © divested a number of businesses1980 / 1984. In 1984, Nestlà ©'s improved bottom line allowed the Company to launch a new round of acquisitions, the most important being American food giant Carnation. The joint venture between Milkpak Ltd. And Nestle S.A. came about in 1988 and the company was renamed as Nestle Milkpak Ltd. Prior to that, Milkpak Ltd., produced UHT milk, butter, cream, desi ghee and fruit drinks at Sheikhupura factory. 21 branded product lines were added during 1990 to 1998. Nestle Milkpak operates the largest and an extremely efficient milk collection system in the country, which enables it to collect the

The Oppression of Females in Advertising :: essays papers

Our society is a complex collection of institutions, status, roles, values, and norms, and the best way to understand and learn about them is through the use of cultural artifacts. These can be anything from music to art to literature, or as in the example of this discussion, the modern day creation of advertisement as seen in women's magazines. As Homo Sapiens moved from the hunter - gatherer way of life to industrial society , it was necessary to construct a framework for living so that such a concentrated number of people could exist together. This framework as come to consist of a myriad of expectations based on values and norms in the form of roles status and institutions. Desirable behavior is sought by people throughout the country based on how one is brought up and the expectations one is bombarded with on a daily basis. These expectations are reflected in every part of our culture and are used by people so as to know how to act in any given situation. The main examples are: the family, education, health and medicine, religion, and the law. I have found that certain mediums reflect the expected roles in these institutions better than others. I originally focused on gender roles as a depiction of stereotypical behavior as reflected by advertising especially the portrayal of women, but I discovered that there were other stereotypes being perpetuated as well that were just as institutionalized if not just simply less noticed or studied. Therefore, although this argument will focus on the depiction of females and the female role in advertising. It will also mention the general use of American values , norms, and institutions to influence consumers. An institution is defined as "a stable cluster of values, norms, status, roles, and groups that develop around a basic social need" with a status being a person's position in society and a role being the behavior expected from that, and a value being a socially shared idea of what is good, right, and desirable and a norm being the behavior expected from those ideas. When people begin to form certain expectations in life there begin to be formed stereotypes. People recognize them universally and use them to form opinions and act or not act in a certain way when they are confronted with a situation or person.

Graduation Speech: We Are the Leaders of Tomorrow :: Graduation Speech, Commencement Address

Anne Frank confided to her diary that, "Parents can only give good advice or put them on the right paths, but the final forming of a person's character lies in their own hands." And as we, the class of 2006, stand at the end of one path in our lives, and stare out at the field of possibilities before us, we are faced with awesome decisions. We have a wealth of knowledge behind us -- our parents and our families. We are at a point where we must decide where to go and what to do. One misstep now, even the slightest one, can cause a lifetime of regret. So as you and I set out on our chosen path, we must carefully consider where we are and where we want to go. Born in Tupelo, Miss. in 1935, one of the greatest musicians of the 20th century began his life in a humble setting. After a poverty-stricken childhood, this young man became a truck driver in Tennessee. Realizing he had tremendous musical talent, the musician visited Nashville and was able to secure a performance at the Grand Ole Opry in 1954. At the close of the performance, the manager, Jim Denny, fired him saying, "You ain't going nowhere, son. You ought to go back to driving a truck." But did this young man give in? Did he listen to the professionals? No, he tried again and again until he found a venue for his music. Once he found his break the rest is history, today we remember Elvis as one of America's greatest musicians. Parents can give us advice, they can point and push us in a given direction, but the final authority lies with us. My parents have always encouraged me to challenge myself, but when it came time to create a schedule and choose classes, the decision was mine. The Byrds remind us that, "To everything ... there is a season ... and a time to every purpose under heaven." I would contend that there is a time for guidance and a time for independence. Just like Elvis, we will encounter people who will have a different view of where we should be. Whether that person is a manager, a parent, a friend, we must carefully weigh the advice they give. At times we may be deviating from the best path for us and we made need their loving correction, but at times the advice may not fit our goals.

Assignments Essay

Choose one scientist involved in formulating the modern periodic table and describe why their work made a significant contribution to the development of the periodic table. Dmitri Mendeleev’s contribution to the modern day periodic table is widely renowned in the history of chemical science. Mendeleev was the creator of the periodic table; arranging 63 known elements in order of their atomic mass. His discovery made a significant impact in the development of the periodic table as it set the foundation for further progress to occur in the future. Dmitri Mendeleev anticipated the existence of new elements to be discovered, therefore leaving gaps in the ascending order of elements. Mendeleev was the notable discoverer of isotopes and rare gasses. In summary, science is a blend of logic and imagination and Mendeleev demonstrated these attributes through developing the periodic table (Western Oregon University, 2012). Dmitri Mendeleev’s creation of the periodic table was considered one of the greatest triumphs in chemistry history as it allowed for further exploration to begin. Why do you think the development of the periodic table required input from a range of different people? As many are aware, the development of the periodic table required numerous scientists such as John Newlands and Julius Lothar Mieyer. If not for these men, Mendeleev’s table would not be as accurate as it is today. As time progressed, technology advanced scientists’ discovered noble gasses and determined each elements atomic number. Many scientists played a vital role in developing our modern day periodic table as each person had a different knowledge and understanding of chemistry. To conclude, the periodic table was never one man’s discovery, but the result of numerous scientists’ explorations and experimentations. Each played a vital part in challenging/confirming the theories of their predecessors, recognising different patterns and properties between different elements. How did improvements in technology influence the development of the periodic table? With the improvement in technology from the 1800’s through to present day the development of the periodic table has undergone significant changes. Since the development of the table by Dmitri Mendeleev in 1869, scientists have utilised new technologies to produce a more accurate representation of the chemical elements. Scientists such as William Ramsay, who discovered noble gasses, drastically changed the periodic table adding a whole new group. In 1913, Henry Mosely significantly affected the periodic table with his discovery of nuclear charge. Ultimately, the most technological change is attributed to Glen Seaborg in 1940. His work on the discovery of atomic number reconfigured the periodic table, awarding him the noble prize in chemistry in 1951. Without technological advancements such as nuclear reactors, telescope and the chemical bonds system (Alexander Crum Brow)). Seaborg possibly would not have been able to discover what he did. In summary, the advancement in technology has importantly altered Mendeleev’s original periodic table and will most likely continue with new synthetic elements being added. Briefly describe information we now have about atoms that was not available to earlier scientists who were identifying patterns and trends within early versions of the periodic table. What trends could they see, compared to what we now know? In the 20th Century, scientists have a greater understanding of atoms and the patterns they follow compared to those who invented the early versions of the periodic table. It was noted in the early 1800’s, that matter consisted of lumpy particles called atoms. Towards the end of the century, J. J Thompson discovered electrons and their negative charge. He hypothesised that atoms would therefore contain positive charged particles. In 1869, scientists began to recognised patterns in properties originating from a number of known elements, eventually developing the classification methods. During the early versions of the periodic table, it was determined by Henry Mosely to arrange elements in order of their atomic number. This pattern followed the periodic table concept more accurately than the arrangement of atomic weight. Another notable trend originated from glen Seaborg in the 1940’s. Seaborg artificially produced new heavy mass elements such as neptunium and plutonium. Thus creating a new block in the table called ‘antinides’. To conclude our knowledge of atoms, their structure and patterns they form in the periodic table originating from the 18th century has developed. Essay Part This essay will provide a clear insight into the element of chlorine. It will include detail on the history of chlorine, its’ structure, position on the periodic table and the ions formed. The element of Chlorine was discovered quite early compared to many other elements. Carl Wilhelm Scheele first produced the element in 1774 in Sweden. Scheele came across this element after combining the mineral pyrolusite and hydrochloric acid together. He discovered that this new gas reacted with metals, dissolved slightly in water and bleached flowers and leaves. At first, Scheele believed that the gas produced was oxygen, however Sir Humphry Davy proved in 1810 that this gas was new. Sir Davy then went on to name the new substance Chlorine after the Greek word (Chloros) meaning greenish yellow. Chlorine’s element structure is similar to other elements that are situated in the halogens group on the periodic table. This element comprises an atomic number of 17 and weight of 35. 5. Chlorine is known to be an extremely reactive gas therefore providing reasons as to why it directly combines with the majority of other elements except for the noble gasses. This element is arranged into three shells. The first two shells are filled with electrons. Meanwhile the third contains only seven electrons. Chlorine is a naturally occurring element, arising in the Earth’s crust and seawater. It’s abundance in the Earth is about 100-300 parts per million (Chemistry Explained, 2013). This element is considerably well known to be a dense gas, containing a density rating of 3. 21g per litre. Chlorine is quite a strong oxidizing agent. In other words, it is notorious for taking on electrons from other substances. Nevertheless, the element chlorine’s specific element structure dictates as to why it is positioned within the halogens group. Chlorine has been specifically positioned within the periodic table situated in group 17 because it belongs to the halogens family. It is known to be the second lightest element in the halogens group. Chlorine is situated in this group because it contains similar chemical properties to other halogen family members. Some chemical and physical properties of these elements are; that are very reactive, they contain seven valence electrons, they are poor conductors and they are brittle when solid. Chlorine has a melting point of -100. 98Â °Cand a boiling point of -34. Â °C. Chlorine is heavier than air and proved very effective as a chemical weapon in the trenches and fox holes dug in World War One. Chlorine has been specifically positioned towards the top end of the halogens as it holds a notably low atomic number compared to other elements that are also a part of the same group. In summary, Mendeleev and Seaborg essentially position chlorine within the halogens group due to its similar characteristics. The elements included in the halogens group are fluorine (F), chlorine (Cl), bromine (Br), iodine (I), and astatine (At). Fluorine and chlorine, both have seven valence electrons in their outer shell. That seven-electron trait applies to all of the halogens. They are all just one electron shy of having full shells. The halogens have the trait of combining with many different elements. They are very reactive. You will often find them bonding with metals and elements from Group One of the periodic table. Fluorine is the most reactive of the halogens and reactivity decreases as you move down the column. Therefore, Chlorine is the second most reactive. As the atomic number increases, the atoms get bigger. Their chemical properties change just a small amount when compared to the element right above them on the table. Chlorine forms a negative ion by reason of a greater amount of electrons than protons. This atom has 17 protons and electrons. Due to the last unfilled electron shell, this element transforms into a negative ion. In simpler terms, a negative ion contains one more electron than proton. In scientific language, a negative ion is otherwise known as an anion. Chlorine is converted into an ion once gaining an extra electron from a different element. This process is essential for creating an ionic bond. Chlorine’s ion is known to be extremely soluble in water, thus giving reasons as to why it bonds with sodium, forming sodium chloride. The ionic bond that forms is measured in terms of valence, meaning how much an element wants to bond with another element. To summarise, chlorine and sodium are a direct example of an ionic bond that forms when two ions chemically attach together. The uses of chlorine in everyday life are vast and continue to be used world-wide specifically for maintaining a clean swimming pool environment and many uses as a cleaning agent.