Facts About the End of Shakespeares Life

Facts About the End of Shakespeares Life William Shakespeare, often regarded as the greatest playwright of all time,  is said to have died on April 23, 1616, which is believed to have been his 52nd birthday. The date of his death isnt certain;  the only known end-of-life documentation is a record of his burial two days later. His birth date isnt known, either, but it has been estimated based on his baptism, recorded on  April 26, 1564. When Shakespeare retired from London around 1610, he spent the last few years of his life in New Place, Stratford-upon-Avon’s largest house, which he had purchased in 1597. Stratford-upon-Avon was a market town about 100 miles west of London on the River Avon. It is believed that Shakespeare’s death occurred in this house and would have been attended by his son-in-law, Dr. John Hall, the town physician. New Place no longer stands, but the site has been preserved by the Shakespeare Birthplace Trust and is open to visitors. The Cause of Shakespeare’s Death The cause of his death is not known, but some scholars believe that he had been sick for more than a month before he died. On March 25, 1616, Shakespeare signed his dictated will with a â€Å"shaky† signature, evidence of his frailty at the time. Also, it was customary in the early 17th century to draw up a will on the deathbed, so Shakespeare must have been acutely aware that his life was coming to an end. One theory of the cause of his death arose from a diary entry written by the vicar of Stratford-upon-Avon, who noted  in 1661, many years later, that: â€Å"Shakespeare, Drayton, and Ben Jonson had a merry meeting, and it seems drank too hard; for Shakespeare died of a fever there contracted.† With Stratford-upon-Avon’s reputation in the 17th century for scandalous stories and rumors, it is difficult to authenticate this report, even if it was written by a vicar. Shakespeare’s Burial The Stratford Parish Register records Shakespeare’s burial on April 25, 1616. As a local gentleman, he was buried inside Holy Trinity Church beneath a stone slab engraved with his epitaph: Good friend, for Jesus sake forbearTo dig the dust enclosed here.Blessed be the man that spares these stones,And cursed be he that moves my bones. To this day, Holy Trinity Church remains an important place of interest for Shakespeare enthusiasts, as it marks the beginning and end of the Bard’s life. Shakespeare was baptized and buried at the church. Shakespeares Will Shakespeare  left the bulk of his possessions to his eldest daughter, Susanna, more than to his wife, Anne. Her share famously included his second-best bed, which has drawn speculation that the couple was not close. There is little evidence, however, that she had fallen out of favor. Some scholars note that the term second-best bed often refers to the marital bed, with the first-best bed reserved for guests.

Joseph Marie Jacquard and the Jacquard Loom

Joseph Marie Jacquard and the Jacquard Loom Most people probably don’t think of weaving looms as a forerunner of computers. But thanks to French silk weaver Joseph Marie Jacquard, enhancements to automated weaving helped lead to the invention of computer punch cards and the advent of data processing. Jacquards Early Life Joseph Marie Jacquard was born in Lyon, France on the July 7th, 1752 to a master weaver and his wife. When Jacquard was 10 years old, his father died, and the boy inherited two looms, among other holdings. He went into business for himself and married a woman of some means. But his business failed and Jacquard was forced to become a limeburner at Bresse, while his wife supported herself at Lyon by plaiting straw.   In 1793, with the French Revolution well underway, Jacquard took part in the unsuccessful defense of Lyon against the troops of the Convention. Afterward, he served in their ranks on the Rhà ³ne and Loire. After seeing some active service, in which his young son was shot down at his side, Jacquard again returned to Lyon.   The Jacquard Loom Back in Lyon, Jacquard was employed in a factory and used his spare time in constructing his improved loom. In 1801, he exhibited his invention at the industrial exhibition at Paris, and in 1803 he was summoned to Paris to work for the Conservatoire des Arts et Mà ©tiers. A loom by Jacques de Vaucanson (1709- 1782), deposited there, suggested various improvements in his own, which he gradually perfected to its final state. Joseph Marie Jacquards invention was an attachment that sat on top of a loom. A series of cards with holes punched in them would rotate through the device. Each hole in the card corresponded with a specific hook on the loom, which served as a command to raise or lower the hook. The position of the hook dictated the pattern of raised and lowered threads, allowing textiles to repeat complex patterns with great speed and precision. Controversy and Legacy The invention was fiercely opposed by the silk-weavers, who feared that its introduction, owing to the saving of labor, would deprive them of their livelihood. However, the looms  advantages secured its general adoption, and by 1812 there were 11,000 looms in use in France. The loom was declared public property in 1806, and Jacquard was rewarded with a pension and a royalty on each machine.   Joseph Marie Jacquard died at Oullins (Rhà ³ne) on the 7th of August 1834, and six years later a statue was erected in his honor  at Lyon.

Discuss the nature of Enterpreneurship in StreetShine case. What are Essay

Discuss the nature of Enterpreneurship in StreetShine case. What are the outcomes and how do they differ from those that might be achieved by philanthropy - Essay Example In general, the level of commitment is greater in a social organization than a commercial organization. A number of scholars and experts define a social enterprise as a business whose principal business purpose is the well being of the society (Chapman, Forbes and Brown, 2007; Darby and Jenkins, 2006). These establishments use various types of methods and disciplines of business coupled with the power of the marketplace for the purpose of advancing the environmental, social and human justice agendas (Black, 2002; Vega and Kidwell, 2007). This essay seeks to throw light on the nature of entrepreneurship in StreetShine case. Furthermore, the essay will also discuss different types of factors related to a social enterprise. However, prior to getting deeper into the analysis portion, the study will at first carry out an in-depth analysis of the case. The case begins with the introduction of StreetShine, a social enterprise operating in the UK. The venture was initiated by Nick Grant in the year 2004 and operates from London. The organization is operating in association with the homeless charity, Thames Reach Bondway. StreetShine specializes in employment and training opportunities for the individuals who are in the process of rebuilding their lives or have experienced homelessness. Furthermore, the organization also runs a professional shoeshine service in hotels and city offices of London. The aim of the organization is to offer the shoe shiners to earn guaranteed income opportunity and along with that gain transferable and valuable skills. The notion of social enterprises came into existence in the mid of the 20th century for the prime purpose of addressing the needs of those segments of the society that has not been dealt properly by the government or the corporate sector (Chapman, Forbes and Brown, 2007; Vega and Kidwell, 2007). Despite the presence of non-profit organizations, since the mid of 1800s in various forms,

HS2- cost vs benefits Dissertation Example | Topics and Well Written Essays - 2750 words

HS2- cost vs benefits - Dissertation Example TABLE 1: Report of HSR Documents in the UK YEAR REPORT AUTHOR KEY NOTES February, 2004 High Speed Rail: International comparisons Commission for Integrated Transport (CfIT) Geographical and demographic factors created differences in international markets. The current railway network in Britain’s network was in order. The rail network capacity was good. 2005 High Speed Line Study WS Atkins A forecast made on overcrowding of lines. There was need for investment in HSR with a check on economic case. 2016 proposed as the opening date for the project. December, 2006 The Eddington Transport Study Sir Rod Eddington The long distance connections never provided better connectivity in relation to the local connections that are short distanced. Doubts on real benefits of HSR considered. HSR could not reduce carbon emission. Other viable options for transport in long distances considered of lower costs than HSR. June, 2007 HS2 Proposition, the WCRL corridor Greengauge21 Due to capacity sh ortfall, HS2 proposed as the best option to solve the crisis. The costs earlier predicted about HSR seen as not logical. HSR network offered a continuation for HS1. A growth predicted on demand for WCML which will boost connection in the corridor and boost economic growth. January, 2009 High Speed Two Department for Transport The new government to consider construction of HS2. HS2 Company to be created so that it deals with network planning. HSR to address the problem of overcrowding. September, 2009 The case for new lines Network Rail A network configuration and service pattern proposal created. London was considered to be the main area in focus. WCML was the first HST alignment to be built. September, 2009 A step forward Greengauge21... This research will begin with the background knowledge on high speed rail. The high speed rail entered the UK in 2007 following the completion of Channel Tunnel to London. It was called Channel Tunnel Rail Link, currently referred to as High-Speed 1 or HS1. A political consensus on the construction of HSR network in UK for trains running with a maximum speed of 350 kmph is currently preferred. The next project is the construction of High Speed 2 that will connect London and the northern parts of UK. According to UK transport policy, HS2 is viewed as the most appropriate mode of transport for the region in relation to the increased demand for rail network and transport. An extensive study on the program in the year 2004 by different countries in the world revealed that UK had not implemented the High-Speed rail. Other countries like Germany, Japan, France and Spain had already adopted it. The study revealed that UK had not seen the need for High-Speed rail because of demand in the tra nsport sector. The available modes of transport were in a position to hold the capacity. Several reports drawn from the table show that a growing demand for rail transport cannot be met with the current network and therefore a viable solution should be sought to hold the situation. A further forecast for the future has enhanced its implementation. The reason backing HS2 was lack of capacity in UK rail network. The proposal for HS2 by Rail Network was after careful consideration on possible alternatives using WCML alignment.

Comparing Schools Essay Example for Free

Comparing Schools Essay This report provides advice on the collection and reporting of information about the performances of Australian schools. The focus is on the collection of nationally comparable data. Two purposes are envisaged: use by education authorities and governments to monitor school performances and, in particular, to identify schools that are performing unusually well or unusually poorly given their circumstances; and use by parents/caregivers and the public to make informed judgements about, and meaningful comparisons of, schools and their offerings. Our advice is based on a review of recent Australian and international research and experience in reporting on the performances of schools. This is an area of educational practice in which there have been many recent developments, much debate and a growing body of relevant research. Our work is framed by recent agreements of the Council of Australian Governments (COAG), in particular, at its meeting on 29 November 2008: C OAG agreed that the new Australian Curriculum, Assessment and Reporting Authority will be supplied with the information necessary to enable it to publish relevant, nationally-comparable information on all schools to support accountability, school evaluation, collaborative policy development and resource allocation. The Authority will provide the public with information on each school in Australia that includes data on each school’s performance, including national testing results and school attainment rates, the indicators relevant to the needs of the student population and the school’s capacity including the numbers and qualifications of its teaching staff and its resources. The publication of this information will allow comparison of like schools (that is, schools with similar student populations across the nation) and comparison of a school with other schools in their local community. (COAG Meeting Outcomes) Our work also has been framed by the recently endorsed MCEETYA Principles for Reporting Information on Schooling (see Section 1. 4). Before summarising our specific recommendations, there are some general conclusions that we have reached from our review of international research and experience. The specific recommendations that follow are best understood in the context of these general conclusions: †¢ Vigilance is required to ensure that nationally comparable data on individual schools does not have the unintended consequence of focusing attention on some aspects of the purposes of schooling at the expense of other outcomes that are as important but not as easily measurable. Parents/caregivers and the public are interested in a broad range of information about schools, and nationally comparable data should be reported in the context of this broader information. †¢ Although it has become popular in education systems in some other parts of the world to use statistical models to develop ‘measures’ of school performance and to report these measures publicly in league tables, we believe that there are very v Reporting and Comparing School Performances  sound technical and educational reasons why school measures of this kind should not be used for public reporting and school comparisons. †¢ Related to this point, we are not convinced of the value of reporting ‘adjusted’ measures of student outcomes publicly. Measures of student outcomes should be reported without adjustment. †¢ To enable the comparison of unadjusted student outcomes across schools, we believe that a ‘like-schools’ methodology should be used. This methodology would allow parents/caregivers, the public, and education systems to compare outcomes for schools in similar circumstances. †¢ While point-in-time measures of student outcomes often are useful, it is difficult to establish the contributions that teachers and schools make to point-in-time outcomes. In general, measures of student gain/growth across the years of school provide a more useful basis for making judgements about the value that schools are adding. †¢ Measures of gain/growth are most appropriately based on measurement scales that can be used to monitor student progress across the years of school. The NAPLAN measurement scales are an example and provide educational data superior to that available in most other countries. Consideration should be given to developing national measurement scales for early literacy learning and in some subjects of the national curriculum. †¢ Initially reporting should build on the understandings that parents and the public have already developed. For example a school’s NAPLAN results should be reported in forms that are consistent with current NAPLAN reports for students. Although much work needs to be done in defining the most appropriate measures, the principle should be to build on the representations of data that are already familiar to people. Recommendations Our report makes the following specific recommendations: student outcome measures †¢ Nationally comparable data should be collected on the literacy and numeracy skills of students in each school, using NAPLAN (Years 3, 5, 7 and 9). †¢ Nationally comparable data should be collected on the tertiary entrance results of students in each senior secondary school. These data could be reported as the percentage of students achieving tertiary entrance ranks of 60 or above, 70 or above, 80 or above, and 90 or above (calculated as a percentage of the students achieving tertiary entrance ranks). †¢ Nationally comparable data should be collected on the percentage of students in each senior secondary school completing Year 12 or equivalent; the percentage of students applying to all forms of post-school education; and the percentage of students completing VET studies. vi Reporting and Comparing School Performances †¢ Nationally comparable data should be collected on the achievements of students in core national curriculum subjects (English, mathematics, science and history), beginning in 2010. National assessments could be developed initially at Year 10. †¢ Nationally comparable data should be collected on the early literacy learning of children in each primary school. These assessments will need to be developed and should be administered upon entry to school and used as a baseline for monitoring progress across the first few years of school. physical and human resources †¢ Nationally comparable data should be collected about sources and amounts of funding received by each school, including all income to the school from State and Commonwealth governments, as well as details of fees payable by parents, including those that are mandatory and any voluntary levies that parents are expected to pay. †¢ Nationally comparable data should be collected on the numbers and qualifications of teaching staff in each school. Basic data would include academic qualifications, details of pre-service teacher education, and details of any advanced certification (eg, Advanced Skills Teacher; Level 3 Teacher). student intake characteristics †¢ Nationally comparable data should be collected on the socio-economic backgrounds of students in each school. Data should be based on information collected at the individual student level, using at least parental occupation and, possibly, parental education levels, under the agreed MCEETYA definitions. †¢ Nationally comparable data should be collected on the percentage of students in each school of Aboriginal and/or Torres Strait Islander background under the agreed MCEETYA definition. †¢ Nationally comparable data should be collected on the percentage of students in each school identified as having a language background other than English (LBOTE) under the agreed MCEETYA definition. †¢ Nationally comparable data should be collected on the geo-location of each school using a 3-category scale: metropolitan, provincial, and remote. †¢ Nationally comparable data should be collected on the percentage of students in each school with special educational needs. A nationally agreed definition of this category will need to be developed. like-school comparisons †¢ In reporting student outcome data for a school, data for like-schools should be provided as a point of comparison. Like-schools will be schools in similar circumstances and facing similar challenges. †¢ In determining ‘like-schools’, account should be taken of the percentage of students with Indigenous backgrounds, the socio-economic backgrounds of the students in the school, and the percentage of students from language backgrounds other than English. vii Reporting and Comparing School Performances †¢ For each school separately, like-schools should be identified as the schools most similar to that school on the above characteristics (rather than pre-defining a limited number of like-school categories). †¢ Work should commence as soon as possible on the development of an appropriate like-schools methodology. public reporting †¢ For the purpose of providing public information about schools, a common national website should be used to provide parents/caregivers and the public with access to rich information about individual schools. †¢ The national website should provide information about each school’s programs, philosophies, values and purposes, provided by the school itself, as well as nationally comparable data, provided centrally. †¢ Nationally comparable student outcome data should, wherever possible, provide information about current levels of attainment (ie, status), gain/growth across the years of school, and improvement in a school over time. †¢ The complete database for each state/territory should be made available to the relevant state/territory departments of education and other employing authorities, enabling them to interrogate data for their schools and to make judgments about school performances using aggregated data and national summary statistics. We believe that almost all nationally comparable data collected centrally could be reported publicly. The exceptions would arise when the public reporting of data may have negative and unintended consequences for schools. For example, we can envisage negative consequences arising from the reporting of the socio-economic backgrounds of students in a school, or of the financial circumstances of struggling, small schools (both government and non-government). We also believe that data reported publicly should be factual data about a school, and not the results of secondary analyses and interpretations that are open to debate (eg, value-added measures). viii Reporting and Comparing School Performances 1. INTRODUCTION In education, good decision making is facilitated by access to relevant, reliable and timely information. Dependable information is required at all levels of educational decision making to identify areas of deficiency and special need, to monitor progress towards goals, to evaluate the effectiveness of special interventions and initiatives, and to make decisions in the best interests of individual learners. The focus of this  paper is on the provision and use of information about individual schools. The starting point is the observation that relevant and reliable information about schools is required by a range of decision makers – including parents and caregivers, school principals and school leadership teams, system managers and governments, and the general public – all of whom require dependable information that they can use to maximise opportunities and outcomes for students. 1. 1 Audiences and Purposes  Parents and caregivers require valid and reliable information to evaluate the quality of the education their children are receiving, to make informed decisions in the best interests of individual students, and to become active partners in their children’s learning. They require dependable information about the progress individuals have made (the knowledge, skills and understandings developed through instruction), about teachers’ plans for future learning, and about what they can do to assist. There is also considerable evidence that parents and caregivers want information about how their children are performing in comparison with other children of the same age. And, if they are to make judgements about the quality of the education their children are receiving, they require information that enables meaningful comparisons across schools. School leaders require reliable information on student and school performances for effective school management. Research into factors underpinning school  effectiveness highlights the importance of the school leader’s role in establishing an environment in which student learning is accorded a central focus, and goals for improved performance are developed collaboratively by staff with a commitment to achieving them. School managers require dependable pictures of how well students in a school are performing, both with respect to school goals for improvement and with respect to past achievements and achievements in other, comparable schools. Governments and system managers require dependable information on the performance and progress of individual schools if they are to exercise their responsibilities for the delivery of quality education to all students. Effective management depends on an ability to monitor system-wide and school performances over time, to gauge the effectiveness of special programs and targeted resource allocations, to monitor the impact of policies, and to evaluate the success of initiatives aimed at traditionally disadvantaged and underachieving sections of the student population. Accurate, reliable information allows system managers to measure progress against past performances, to identify schools and issues requiring special attention, to target resources appropriately, and to set goals for future improvement. 1 Reporting and Comparing School Performances 1. 2 Forms of Information Because there are multiple audiences and purposes for information about schools, the forms of information required for effective decision making are different for different stakeholders. Parents and caregivers require a wide range of information, including information relating to their immediate needs (eg, Is the school easily accessible by public transport? Does it have an after-school program? What fees and/or levies does it charge? ); the ethos of the school (eg, What evidence is there of bullying/harassment? What are the espoused values of the school? Do students wear uniforms? What level of discipline is imposed? Who is the principal? ); their child’s likely educational experience (eg, Who will be my child’s teacher next year? Will they be in a composite class? How large will the class be? Does the school have a literacy intervention program? What extra-curricular activities are provided? ); and the school’s educational results (eg, Does the school achieve outstanding Year 12 results? ). School leaders require other forms of information, including information relating to staffing and resources (eg, What resources are available for music next year? How many beginning children have special learning needs? ); the effectiveness of initiatives (eg, Is there any evidence that the extra class time allocated to literacy this year made a difference?); and academic results (eg, How many Year 5 students did not meet the minimum performance standard in Reading? Have our results improved since last year? Are we still below the state average? How did last year’s Year 12 results compare with those of the neighbouring school? ). System managers and governments require still other forms of information, including information to monitor system-wide trends over time, to evaluate the effectiveness of attempts to raise standards and close gaps, and to identify schools that are performing unusually well or unusually poorly given their circumstances. In general, the schoollevel information required by system managers and governments is less fine-grained than the information required by parents, teachers and school leaders. Figure 1 displays schematically various forms of information that could be made available about a school, either publicly or to specific audiences (eg, system managers). The forms of evidence represented in Figure 1 are: A: student outcome measures that a school could choose to report Most schools report a wide range of information about the achievements of their students to their school communities. This information is reported in school newsletters, local and community newspapers, school websites, and at school events. The information includes details of Year 12 results, analyses of postschool destinations, results in national mathematics and science competitions, language certificates, awards, prizes, extra-curricular achievements, community recognition, and so on. Most schools take every opportunity to celebrate the achievements of their students and to announce these achievements publicly. 2 Reporting and Comparing School Performances Figure 1. Forms of information that could be made available about a school B:a sub-set of student outcome measures on which it is agreed to collect nationally comparable data Within the set of student outcome information that might be reported for a school, there could be a sub-set of outcomes on which it was agreed to collect nationally comparable data. A reason for identifying such a sub-set would be to ensure some common measures to facilitate school comparisons – within a local geographical area, across an entire education system, nationally, or within a group of ‘like’ schools. Inevitably, nationally comparable data would be collected for only some of the outcomes that schools, parents and communities value. Performances on common literacy and numeracy tests in Years 3, 5, 7 and 9 are an example of nationally comparable data currently in this category. C. physical and human resources measures that a school could choose to report Schools provide information in various forms and to various audiences about their physical and human resources. Information of this kind includes details of staff qualifications and teaching experience, staff turnover rates, school global budgets, computers and other technology, newly constructed facilities, bequests, results of fundraising drives, and so on. Some of this information may be reported to the school community; some may be kept confidential to the school, education system or government departments. D: a sub-set of physical and human resources measures on which it is agreed to collect nationally comparable data Within the set of physical and human resources measures reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data. For example, there have been recent calls for greater consistency and transparency in the reporting of school funding arrangements (Dowling, 2007; 2008) and for more consistent national approaches to assessing and recognising teacher quality (Dinham, et al, 2008). 3 Reporting and Comparing School Performances E. student intake measures that a school could choose to report Most schools have considerable information about their students. For example, they may have information about students’ language backgrounds, Indigenous status, socio-economic backgrounds, learning difficulties and disabilities. This information usually is reported only within education systems or to governments and is not reported publicly, although schools sometimes provide information to their communities about the range of languages spoken by students in the school, the countries from which they come, the percentage of Indigenous students in the school and the school’s special Indigenous programs, or the number of severely disabled students and the facilities and support provided for these students. F: a sub-set of student intake measures on which it is agreed to collect nationally comparable data. Within the set of student intake characteristics reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data. Some progress has been made toward nationally consistent definitions and nationally consistent data collections on student background characteristics. G. all other information that a school could choose to make available Beyond information about student outcomes, student backgrounds and their physical and human resources, schools provide a range of other information to the communities they serve. 1. 3 Nationally Comparable Data Acknowledging the many purposes and audiences for information about schools, and the various forms that this information can take, the specific focus of this paper is on the collection and reporting of nationally comparable data for the purposes of evaluating and comparing school performances. In other words, the focus is on categories B, D and F in Figure 1. We envisage three broad uses of such data: †¢ use by parents and caregivers in judging the quality of educational provision and in making informed decisions in the best interests of individual students; †¢ use by school leaders in monitoring a school’s improvement and benchmarking the school’s performance against other, comparable schools; and †¢ use by education systems and governments in identifying schools that are performing unusually well or unusually poorly given their circumstances. As noted above, these three stakeholder groups are likely to have different needs. The ways in which nationally comparable data are analysed, combined and reported may be different for different purposes. We see the process of reaching agreement on the core data that should be available about a school as a national collaborative process, and see little value in arriving at different conclusions about these data for different parts of the country. 4 Reporting and Comparing School Performances 1. 4 Principles for Reporting The Principles for Reporting Information on Schooling (see pages 6-7) adopted by the Ministerial Council for Education, Employment, Training and Youth Affairs (MCCETYA) provide an important point of reference for any proposed collection and use of nationally comparable data on schools. These principles recognise the multiple audiences and purposes for information about schools, the need to collect broad evidence about student and school performances, and the desirability of monitoring intended and unintended consequences of reporting information on schools. Australian governments have undertaken to ensure that data provided for the purposes of comparing schools are reliable and fair and take into account the contexts in which schools work. Governments also have undertaken not to develop simplistic league tables of school performances. 1. 5 Structure of Paper This paper first considers the kinds of nationally comparable data that might be collected about schools for the purposes outlined above. We draw on national and international research and experience, attempt to anticipate the likely requirements of different audiences, and take into account what measures currently exist and what additional measures might be desirable in the future. Each of the three data categories in Figure 1 is considered in turn: †¢ †¢ †¢ student outcome measures physical and human resources measures student intake measures (sections 2-3) (section 4) (section 5) We then consider alternative ways of evaluating and comparing school performances. Two broad methodologies are discussed: †¢ †¢ the direct comparison of student outcomes the construction of measures of school performance (section 6) (section 7) Finally, we consider issues in reporting publicly on the performances of schools: †¢ †¢ audiences and purposes for reporting options for public reporting on schools (section 8) (section 9) 5 Reporting and Comparing School Performances MCEETYA PRINCIPLES FOR REPORTING INFORMATION ON SCHOOLING There is a vast amount of information on Australian schooling and individual schools. This includes information about the educational approach of schools, their enrolment profile, staffing, facilities and programs, and the education environment they offer, as well as information on the performance of students, schools and systems. Different groups, including schools and their students, parents and families, the community and governments, have different information needs. The following principles provide guidance on requirements for information on schooling, including the types of information that should be made readily available to each of the groups noted above. These principles will be supported by an agreed set of national protocols on the access to and use of information on schooling. Good quality information on schooling is important: FOR SCHOOLS AND THEIR STUDENTS. Principle 1: Schools need reliable, rich data on the performance of their students because they have the primary accountability for improving student outcomes. Good quality data supports each school to improve outcomes for all of their students. It supports effective diagnosis of student progress and the design of quality learning programs. It also informs schools’ approaches to provision of programs, school policies, pursuit and allocation of resources, relationships with parents and partnerships with community and business. Schools should have access to: †¢ Comprehensive data on the performance of their own students that uses a broad set of indicators †¢ Data that enables each school to compare its own performance against all schools and with schools of similar characteristics †¢ Data demonstrating improvements of the school over time †¢ Data enabling the school to benchmark its own performance against that of the bestperforming schools in their jurisdiction and nationally FOR PARENTS AND FAMILIES. Principle 2: Information about schooling, including data on the performance of individuals, schools and systems, helps parents and families to make informed choices and to engage with their children’s education and the school community. Parents and families should have access to: †¢ Information about the philosophy and educational approach of schools, and their staffing, facilities, programs and extra-curricular activities that enables parents and families to compare the education environment offered by schools †¢ Information about a school’s enrolment profile, taking care not to use data on student 1  characteristics in a way that may stigmatise schools or undermine social inclusion. †¢ Data on student outcomes that enables them to monitor the individual performance of their child, including what their child knows and is able to do and how this relates to what is expected for their age group, and how they can contribute to their child’s progress †¢ Information that allows them to assess a school’s performance overall and in improving student outcomes, including in relation to other schools with similar characteristics in their jurisdiction and nationally. 1 Any use or publication of information relating to a school’s enrolment profile should ensure that the privacy of individual students is protected. For example, where the small size of a school population or of a specific student cohort may enable identification of individual students, publication of this information should be avoided. 6 Reporting and Comparing School Performances FOR THE COMMUNITY. Principle 3: The community should have access to information that enables an understanding of the decisions taken by governments and the status and performance of schooling in Australia, to ensure schools are accountable for the results they achieve with the public funding they receive, and governments are accountable for the decisions they take. Students are an important part of our society and take up a variety of roles within it after leaving school. The community is therefore a direct and indirect consumer of the product of our schools, as well as providing the means of public funding. Information about schools in the public domain fulfils the requirement that schools be accountable for the results they achieve with the public funding they receive, including relative to other ‘like’ schools; it should also give the community a broad picture of school performance and a sense of confidence in our school systems. The community should have access to: †¢ Information about the philosophy and educational approach of schools, and their staffing, facilities, programs and extra-curricular activities that enables the community to compare the education environment offered by schools. †¢ Information about individual schools’ enrolment profile, taking care not to use data on student characteristics in a way that may stigmatise schools or undermine social inclusion †¢ National reporting on the performance of all schools with data that allows them to view a school’s performance overall and in improving student outcomes, including in relation to other schools with similar characteristics RESPONSIBLE PROVISION OF SCHOOLING INFORMATION Australian Governments will ensure that school-based information is published responsibly so that: †¢ any public comparisons of schools will be fair, contain accurate and verified data, contextual information and a range of indicators to provide a more reliable and complete view of performance (for example, information on income, student body characteristics, the spread of student outcomes and information on the value added by schools) †¢ governments will not devise simplistic league tables or rankings and will put in place strategies to manage the risk that third parties may seek to produce such tables or rankings, and will ensure that privacy will be protected. †¢ reports providing information on schooling for parents and families and the community will be developed based on research on what these groups want to know and the most effective ways the information can be presented and communicated. FOR GOVERNMENTS Principle 4: Governments need sound information on school performance to support ongoing improvement for students, schools and systems. Government also need to monitor and evaluate the impacts (intended and unintended) of the use and release of this information to improve its application over time. Good quality information on schooling enables governments to: †¢ analyse how well schools are performing †¢ identify schools with particular needs †¢ determine where resources are most needed to lift attainment †¢ identify best practice and innovation in high-performing schools that can be mainstreamed and used to support improvements in schools with poorer performance †¢ conduct national and international comparisons of approaches and performance †¢ develop a substantive evidence base on what works. This will enable future improvements in school performance that support the achievement of the agreed education outcomes of both the Ministerial Council for Education, Employment, Training and Youth Affairs and the Council of Australian Governments. 7 Reporting and Comparing School Performances 2. STUDENT OUTCOMES Information about the outcomes of a school’s efforts is key information for parents and caregivers if they are to judge the quality of educational provision; for school leaders to monitor a school’s performance and improvement; and for education systems and governments to identify schools in need of additional support. However, schools work to promote many different kinds of outcomes for their students. For some schools, an important objective is to improve school attendance rates. For others, assisting students to make successful transitions into the workforce is a high priority. Some schools are more focused than others on supporting the social, spiritual and emotional development of students. Still others measure their success in terms of entry rates into highly sought-after university courses. Decisions about the outcomes to be reported publicly for schools are important because they influence judgements about how well individual schools are performing. This is particularly true when education systems and governments attempt to construct ‘measures’ of school performance: Perverse incentives can arise when the [school] performance measure has both a large impact upon actors and focuses on an aspect of schooling that does not reflect the true or overall purpose and objectives of schools. Unfortunately, this can be common in school performance measures if the performance measure is too narrowly defined. (OECD, 2008, 26).

Knowledge Sharing in a Multi-cultural Setting Essay -- Comparative, Kn

In recent decades, the importance of knowledge management to an organization has been recognized by the society, and leaders are more likely to introduce it into the management systems of their organizations, yet Wang and Noe (2010) claimed that the success of knowledge management initially depended on knowledge sharing, which was the fundamental of communication between employees. Hence, these questions will be aroused that what can influence knowledge sharing and how it can be influenced. This paper will have a comparative review of two published studies, which are Knowledge sharing in a multi-cultural setting: a case study (Ford & Chan, 2003) and Knowledge sharing and team trustworthiness: it’s all about social ties! (Wang et al., 2006), both authors have answered the questions ahead on the basis of their studies. But while both of them give us explicit conclusions and generally support that knowledge sharing has a connection with social relationship, there are clear differences in the approach each takes to the study. Dr. Dianne P. Ford, who has published in the Handbook on Knowledge Management, illustrates a result that cross-cultural difference is an obstacle to share knowledge and there is a slight difference between intra-cultural knowledge sharing and inter-cultural knowledge sharing using case study and data analysis. (Ford & Chan, 2003) Dr. Wang and his colleagues seem to be more interested in the relationship between knowledge sharing and trust. They use the same methodology with Dr. Ford in the course of research to claim that trust plays an important role in knowledge sharing, but it also can be substituted by social tie and network in some specific context. (Wang et al., 2006) This paper is organized as follows.... ...g the view that when people meet a person they are not familiar with, they won’t talk too much, so there is little knowledge sharing. Unless after a while, a belief relationship built between them, they will share more knowledge. A social tie or network, I think, is only a bridge to bring people to meet others, but have not reached the high level of substituting trust. Same with Ford and Chan, Wang et al. also use case study methodology and data analysis. But unlike the previous who choose the best site for the research, they use Wang’s working place, a technology research and development institution in Taiwan as the study site. (Wang et al., 2006) Therefore, all the study is about the knowledge sharing within an innovation team, which is a certain component of the whole organization or the society, greatly limits the scalability and extensibility of the results.

Industrial Conditions: Urban Life Essay

How successful were progressive reforms during the period 1890-1915 with respect to TWO of the following? Industrial conditions; urban life; politics.The late 19th century and early 20th century were marked by a period of reforms known as Progressivism. During this time, leaders of Progressive reforms aimed to improve American lives by instigating changes that would influence politics and urban lifestyles. Progressivism generally helped improve the everyday life and reduced corruption within the nations legislations. During the Progressive Era, President Theodore Roosevelt adapted in 1904 what was known as the Square Deal program. This was the main program that outlined business relationships between the corporate leaders and the industrial workers and that fairness and equality would preside over the connection. However, in order to prevent a communistic society and maintain competition in the economy, Roosevelt did not eliminate all trusts. He declared that there were some good trusts, along with the bad ones. The good trusts were those that were free from corruption and would generally maintain a fair and just relationship between employer and employee. The program included the Sherman Antitrust Act, which demanded that the trusts be judged by the acts they have committed. This act successfully signaled the end of corrupt trusts, along with the passing of the Elkins Act. The Elkins Act prevented the rich and the well known to benefit and receive rebates on the railways. The Elkins Act forced the railroads to create an equal rate for people of all walks of life and it could not be subject to change. In the coal strike of 1902, hundreds of thousands of Americans refused to work in the mines without improvements to working conditions. With the support of Progressive reforms, Roosevelt successfully improved the working environment by instituting a nine-hour workday and a 10% increase in wages. The Square Deal program also marked the end of laissez-faire, which meant an increase in federal power and consequently, an improvement to urban life. In addition to improving daily life, progressives also wanted to reduce corruption in the federal government and increase democratic ideas. Progressives were unsatisfied by the way the United State government was ran  at the time, since it did not represent the direct voice of the citizens. They wanted several reforms and changes to be made, such as recall, in which the people could remove officials from office with a public vote. This would successfully reduce corrupt power within state legislations. Taking it to a national level, progressive leaders also demanded direct primary elections and direct elections of Senators. In the past, many of the political bosses decided whom the candidates would be for each party by letting the people vote for the party nominations, the actual candidates would be a much better representation for the people. Many progressives depicted the Senate as being run by political bosses, each representing the views and notions of different major corporations. The 17th Amendment was eventually passed, which allowed citizens to direction vote for their Senators, rather than the state officials. This also increased the voice of the people rather than the voice of the corporate leaders. In addition to direct elections, Progressivism also pushed towards womens suffrage. This ensured that political officials elected into the office do represent the voice of the entire nation, not just that of men. The 19th Amendment was passed in 1920 and granted universal suffrage. Progressivism successfully ended the reign of trusts and monopolies. Power was stripped from the corrupt urban machines and placed in the hands of everyday citizens. Lives improved as working conditions improved; corruption disappeared as the federal government began taking charge; the period of Progressive reformed marked an era of true progress.

Best Practices Essay

Historically, minority groups have been ardent supporters of and advocates for high-quality public education. Black efforts to gain systemic equality in educational policies and practices are well known: the battles for equal per-pupil expenditures; teachers’ salaries; length of school terms; expenditures for buildings, facilities, equipment, and books; curricular offerings; and so on. As a result of these efforts and of political and economic changes nationally and internationally, progress has been made with respect to ending legally imposed school segregation, as well as increasing minority participation in schooling for longer periods of time, that is, raising the median years of schooling completed. This paper aims to identify three best practices which assist the educational progress of minorities. Since public school desegregation began in the mid-1960s, urban school improvement is considered to be one of the most contributing factors for the progress of minorities in educational sector. Black educators and their likeminded allies have increasingly taken the lead in urban school improvement. One facet of this movement has been the study of schools that are effectively educating urban poor black children and making recommendations to other schools that want to replicate effective policies and programs. Researchers like Ronald R. Edmonds, George Weber and Daniel U. Levine began by identifying public schools that were effectively teaching black children and pinpointed their common characteristics, namely strong administrative leadership; orderly but flexible atmosphere, conducive to instruction; philosophy that acquiring basic academic skills is the first order of business; climate of high expectations, and continuous monitoring and evaluation of pupil progress with instructional strategies redesigned as needed (Mohanty, 1994). Achievements of urban school improvements were particularly evident in the middle of 1990s, for instance the data indicated significant increase in New York schools where 70 percent or more of the students â€Å"achieved reading scores at or above grade level for three years† (Iram & Wahrman, 2003:119). The second important practice contributing to educational progress of minorities is initiation and further development of various improvement projects targeting directly minority students and their teachers. In the beginning of 1990s for instance, Chicago instituted a plan for mastery learning in reading to correct the widespread problem of low reading achievement. The program provided teachers with comprehensive instructional activities, corresponding student learning activities, formative tests for instructional feedback, and corrective instructional activities for those students who failed to master objectives. A criterion referenced testing program served as the basis for instruction, promotion, and administrative monitoring (Bjork et al, 1994). The New Jersey Education Association (NJEA) in 1996 instituted a School Effectiveness Training Program designed to increase student achievement. The results from this program showed lower staff absenteeism, higher participation of staff in instructional decisions, greater involvement of staff in school activities, reduced costs for vandalism, better management, and higher staff and student morale (McNeely, 1985). The final practice, very important in terms of progress performed by minorities in education is giving a preference to private schooling than public. It must be emphasized that during the past two decades it has become increasingly apparent that larger numbers of minority adults are selecting nonpublic schools for their young. In their desire to obtain the best possible education for their young, they choose private schools, including minority independent schools. These parents say they believe private schools provide their children with better basic skills instruction, cultivate higher order thinking skills, have higher academic standards, and prepare their children for college or the work place more successfully. School improvement for them means leaving public schools. As Slaughter and Schneider points out (1986:17) black parents’ choice of private schools is â€Å"less of a rejection of public schooling, and more of an evolution of a new strategy for insuring future levels of sustained and/or upward mobility for the family. † Increased minority departure from public schools, however, may mean that the more supportive, motivated, caring, and accomplished parents and their children (regardless of income) are not involved in the public school system and that the system is the loser in the process (Henig et al. , 1999). From the critical perspective, minority individuals and communities must consider the costs and benefits of education in nonpublic schools compared with education in public schools – not only for themselves, but for the nation at large. At the same time, public schools must make more headway in school improvement if they want to retain the traditional support they have long enjoyed from black families. Many minority students can attain standards of excellence if school improvement policies and programs such as those described above are retained, consistently used, refined, and modified. Individual schools will find that their achievement levels and test scores improve, and that many of them can attain local and national norms even if their populations are poor, or black, or Hispanic, or both. These standards can be achieved without excluding any student from an equal opportunity to be educated. Our country still has a long way to go to realize equity in the schoolrooms of our nation. All students need an equal chance to learn, which means providing equity in financing schools and programs; providing competent, caring teachers; retaining proven, compensatory programs and relating curriculum subject matter to coping with real-life situations and problems. References Bjork L. et al (1994). Minorities in Higher Education, Oryx Press Henig J. , Hula R. , Orr M. , Pedescleaux D. (1999). The Color of School Reform: Race, Politics, and the Challenge of Urban Education, Princeton University Press Iram Y. & Wahrman H. (2003). Education of Minorities and Peace Education in Pluralistic Societies, Hillel; Praeger, 2003 Mohanty, C. T. (1994). On Race and Voice: Challenges for Liberal Education in the 1990s. In H. A. Giroux and P. McLaren (Eds. ), Between Borders: Pedagogy and the Politics of Cultural Studies (145-166). New York: Routledge Slaughter D. T. , & Schneider B. L. (1986). Newcomers: Blacks in private schools. Final Report to the National Institute of Education (Grant No. NIE-G-82-0040, Project No. 2- 0450). Evanston, IL: Northwestern University, School of Education

Housing Welfare And Community Care Social Work Essays

Housing Welfare And Community Care Social Work Essays Housing Welfare And Community Care Social Work Essay Housing Welfare And Community Care Social Work Essay Alcock 2008 defines societal policy as an enabler of advancing public assistance and wellbeing for people citizens and how it is made possible for all citizens to populate a ego carry throughing life whether it be through wellness, instruction, lodging, employment and socially. Social policy and public assistance province are complicated and disputing existent issues, which both airss interesting and hard inquiries to us all as a society. Questions such as follows ; who s regarded as fringy? Who are the citizens and what rights do they hold? What is the thrust behind the different groups, both formal and informal, that form together to put demands of alteration? How society and the province treat the person? These are truly of import issues that one has to use flexible thought in undertaking. In response to the above inquiry, the two chosen subjects of treatment will be Health and Social Security. This paper will discourse theories of societal policies how these have influenced or contributed to the development and reform of public assistance service proviso. Furthermore, to extent hold wellness and societal security policies influenced the bringing of public assistance proviso in a changed and altering society. Cardinal Government remains an of import component refering societal policy and public assistance proviso as developers and Jesuss of, public wellness, lodging, instruction, employment and societal attention. Although consideration of other act uponing factors such as historic and recent policies under consecutive authoritiess, are as of import, in add-on, to factors as the Poor Law reform in 1905, debut of the public assistance province under Labour Public bureaus the Local Governments and NHS, the European Union, degeneration of disposal powers sub-nationally fo r case, to Scotland, Wales and Northern Ireland in order to understand particularly welfare proviso reform. Other factors every bit of import which have made a important part to the development of societal policy and reform of public assistance proviso are voluntary bureaus, communities and different household constructions. Family set-up and the person are of import factors to this treatment, as they greatly influence determination for alterations and development of public assistance proviso A ; societal policy. Development and reform of societal policy for public assistance proviso Early on development theories of societal policy can be traced every bit far as 100 old ages back at the terminal of nineteenth Century during the Fabian Society. The Fabian Society was established in 1884 by Sidney Webb who subsequently, with others formed the Labour and thought it would be an mechanism for policy devising through where alteration could be established. Sidney Webb campaigned for societal protection during the British Capitalism at the terminal of the nineteenth Century, while both Charles Booth and Seebohm Rowntree s surveies revealed the badness of poorness in Britain. This research influenced the early development of the Fabian societal policy thought, whilst it challenged the Conservative Party so governing portion that the public assistance demands of all would be met by economic markets. The Fabians argued that intercession was necessary in order to supply, protect and keep support for which economic markets could non. ( Alcock. et Al ( 2008 ) pp 4 A ; 5 ) Important reforms of reexamining the Poor Law were introduced by the Broad Government during the twentieth Century before the Labour Party gained power. As the UK became industrialized and urbanised it was necessary to reform the hapless jurisprudence between the sixteenth and 20th century due to population motion this local system was stretched. The parishes were affected by trade recession and eruptions of diseases the hapless jurisprudence was under strain and became dearly-won and complex to pull off ( Hill 2003 ) . The Royal Commission established in 1905 were challenged with reforming the Poor Laws because they could non hold on a manner forward they ended up bring forthing two studies. The Fabian and the Charity Organisation Society studies in both of the publications accent were put on the demand to alter public assistance proviso. In order to set up reform both groups had different ways in which they supported alteration, the Fabian who were the minority saw public proviso o f the province services as the manner frontward, whereas, the bulk COS their construct was for the voluntary philanthropic activity to go on with the cardinal function. The alteration of Poor Law by Broad Government in proviso of societal security produced two signifiers of statute law, the Old Pensions Act 1908 and the National Insurance Act 1911. The National Insurance was base on parts, that came jointly from the province, employers and employees, it provided screen against sickness A ; unemployment, whereas, the old age pensions was agencies tested based on non-contributory ( Hill 2003 ) . The argument for the province and voluntary sector continues to act upon policy development and reform to today. The treatment remains an of import portion of argument to equilibrate the province and non-state proviso in societal planning. The differences in political orientations of the Fabian and COS are important because non merely have they influenced the treatments to reform societal policy, but have to boot encouraged the survey and rating of policy as it advances. Even though their political orientations differed, but they were both concerned with the publicity and development of public assistance reform. This led to set uping a new section of Social Sciences and Administration in 1912 at London School of Economics which was the first and most of import topographic point for the survey of societal policy. Titmuss who was a major subscriber to the surveies of societal policy was the first professor for societal disposal in the UK. Social policy instruction and research extended to other Universities in the last 50 old ages and has been taken up in undergraduate instruction environments. B roadening the learning environment of the topic, has presented controversial challenges of purposes and methods of survey of the Fabianism which dominated argument of societal policy until 1970s. Although, the debut of the public assistance province by the Labour Government during 1945h-51 appeared to hold been supported by the Fabian followings, the undermentioned century societal policy enlargement and development inquiries became more of import. ( Alcock. et Al ( 2008 ) pp 5 A ; 6 ) . Welfare State was a major development of societal policy in the UK because it replaced the piecemeal and partial proviso which was the bing policy at the clip. The debut of the public assistance province was combative that it generated of import argument and dissension of what it meant and why it was seen to be accomplishing its intent, around about the same clip the Beveridge study of 1942 was published. The five giant immoralities that had undermined the British society before the war were described by Beveridge in his study as, disease, sordidness, ignorance, idling and want. A public assistance province system assumed primary duty for the public assistance being of its citizen to battle affairs such as, Healthcare, Education, Employment and Social Security. The Beveridge study ( 1942 ) proposed a far making colony as portion of a wider societal and Economic Reconstruction, one time triumph in the Second World War was secured and became the bluish print for the British public assi stance province. Welfare province is based on the rules of equality of chance, just distribution of wealth and public duty for those who lack the minimum commissariats for a good life. The term may be applied to a assortment of signifiers of Economic and societal administration. A basic characteristic of the public assistance province is societal insurance, intended to supply benefits during periods of greatest demand i.e. old age, unwellness, unemployment. The public assistance system besides covers employment and disposal of consumer monetary values. Britain adopted comprehensive societal insurance in 1948 which was proposed in the Beveridge study of 1942 which was based on three premises that were household allowances, a national wellness service and full employment. This became a major propaganda arm with both major parties committed to its debut. During the war, the alliance authorities committed itself to full employment through Keynesian policies, free universal secondary Edu cation and the debut of household allowances. The labour authorities was elected in 1945 and introduced three manner that s the 1946 national insurance act, which implemented the Beveridge strategy for societal security the national wellness service act 1946 and the1948 national aid act which abolished the hapless jurisprudence while doing proviso for public assistance services. Health Healthcare has consumed a big and turning part of societal disbursement in all advanced industrialized societies, peculiarly in the past two decennaries. Get downing in the 1970 s healthcare systems experienced a cost detonation . It can be noted that by the full reappraisal of the NHS in 1988, obtained unfavorable judgment for its disbursement and the NHS did non make much cut downing the portion of capital disbursement taken by wellness. This had the bad luck of co-occuring with the planetary economic clasp up and concerns about the financial visibleness of the public assistance province. Britain has been systematically a low Spender on the NHS. The wellness sector is a fertile land for technological invention that may protract life but at significant disbursal for with the employment for all being a societal policy, the wellness sector is a big generator of service sector employment. But occupations in this sector be given to be labour intensive and have lower productiveness thr ough the fabrication occupations. In 1948 the universe wellness assembly defined wellness as a province of complete physical mental and societal well being and non simply the absence of disease or frailty whilst the 1986 charter for the publicity of wellness said wellness is a resource for mundane life, non the aim of life. Health is a positive construct stressing societal and personal resources every bit good as physical capacities . Pre National Health Service in 1948 patients were required to pay for their wellness attention. Free intervention was sometimes available from learning infirmaries and charity infirmaries such as Royal free infirmary. Some local governments operated local infirmaries for local rate remunerators. Systems of wellness insurance normally consisted of private strategies such as friendly societies. Under the national insurance act 1911, introduced by ( David Lloyd George ) a little sum was deducted from hebdomadal rewards to which was added parts from the employer and authorities. In retu rn for the part, the workingman was entitled to medical attention though non needfully to the drugs prescribed. To obtain medical attention he had to register with a physician. Subsequent to the debut of the National Health Service Act 1946 which was viewed as a mail rock act, a new moving ridge of wellness service was experienced in Britain. For, it stated at that place in that the wellness service was to be run on a national footing and paid out of general revenue enhancement contributed to the national insurance fund that all citizens could register with a household physician of their ain pick and receive free intervention for simple unwellness and where the GP could non handle, he referred on to infirmaries Still it stated and showed that GPs remained private professional people frequently grouped in a common legal entity called a partnership, owned their ain premises, received an one-year payment for each NHS patient besides signed on at their surgery and therefore had a responsibility to supply attention for that individual and that they were over seen by appointed organic structures called Executive councils besides responsible for tooth doctors and chemists. More so it stated that attending at infirmary was free as by and large infirmaries in the state were owned and run by the national authorities. Medicines prescribed by the GP could be picked up from the chemists free, Eye trials and eyeglassess were free from the optician and visits to the tooth doctor were free excessively. Today in Britain the province plays a chief function in funding and supplying health care. Healthcare is financed from the general grosss instead than pay axial rotation revenue enhancements and the cardinal authorities determines the NHS Budget. The province owns the infirmaries and governs the health care service through back-to-back grades of wellness governments emanating from the Department of wellness at the Centre. At the same clip province directors have shared authorization in wellness attention administration with the medical profession allowing the British Medical Association ( BMA ) an indispensable function in policy devising and disposal Giaimo ( 1994, 1995 ) . The Universalism of the NHS created a wide solidarity and committedness to equity that the public expects the authorities to warrant. The NHS has at least aspired to a comprehensive impression of community based on Marshall s ( 1963 ) thought of societal citizenship and has expressed this solidarity as a right of all to a comprehensive degree of attention, about free of charge on the footing of clinical urgency instead than an ability to pay. But surely since the origin of the NHS, those into private insurance have been able to leap in front of waiting lists for elected surgery. This inequality of entree between those with private insurance has ever been a little minority. It is quoted that in 1990 ; merely 11 % of the population had private coverage Klein, Timmius ( 1995, p155. 1995, p507 ) . Those with private insurance still receive most of their attention from NHS as public patients, because private policies are restrictive in the country of coverage. Social Security Social security is province system of care in the UK, which fall into the undermentioned five subdivisions, contributory benefits, non-contributory benefits, benefits the province need the employer to supply, means-tested benefits and revenue enhancement credits to supplement income. After the war societal security was provided for up until early 1980s services covered were, attention for the aged, instruction, lodging unemployment payments attention for the aged and health care under a consensus Government. Social security purposes to guarantee income against hazards of peculiar clip in life, i.e. retirement, unemployment, illness and to relieve poorness or low income by redistributing resources across societies life anticipation from working age to retirement, in add-on to redistributing wealth from the rich to the hapless and counterbalancing for excess costs as kids, disablement and eventually supply fiscal during household dislocation ( Alcock et al 2008 ) . All public assistance commissariats are by definition redistributive in some manner, a step is redistributive, if the people who receive measured income are non the same as those who pay ( Titmuss ) identified assorted sorts of redistrive procedure which debated issues non possible to understand the redistributive impact of societal policy without sing them. Titmuss describes the following societal division of public assistance categorization reasonably rough, societal public assistance, public assistance distributed through revenue enhancement system and occupational public assistance. The financial public assistance class roll uping subsidies incentives together and reassign payments, including income care, whereas, occupational public assistance are salary related benefits, measured to better efficiency of the work force, these of import constructs draw attending to different forms of redistribution and explains how for case by revenue enhancement or benefit can hold the same effe cts and expands the range of societal policy topic. Tawney argued that public disbursement is the most effectual manner of redistributing resources. The purpose, he writes, is non the division of the state s income into 11 million fragments, to be distributed, without farther bustle, like bar at a school dainty, among its 11 million households. It is, on the contrary, the pooling of its excess resources by agencies of revenue enhancement, and the usage of the financess therefore obtained to do accessible to all, irrespective of their income, business or societal place, the conditions of civilization which, in the absence of such steps, can merely be enjoyed by the rich. Social insurance rule is that people earn benefits by parts paid while at work and they should bask advantages of entitlement to free benefits, because they have paid for them. The disadvantage is that people must work to measure up, this excludes a big figure of people, for case, the unemployed, including adult females who have been raising kids, school departers, disabled and inveterate ill people. Poor people are improbable able to afford parts if payments are set excessively high. Means tried benefits are criticised extensively because they are sing a residuary public assistance system, which are assessed on a trial of income, assets and capital. Although they concentrated on those most in demand, there are complex and hard to administrate. In add-on they create a poorness trap and deterrences to work because it is system seen to be better of as benefits are withdrawn with the addition in rewards. They are equal nail downing unfavorable judgments of non-means tested benefits, suc h as, non-contributory benefits, this system of public assistance is a agency of run intoing particular demands such as, a demand for societal attention for people with physical disablements. There are assorted other agencies of public assistance which will but to advert a few as describe above, nevertheless, the following of import point for treatment is how the Beveridge study planned to cover people from cradle to sculpt this based on the following six national insurance rules, fullness, categories of insurance, adequateness, incorporate disposal, level rate benefits and parts. These purposes were neer fulfilled, despite the insufficiencies the national insurance still accounts for more than half of the societal security outgo in the UK and failures of the system to cover the population has progressively led to dependency on means-tested benefits. Particularly the national aid which subsequently was changed its name to auxiliary benefit and income support, though it is the most of import benefit because it guaranteed a minimal degree of income as it disposes a limited proportion of all money spent on societal security. During the 1970s 1980s long term unemployment grew, society became progressively depended on income support and other benefits i.e. individual parent and incapacity, even though the Beveridge strategy intended to cover with long period or mass unemployment degrees. The system had virtually stopped in the mid-1990 with merely 8 % in receiver of national insurance and replaced with Jobseekers Allowance which is similar to income support. The epoch to follow accent was increased to affect people through labour markets as a means out of poorness, the term welfare to work has dominated since, and steps to back up people include, advice, preparation and supervising. The pension recognition have replaced the means-tested support, whereas, the cosmopolitan pensions strategy were likely to be low, more than half of aged people made up 20 % in last income distribution around 1970. A For all its short approachs, the NHS as an up rise from the societal policy theory of equal and free entree to wellness takes a important function for centre phase as the most popular component of the British public assistance province and therefore due to the free entree of wellness theory in societal policy its to a large extent that it has influenced the bringing of public assistance services on a positive side and met with the demands of a changed and altering society clip to clip that s why Thatcher ganged that leveling it would hold merely invited the requital of electors. In add-on national insurance would hold shifted the seashore of Heath attention onto employers and therefore look intoing their resistance and it would hold undercut her scheme to pull inward investing and assistance fight through low labor costs. Hence why she alternatively brought market into the NHS itself that s why the 1989 white paper called for an internal market in the NHS dividing buyers from suppl iers. NHS infirmaries were granted independency from territory wellness governments and in extra to market reforms, the authorities besides granted NHS directors a scope of monitoring controls over physicians from occupation description to compulsory physician per reappraisal to guarantee that physicians provide more cost effectual attention. The authorities hoped that competition would nt merely give more efficient wellness attention bringing, but would besides devolve duty for NHS public presentation failures down to local buyers and suppliers. Thatcher s wellness attention reform therefore different from her policy towards province net incomes, related pension, her cautiousness in wellness policy was nt merely because the NHS was more expensive than other options, instead the political rise of exchanging to a new wellness attention system were considerable for the NHS was more than 30 old ages old of upon which most Briton s relied for wellness attention. On the other manus commu nity attention has been justified as being a more appropriate manner of looking after people with long term attention needs, there are jobs about the efficiency of the alterations brought approximately by the new system. For some people the system was proved to be more expensive and uneconomical than the institutional attention which used to be provided. High quality individualised attention in their ain places, with which most people agree, has non materialised ; commissariats are unevenly distributed around state depending on local governments and the NHS. Social security sometimes referred to as personal fiscal aid and income care, is alleviation of poorness, the construct is that people feel secure, this non merely involves being protected against want and adversities that may come about through alteration in fortunes. For case when persons or households are affected by illness, go unemployed, they should non be deprived or lose their ownerships, therefore the grounds why people on societal security are expected to hold material ownerships such as telecasting sets. Progressive redistribution that is horizontal supports people with unequal income from those who have more and even back up for kids by those without kids. The rule is non seen as charity, alternatively its viewed as a common co-operation which can be extended to the remainder of public assistance province.

Funny Happy Gilmore Movie Quotes

Funny Happy Gilmore Movie Quotes If you enjoy funny movies, you will find Happy Gilmore, starring Adam Sandler, worth your time (and money). Whats more, the comical quotes in the movie are great even for repeat viewing. The humor is sarcastic and you cant help laughing at Happy Gilmores wisecracks. The movie is a sports comedy about an unsuccessful ice hockey player with anger issues who takes up golf to win money to save his grandmothers house from repossession. His unorthodox hockey-type slapshot swing and colorful personality are good for golf ratings but earn him enemies. If you enjoy one-liners, this movie offers them aplenty. Here are some Happy Gilmore movie quotes that present the best of Adam Sandlers dialogues. Happy Gilmore Quotes Im stupid. Youre smart. I was wrong. You were right. Youre the best. Im the worst. Youre very good looking. Im not very attractive. My name is Happy Gilmore. Ever since I was old enough to skate, I loved hockey. Wasnt really the greatest skater though... But that didnt stop my dad from teaching me the secret of smacking his greatest slap shot. During high school, I played junior hockey and still hold two league records: most time spent in the penalty box; and I was the only guy to ever take off his skate and try to stab somebody. I didnt break it, I was merely testing its durability, and I placed it in the woods cause its made of wood and I thought he should be with his family. Did that go in? I wasnt watching†¦ did it go in? I didnt see it. Could you tell me if it went in? I got into this tournament for one reason: money. And now I have a new reason: kicking your ass! Golf requires goofy pants and a fat ass. You should talk to my neighbor the accountant, huge ass. Yeah, it IS about time! I mean I just couldnt get the ball in the hole! I wanted to but I just couldnt do it! Thats my puck baby! Dont you ever touch my puck! He shoots, he scores! Funny Dialogues from Happy Gilmore Shooter McGavin: I eat pieces of shit like you for breakfast!Happy Gilmore: You eat pieces of shit for breakfast? Endless Love Virginia: I thought we were just going to be friends.Happy Gilmore: What? Friends listen to Endless Love in the dark. Finger-Paintings Terry: All you ever talk about is becoming a pro hockey player, but theres a problem: youre not any good.Happy Gilmore: I am good. You know what†¦ youre a lousy kindergarten teacher. Ive seen those finger-paintings you bring home and they SUCK. Bob Barker Happy Gilmore: Id love to punch that guy in the face right now. But I cant, you know, because Id get in trouble. I bet you get a lot of that on Lets Make A Deal.​Bob Barker: Its The Price Is Right, Happy.​Happy Gilmore: [grimaces in embarrassment] Oh, yeah. Sorry.​Bob Barker: It happens. Lets play some golf.

Case study A Essay Example | Topics and Well Written Essays - 250 words

Case study A - Essay Example He works an average of ten hours per day Monday through Friday and an half day on Saturday. This gives him very little time for other activities, which means if he falls sick, then the business will just go down with him. 2.The major reason Judd wants to call it a day in his business is that he thinks he is knocking himself out for very little money ,whereas he is putting in a lot more hours, has a great deal of responsibility and even faces the risk of financial loss and perhaps even bankruptcy. He compares himself with his cousin who works as a packer at a local manufacturing company; he realizes that he is making far less money than his cousin. 3. The advice I would offer Juddi is that he should seriously consider getting a partner for his business. This is because with the partner’s help, he will be able to inject in the much needed capital to boost the business and also it will enable Judd to concentrate more on the repair work which will help them make more money. With a partner it means Judd will also benefit from some free hours and this will enable him to rest and be able to think on ways for improving this

Benefits and strategies of Internet marketing proposal Research Paper

Benefits and strategies of Internet marketing proposal - Research Paper Example The proposal also aims at identifying the way of making business productive and marketable using the internet. The proposal also aims to explain how effective internet marketing can help in promoting business beyond borders at low cost. In regards to internet marketing, the proposal also explains how other social media applications can be of help in promoting and doing business all over the world without necessarily moving from one place to another. The proposal furthermore defines ways on how globalization has made business easy due to rapid development in technology. World technology through Wide Area Applications (WAP), has promoted invention of business platform such as e-commerce that focuses on the business electronically through mobile phones, computers and even computerized devices such as Bluetooth. According to Silverstein (2000), Internet marketing refers to the sale of commodities through web and email with the aim of driving valid and productive buyers. In addition to selling and buying of products, websites and emails enable online advertising of the same goods and services typically in conjunction with old methods like television, radio, magazines, and newspapers. According to Kotler & Armstrong (2012), most of the companies and organizations always think selling and buying of goods online is the only way to make wider market in regards to business success. Many are frightened to venture into online marketing since they fear they might lose lifetime savings besides turning off potential clients. Many fail to realize that selling and buying online is the same as doing one-on-one service with valid customer in daily life situation. Online marketing entails winning trust and confidence of respective clients or customers in regards to particular service or good you wish to offer. The target market will, therefore, depend on the type of service, or a good one offers into the immediate market. This will enable potential and valid