C Language: Question Bank

Material from Interview Mantra. Subscribe to free updates via email. Material from Interview Mantra. Subscribe to free updates via email. Favourite 50 – C Interview Question Bank for freshers and experienced IT programmers Written by Madhulika Reddy and Dhoka Ratan. Edited and Published by Sridhar Jammalamadaka Get the latest updates and news on topics Career and Education from Interview Mantra – Subscribe to Interview Mantra for free. ABOUT THIS BOOK This book comprises of Interview Questions and Answers collected from the famous career advice blog www. InterviewMantra. et The aim of this book is to help freshers and experienced programmers to quickly brush up the basic concepts of C language. This book can be used as a quick study guide before attending a job interview which requires knowledge of C programming language. The questions that appear in this book are few of the most frequently asked questions in IT Job interviews in top MNC companies. All the questions hav e been neatly answered and have been supported with example code wherever applicable. A lot of effort has been put into this book to make the answers as accurate as possible, but no warranty or fitness is implied. The authors and the publisher shall have neither liability nor responsibility to any person or entity with respect to any loss or damages arising from the information contained in this book or from the use of the programs accompanying it. Please send your feedback to us via email to [email  protected] net COPYRIGHT INFO C language – Interview Question Bank by Sridhar Jammalamadaka is licensed under a Creative Commons Attribution-Share Alike 2. 5 India License. Based on a work at www. interviewmantra. net. In simple words, you may use this work for commercial purposes, remix the work, reproduce it by any means, provided ou keep a link to http://www. interviewmantra. net and attribute the work to the owner – Sridhar Jammalamadaka. CONTENTS AT A GLANCE 1. 2. 3. 4. 5. Chapter Name pg-no Variables & Control Flow . . . . . . . . . . . . . . . . . . . . 6 Operators, Constants & Structures . . . . . . . . . . . .11 Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Pointers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Material from Interview Mantra. Subscribe to free updates via email. TABLE OF CONTENTS CHAPTER 1: Variables & Control Flow 1. What is the difference between declaring a variable and defining a variable? 2. What is a static variable? 3. What is a register variable? 4. Where is an auto variable stored? 5. What is scope & storage allocation of extern and global variables? 6. What is scope & storage allocation of register, static and local variables? 7. What are storage memory, default value, scope and life of Automatic and Register storage class? 8. What are storage memory, default value, scope and life of Static and External storage class? 9. What is the difference between ‘break' and ‘continue' statements? 0. What is the difference between ‘for' and ‘while' loops? CHAPTER 2: Operators, Constants & Structures 1. Which bitwise operator is suitable for checking whether a particular bit is ON or OFF? 2. Which bitwise operator is suitable for turning OFF a particular bit in a number? 3. What is equivalent of multiplying an unsigned int by 2: left shif t of number by 1 or right shift of number by 1? 4. What is an Enumeration Constant? 5. What is a structure? 6. What are the differences between a structure and a union? 7. What are the advantages of unions? 8. How can typedef be to define a type of structure? 9. Write a program that returns 3 numbers from a function using a structure. 10. In code snippet below: struct Date { int yr; int day; int month; } date1,date2; date1. yr = 2004; date1. day = 4; date1. month = 12; Write a function that assigns values to date2. Arguments to the function must be pointers to the structure, Date and integer variables date, month, year. Material from Interview Mantra. Subscribe to free updates via email. CHAPTER 3: Functions 1. What is the purpose of main() function? 2. Explain command line arguments of main function? 3. What are header files? Are functions declared or defined in header files ? 4. What are the differences between formal arguments and actual arguments of a function? 5. What is pass by value in functions? 6. What is pass by reference in functions? 7. What are the differences between getchar() and scanf() functions for reading strings? 8. Out of the functions fgets() and gets(), which one is safer to use and why? 9. What is the difference between the functions strdup() and strcpy()? CHAPTER 4: Pointers 1. What is a pointer in C? 2. What are the advantages of using pointers? 3. What are the differences between malloc() and calloc()? 4. How to use realloc() to dynamically increase size of an already allocated array? . What is the equivalent pointer expression for referring an element a[i][j][k][l], in a four dimensional array? 6. Declare an array of three function pointers where each function receives two integers and returns float. 7. Explain the variable assignment in the declaration int *(*p[10])(char *, char *); 8. What is the value of sizeof(a) /sizeof(char *) in a code snippet: char *a[4]={â€Å"sridhar†,†raghava†,†shashi†,†srikanth†}; 9. (i) What are the differences between the C statements below: char *str = â€Å"Hello†; char arr[] = â€Å"Hello†; (ii) Whether following statements get complied or not? Explain each statement. arr++; *(arr + 1) = ‘s'; printf(â€Å"%s†,arr); CHAPTER 5: Programs 1. Write a program to find factorial of the given number. 2. Write a program to check whether the given number is even or odd. 3. Write a program to swap two numbers using a temporary variable. 4. Write a program to swap two numbers without using a temporary variable. Material from Interview Mantra. Subscribe to free updates via email. 5. Write a program to swap two numbers using bitwise operators. 6. Write a program to find the greatest of three numbers. 7. Write a program to find the greatest among ten numbers. . Write a program to check whether the given number is a prime. 9. Write a program to check whether the given number is a palindromic number. 10. Write a program to check whether the given string is a palindrome. 11. Write a program to generate the Fibonacci series. 12. Write a program to print â€Å"Hello World† without using semicolon anywhere in the code. 13. Wr ite a program to print a semicolon without using a semicolon anywhere in the code. 14. Write a program to compare two strings without using strcmp() function. 15. Write a program to concatenate two strings without using strcat() function. 16. Write a program to delete a specified line from a text file. 17. Write a program to replace a specified line in a text file. 18. Write a program to find the number of lines in a text file. 19. Write a C program which asks the user for a number between 1 to 9 and shows the number. If the user inputs a number out of the specified range, the program should show an error and prompt the user for a valid input. 20. Write a program to display the multiplication table of a given number. Testimonials Anushka M says â€Å"Thank you soooo much for all these questions, along with the solutions. It’s a great compilation. Thanks a lot guys. 🙂 † Anonymous says â€Å"Awesome. Thanks a ton for uploading this pdf, your concept was crystal clear. Now I am very confident about myself. Now I'm ready to face the interview challenge. Thanks once again. † Urmi says â€Å"Thank You.. It's Nice.. It saved my valuable Time.. Thanks a lot! † Rajakumari says â€Å"Thank you so †¦ much Mr. Sridhar. No words to say , lot of thanks†¦Ã¢â‚¬ ¦ Very useful to freshers & experienced. † Material from Interview Mantra. Subscribe to free updates via email. CHAPTER 1: Variables & Control Flow 1. What is the difference between declaring a variable and defining a variable? Declaration of a variable in C hints the compiler about the type and size of the variable in compile time. Similarly, declaration of a function hints about type and size of function parameters. No space is reserved in memory for any variable in case of declaration. Example: int a; Here variable ‘a' is declared of data type ‘int' Defining a variable means declaring it and also allocating space to hold it. We can say â€Å"Definition = Declaration + Space reservation†. Example: int a = 10; Here variable â€Å"a† is described as an int to the compiler and memory is allocated to hold value 10. 2. What is a static variable? A static variable is a special variable that is stored in the data segment unlike the default automatic variable that is stored in stack. A static variable can be initialized by using keyword static before variable name. Example: static int a = 5; A static variable behaves in a different manner depending upon whether it is a global variable or a local variable. A static global variable is same as an ordinary global variable except that it cannot be accessed by other files in the same program / project even with the use of keyword extern. A static local variable is different from local variable. It is initialized only once no matter how many times that function in which it resides is called. It may be used as a count variable. Example: #include //program in file f1. c void count(void) { static int count1 = 0; int count2 = 0; count1++; count2++; printf(â€Å"Value of count1 is %d, Value of count2 is %d†, count1, count2); } /*Main function*/ int main(){ count(); count(); count(); return 0; } Output: Value of count1 is 1, Value of count2 is 1 Value of count1 is 2, Value of count2 is 1 Material from Interview Mantra. Subscribe to free updates via email. Value of count1 is 3, Value of count2 is 1 3. What is a register variable? Register variables are stored in the CPU registers. Its default value is a garbage value. Scope of a register variable is local to the block in which it is defined. Lifetime is till control remains within the block in which the register variable is defined. Variable stored in a CPU register can always be accessed faster than the one that is stored in memory. Therefore, if a variable is used at many places in a program, it is better to declare its storage class as register Example: register int x=5; Variables for loop counters can be declared as register. Note that register keyword may be ignored by some compilers. . Where is an auto variables stored? Main memory and CPU registers are the two memory locations where auto variables are stored. Auto variables are defined under automatic storage class. They are stored in main memory. Memory is allocated to an automatic variable when the block which contains it is called and it is de-allocated at the completion of its block execution. Auto variables: Storage : main memory. Default value : garbage value. Scope : local to the block in which the variable is defined. Lifetime : till the control remains within the block in which the variable is defined. 5. What is scope & storage allocation of extern and global variables? Extern variables: belong to the External storage class and are stored in the main memory. extern is used when we have to refer a function or variable that is implemented in other file in the same project. The scope of the extern variables is Global. Example: /*************** Index: f1. c ****************/ #include extern int x; int main() { printf(â€Å"value of x %d†, x); return 0; } Index: f2. c ****************/ int x = 3; Here, the program written in file f1. c has the main function and reference to variable x. The file f2. c has the declaration of variable x. The compiler should know the datatype of x and this is done by extern definition. Material from Interview Mantra. Subscribe to free updates via email. Global variables: are variables which are declared above the main( ) function. These variables are accessible throughout the program. They can be accessed by all the functions in the program. Their default value is zero. Example: #include int x = 0; /* Variable x is a global variable. It can be accessed throughout the program */ void increment(void) { x = x + 1; printf(† value of x: %d†, x); } int main(){ printf(† value of x: %d†, x); increment(); return 0; } 6. What is scope & storage allocation of register, static and local variables? Register variables: belong to the register storage class and are stored in the CPU registers. The scope of the register variables is local to the block in which the variables are defined. The variables which are used for more number of times in a program are declared as register variables for faster access. Example: loop counter variables. register int y=6; Static variables: Memory is allocated at the beginning of the program execution and it is reallocated only after the program terminates. The scope of the static variables is local to the block in which the variables are defined. Example: #include void decrement(){ static int a=5; a–; printf(â€Å"Value of a:%d†, a); } int main(){ decrement(); return 0; } Here ‘a' is initialized only once. Every time this function is called, ‘a' does not get initialized. so output would be 4 3 2 etc. , Local variables: are variables which are declared within any function or a block. They can be accessed only by function or block in which they are declared. Their default value is a garbage value. 7. What are storage memory, default value, scope and life of Automatic and Register storage class? . Automatic storage class: Storage : Default value : main memory. garbage value. Material from Interview Mantra. Subscribe to free updates via email. Scope Lifetime Storage Default value Scope Lifetime : : : : : : local to the block in which the variable is defined. till control remains within the block. CPU registers. ga rbage value. local to the block in which the variable is defined. till control remains within the block. 2. Register storage class: 8. What are storage memory, default value, scope and life of Static and External storage class? 1. Static storage class: Storage Default value Scope Lifetime Storage Default value Scope Lifetime : : : : : : : : main memory. zero local to the block in which the variable is defined. till the value of the variable persists between different function calls. main memory zero global as long as the program execution doesn't come to an end. 2. External storage class: 9. What is the difference between ‘break' and ‘continue' statements? Differences between ‘break' and ‘continue' statements break 1. break is a keyword used to terminate the loop or exit from the block. The control jumps to next statement after the loop or block. 2. Syntax: { Statement 1; Statement 2; Statement n; break; } 3. reak can be used with for, while, do- while, and switch statements. When break is used in nested loops i. e. within the inner most loop then only the innermost loop is terminated. 4. Example: i = 1, j = 0; while(i a && b ; c) { printf(â€Å"b is Greater than a and c†); } else if (c ; a && c ; b) { printf(â€Å"c is Greater than a and b†); } else { printf(â€Å"all are equal or any two values are equal†); } return 0; } Output: Enter a,b,c: 3 5 8 c is Greater than a and b Explanation with examples: Consider three numbers a=5,b=4,c=8 if(a;b && a;c) then a is greater than b and c now check this condition for the three numbers 5,4,8 i. . if(5;4 && 5;8) /* 5>4 is true but 5>8 fails */ so the control shifts to else if condition else if(b;a && b;c) then b is greater than a and c now checking this condition for 5,4,8 i. e. else if(4;5 && 4;8) /* both the conditions fail */ now the control shifts to the next else if condition else if(c;a && c;b) then c is greater than a and b Material from Interview Mantra. Subscribe to free updates via email. now checking this condition for 5,4,8 i. e. else if(8;5 && 8;4) /* both conditions are satisfied */ Thus c is greater than a and b. 7. Write a program to find the greatest among ten numbers. Program: #include int main() { int a[10]; int i; int greatest; printf(â€Å"Enter ten values:†); //Store 10 numbers in an array for (i = 0; i ; 10; i++) { scanf(â€Å"%d†, [i]); } //Assume that a[0] is greatest greatest = a[0]; for (i = 0; i ; 10; i++) { if (a[i] ; greatest) { greatest = a[i]; } } printf(â€Å"Greatest of ten numbers is %d†, greatest); return 0; } Output: Enter ten values: 2 53 65 3 88 8 14 5 77 64 Greatest of ten numbers is 88 Explanation with example: Entered values are 2, 53, 65, 3, 88, 8, 14, 5, 77, 64 They are stored in an array of size 10. et a[] be an array holding these values. /* how the greatest among ten numbers is found */ Let us consider a variable ‘greatest'. At the beginning of the loop, variable ‘greatest' is assinged with the value of first element in the array greatest=a[0]. Here variable ‘greatest' is assigned 2 as a[0]=2. Below loop is executed until end of the array ‘a[]';. for(i=0; igreatest) { greatest= a[i]; } } For each value of ‘i', value of a[i] is compared with value of variable ‘greatest'. If any value greater than the value of ‘greatest' is encountered, it would be replaced by a[i]. After completion of ‘for' loop, the value of variable ‘greatest' holds the greatest number in the array. In this case 88 is the greatest of all the numbers. Material from Interview Mantra. Subscribe to free updates via email. 8. Write a program to check whether the given number is a prime. A prime number is a natural number that has only one and itself as factors. Examples: 2, 3, 13 are prime numbers. Program: #include main() { int n, i, c = 0; printf(â€Å"Enter any number n: â€Å"); scanf(â€Å"%d†, ); /*logic*/ for (i = 1; i

Functional Areas of Business Essay

Analyzing the functional areas of Management In all types of businesses (big or small), managers play a key role in the efficiency, profitability, and functionality of how the business meets its goals and successes. The purpose of managers are to oversee and coordinate the work of others. As managers, it is important that ensure that the business’ greatest resource, which are its employees, are used effectively. There are several functional areas within business that managers play a role in one way or another. These functional areas are business law, human resource management, leadership, accounting, finance, economics, research and statistics, marketing, operations management, and strategic management. Each of these functional areas are like a piece of the pie, in where when they are assembled, represent the business as a whole cohesive unit. In business law, the manager ensures that the operations of a business are legally sound and that the business is compliant with any state, federal, or international codes and regulations. Many businesses use the services or products of other businesses, which requires the use of contracts. Managers must have an understanding of contracts to ensure they are current, fair, and meet the needs of the company. Managers also use business law to ensure all intellectual property is safeguarded such as patents. Human resources management is a key function in all businesses because it directly involves the development of personnel within a business. All managers play a role in the life cycle of their employees to include hiring, training, promotion, and disciplinary actions. The role of human resources managers is constantly evolving and many organizat ions have added the responsibilities of retirement benefits, and payroll accounting to their scope of practices. The leadership of managers involves the way in which managers influence employees to meet the company’s goals. Managers use leadership to motivate and inspire their employees to get the job done, and done well. Managers who are good leaders can to use their leadership skills to handle and  resolve conflict that may arise, and solicit cooperation through organizational change. Management and leadership are skills that go hand in hand. As a manager, one must organize the work of personnel not just to maximize efficiency, but lead them by nurturing skills to develop talent and inspire results (Murray, 2009). Accounting is a critical function in management. Whether a for profit business or nonprofit business, both need and use money to survive and succeed. It is important that managers understand the fiscal competencies within their area of responsibility to be good stewards of the funds or profits they are accountable for. There are two components to accounting financial and managerial. Managers in financial accounting create financial documents, such as balance sheets and income statements through the tracking of expenses and profits within a business. Managers in managerial accounting use these statements created by financial managers to in their decision-making processes to make efficient use of funds and control costs. Finance is a function of business that concentrates on the fiscal properties of a business, such as revenue, loans, grants, and subsidies. Like accounting, finance is critical to any business if it wants to succeed in a competitive business word. Managers must be able to identify how and when financing is needed to maintain current business operations as well as obtaining new capital or ventures. The function of economics in business provides an avenue of how well a business is doing in the business market locally or globally. Managers use economics to increase profits within their market conditions by studying the consumption, production, and distribution of their service or product. Economics can also provide valuable information to managers when economies become unstable or are experiencing a recession, or when seeking to venture into a new market. Research and statistics are valuable resources for a business. To stay competitive and profitable, businesses continually must conduct research to meet consumer demand. Research is also vital for a business who wants to expand its services or products. The raw data gathered from the research can be interpreted using a variety of statistical methods. The information extracted from the research and statistical data assist managers in deciding what business processes are useful and maintaining goals, and what processes may need to be modified or dismissed. The manager’s role in operations management is to ensure that the goods or  service are getting to the customer efficiently and cost effectively. It is important the supply chain runs effortlessly to meet the customer demand changes. Managers must also be able to anticipate and forecast demand changes in profits to determine when new equipment or facilities are necessary to maintain or increase profits and customer satisfaction. All businesses use some type of marketing tool to grow their business. It can be a million dollar television add or word of mouth from recent customers. In marketing, managers must understand customers who would use their product or service and what would make them happy enough to come back or tell someone else. Through research and statistics, managers can gain insight into how to advertise to their consumer bases and discover what their consumer’s needs are. Marketing can also assist managers of new businesses to develop a brand and image th at is eye catching but relevant to the goods or service it provides. Strategic planning is a manager’s planning tool to help implement plans and changes that will help the business achieve its organizational goals. Strategic planning provides a roadmap for managers throughout the organization so that all functional areas though specific in responsibilities, can achieve success to obtaining the strategic goals of the organization. The link between planning and performance is widely connected because of the ever-changing business climate in globalization, technology advancement, deregulation, and emerging new markets (Meers & Robertson, 2007). Each functional area of business is considered a building block with a specific purpose or specialty that it is accountable for. When those building blocks are formed together, they provide the foundation and structure upon which the business operates as an entity. Managers are the â€Å"glue† that bind each of these functional areas into an integrated seamless structure. References Meers, K. A., & Robertson, C. (2007). Strategic planning practices in profitable small firms in the United States. The Business Review, Cambridge, 7(1), 302-307. Retrieved from http://search.proquest.com/docview/197300272?accountid=458 Murray, A. (2009, April 7). What is the difference between management and leadership. Retrieved from

Barack Obama - Announcement of Presidential Candidacy

Barack Obama Official Announcement of Candidacy for US President Delivered 10 February 2007, Springfield, Illinois You know, we all made this journey for a reason. Its humbling to see a crowd like this, but in my heart I know you didnt just come here for me. Youcame here because you believe in what this country can be. In the face of war, you believe there can be peace. In the face of despair, you believe there can be hope. In the face of a politics that shut you out, thats told you to settle, thats divided us for too long, you believe that we can be one people, reaching for whats possible, building that more perfect union. Thats the journey were on today. But let me tell you how I came to be here. As most of you know, Im not a native of this great state. I I moved to Illinois over two decades ago. I was a young man then, just a year out of college. I knew no one in Chicago when I arrived, was without money or family connections. But a group of churches had offered me a job as a community organizer for the grand sum of 13,000 dollars a year. And I accepted the job, sight unseen, motivated then by a single, simple, powerful idea: that I might play a small part in building a better America. My work took me to some of Chicagos poorest neighborhoods. I joined with pastors and lay-people to deal with communities that had been ravaged by plant closings. I saw that the problems people faced werent simply local in nature, that the decisions to close a steel mill was made by distant executives, that the lack of textbooks and computers in a school could be traced to skewed priorities of politicians a thousand miles away, and that when a child turns to violence I came to realize that theres a hole in that boys heart that no government alone can fill. It was in these neighborhoods that I received the best education that I ever had, and where I learned the meaning of my Christian faith. After three years of this work, I went to law school, because I wanted to understand how the law should work for those in need. I became a civil rights lawyer, and taught constitutional law, and after a time, I came to understand that our cherished rights of liberty and equality depend on the active participation of an awakened electorate. It was with these ideas in mind that I arrived in this capital city as a state Senator. It It was here, in Springfield, where I saw all that is America converge farmers and teachers, businessmen and laborers, all of them with a story to tell, all of them seeking a seat at the table, all of them clamoring to be heard. I made lasting friendships here, friends that I see here in the audience today. It was here It was here where we learned to disagree without being disagreeable; that its possible to compromise so long as you know those principles that can never be compromised; and that so long as were willing to listen to each other, we can assume the best in people instead of the worst. Thats why we were able to reform a death penalty system that was broken; thats why we were able to give health insurance to children in need; thats why we made the tax system right here in Springfield more fair and just for working families; and thats why we passed ethics reform that the cynics said could never, ever be passed. It was here, in Springfield, where North, South, East, and West come together that I was reminded of the essential decency of the American people where I came to believe that through this decency, we can build a more hopeful America. And that is why, in the shadow of the Old State Capitol, where Lincoln once called on a house divided to stand together, where common hopes and common dreams still live, I stand before you today to announce my candidacy for President of the United States of America. Now Now, listen, I I thank you, thank you, thank you, thank you. [to audience chanting Obama] Look, I Irecognize that there is a certain presumptuousness in this, a certain audacity, to this announcement. I know that I havent spent a lot of time learning the ways of Washington. But Ive been there long enough to know that the ways of Washington must change. The genius of our Founders is that they designed a system of government that can be changed. And we should take heart, because weve changed this country before. In the face of tyranny, a band of patriots brought an empire to its knees. In the face of secession, we unified a nation and set the captives free. In the face of Depression, we put people back to work and lifted millions out of poverty. We welcomed immigrants to our shores. We opened railroads to the west. We landed a man on the moon. And we heard a Kings call to let justice roll down like waters, and righteousness like a mighty stream. Weve done this before: Each and every time, a new generation has risen up and done whats needed to be done. Today we are called once more, and it is time for our generation to answer that call. For that is our unyielding faith that in in the face of impossible odds, people who love their country can change it. Thats what Abraham Lincoln understood. He had his doubts. He had his defeats. He had his skeptics. He had his setbacks. But through his will and his words, he moved a nation and helped free a people. Its because of the millions who rallied to his cause that were no longer divided, North and South, slave and free. Its because men and women of every race, from every walk of life, continued to march for freedom long after Lincoln was laid to rest, that today we have the chance to face the challenges of this millennium together, as one people as Americans. All of us know what those challenges are today: a war with no end, a dependence on oil that threatens our future, schools where too many children arent learning, and families struggling paycheck to paycheck despite working as hard as they can. We know the challenges. Weve heard them. Weve talked about them for years. Whats stopped us from meeting these challenges is not the absence of sound policies and sensible plans. Whats stopped us is the failure of leadership, the smallness the smallness of our politics the ease with which were distracted by the petty and trivial, our chronic avoidance of tough decisions, our preference for scoring cheap political points instead of rolling up our sleeves and building a working consensus to tackle the big problems of America. For the past six years weve been told that our mounting debts dont matter. Weve been told that the anxiety Americans feel about rising health care costs and stagnant wages are an illusion. Weve been told that climate change is a hoax. Weve been told that tough talk and an ill-conceived war can replace diplomacy, and strategy, and foresight. And when all else fails, when Katrina happens, or the death toll in Iraq mounts, weve been told that our crises are somebody elses fault. Were distracted from our real failures, and told to blame the other Party, or gay people, or immigrants. And as people have looked away in disillusionment and frustration, we know whats filled the void: the cynics, the lobbyists, the special interests whove turned our government into a game only they can afford to play. They write the checks and you get stuck with the bill. They get the access while you get to write a letter. They think they own this government, but were here today to take it back. The time for that kind of politics is over. It is through. Its time to turn the page right here and right now. Now look [Audience chants ObamaObamaObama] Okay. Alright. Thank you. Thank you. Thank you. Look, look, we have made some progress already. I was proud to help lead the fight in Congress that led to the most sweeping ethics reforms since Watergate. But Washington has a long way to go, and it wont be easy. Thats why well have to set priorities. Well have to make hard choices. And although government will play a crucial role in bringing about the changes that we need, more money and programs alone will not get us to where we need to go. Each of us, in our own lives, will have to accept responsibility for instilling an ethic of achievement in our children, for adapting to a more competitive economy, for strengthening our communities, and sharing some measure of sacrifice. So let us begin. Let us begin this hard work together. Let us transform this nation. Let us be the generation that reshapes our economy to compete in the digital age. Lets set high standards for our schools and give them the resources they need to succeed. Lets recruit a new army of teachers, and give them better pay and more support in exchange for more accountability. Lets make college more affordable, and lets invest in scientific research, and lets lay down broadband lines through the heart of inner cities and rural towns all across America. We can do that. And as our economy changes, lets be the generation that ensures our nations workers are sharing in our prosperity. Lets protect the hard-earned benefits their companies have promised. Lets make it possible for hardworking Americans to save for retirement. Lets allow our unions and their organizers to lift up this countrys middle-class again. We can do that. Lets be the generation that ends poverty in America. Every single person willing to work should be able to get job training that leads to a job, and earn a living wage that can pay the bills, and afford child care so their kids can have a safe place to go when they work. We can do this. And lets be the generation that finally, after all these years, tackles our health care crisis. We can control costs by focusing on prevention, by providing better treatment to the chronically ill, and using technology to cut the bureaucracy. Lets be the generation that says right here, right now: We will have universal health care in America by the end of the next Presidents first term. We can do that. Lets be the generation that finally frees America from the tyranny of oil. We can harness homegrown, alternative fuels like ethanol and spur the production of more fuel-efficient cars. We can set up a system for capping greenhouse gases. We can turn this crisis of global warming into a moment of opportunity for innovation, and job creation, and an incentive for businesses that will serve as a model for the world. Lets be the generation that makes future generations proud of what we did here. Most of all, lets be the generation that never forgets what happened on that September day and confront the terrorists with everything weve got. Politics doesnt have to divide us on this anymore; we can work together to keep our country safe. Ive worked with the Republican Senator Dick Lugar to pass a law that will secure and destroy some of the worlds deadliest weapons. We can work together to track down terrorists with a stronger military. We can tighten the net around their finances. We can improve our intelligence capabilities and finally get homeland security right. But lets also understand that ultimate victory against our enemies will only come by rebuilding our alliances and exporting those ideals that bring hope and opportunity to millions of people around the globe. We can do those things. But all of this cannot come to pass until we bring an end to this war in Iraq. Most of you know Most of you know that I opposed this war from the start. I thought it was a tragic mistake. Today we grieve for the families who have lost loved ones, the hearts that have been broken, and the young lives that could have been. America, it is time to start bringing our troops home. Its time Its time to admit that no amount of American lives can resolve the political disagreement that lies at the heart of someone elses civil war. Thats why I have a plan that will bring our combat troops home by March of 2008. Let the Iraqis know Letting the Iraqis know that we will not be there forever is our last, best hope to pressure the Sunni and Shia to come to the table and find peace. And theres one other thing that its not too late to get right about this war, and that is the homecoming of the men and women, our veterans, who have sacrificed the most. Let us honor their courage by providing the care they need and rebuilding the military they love. Let us be the generation that begins that work. I know there are those who dont believe we can do all these things. I understand the skepticism. After all, every four years, candidates from both Parties make similar promises, and I expect this year will be no different. All of us running for President will travel around the country offering ten-point plans and making grand speeches; all of us will trumpet those qualities we believe make us uniquely qualified to lead this country. But too many times, after the election is over, and the confetti is swept away, all those promises fade from memory, and the lobbyists and special interests move in, and people turn away, disappointed as before, left to struggle on their own. Thats why this campaign cant only be about me. It must be about us. It must be about what we can do together. This campaign must be the occasion, the vehicle, of your hopes, and your dreams. It will take your time, your energy, and your advice to push us forward when were doing right, and let us know when were not. This campaign has to be about reclaiming the meaning of citizenship, restoring our sense of common purpose, and realizing that few obstacles can withstand the power of millions of voices calling for change. By ourselves, this change will not happen. Divided, we are bound to fail. But the life of a tall, gangly, self-made Springfield lawyer tells us that a different future is possible. He tells us that there is power in words. He tells us that theres power in conviction. That beneath all the differences of race and region, faith and station, we are one people. He tells us that theres power in hope. As Lincoln organized the forces arrayed against slavery, he was heard to say this: Of strange, discordant, and even hostile elements, we gathered from the four winds, and formed and fought to battle through. ¹ That is our purpose here today. That is why I am in this race not just to hold an office, but to gather with you to transform a nation. I want I want to win that next battle for justice and opportunity. I want to win that next battle for better schools, and better jobs, and better health care for all. I want us to take up the unfinished business of perfecting our union, and building a better America. And if you will join with me in this improbable quest, if you feel destiny calling, and see as I see, the future of endless possibility stretching out before us; if you sense, as I sense, that the time is now to shake off our slumber, and slough off our fears, and make good on the debt we owe past and future generations, then I am ready to take up the cause, and march with you, and work with you today. Together we can finish the work that needs to be done, and usher in a new birth of freedom on this Earth. Thank you very much everybody lets get to work! I love you. Thank you. Hello Springfield! Look at all of you. Look at all of you. Goodness. Thank you so much. Thank you so much. Giving all praise and honor to God for bringing us here today. Thank you so much. I am I am so grateful to see all of you. You guys are still cheering back there? [to audience on left.] Let me Let me begin by saying thanks to all you whove traveled, from far and wide, to brave the cold today. I know its a little chilly but Im fired up.

Financial Liberalisation Essay Example | Topics and Well Written Essays - 1750 words

Financial Liberalisation - Essay Example In the light of this irony, this paper intends to look at liberalization from the Asian perspective, specifically from the viewpoint of China and South Korea. The idea of liberalization holds at its core the notion that there be a total and complete opening of the market so that trade and capital can freely enter and move out without the burden of tax, tariffs and other forms of governmental control. Coupled with this is the idea of deregulation, which implies no governmental intervention or minimal governmental intervention in the dynamic movements of the market. This perception of liberalization has in fact has been carried over to all aspects and players of the market sparing nothing even financial institutions. The notion of financial liberalization connotes the idea that "financials markets are left to their own devices"(Soros, 2002,p 112). This inspite of the fact that financial market are basically different in nature from that of actual markets since the latter is working from known quantities (physical goods and services) whereas the former is technically working from unknowable quantities. Being such, the moment that financial m arkets are left on its own they are liable to go to extremes and breakdown. Thus, financial liberalization, though pinning for a free, level market playing field, is an oxymoron since financial institutions are basically not to be left at their own devices but must be supervised and to some extent managed by monetary authorities. Take the case of China. China's opening to international foreign trade is quite new. Considering the fact that China has just started opening her doors to foreign investors in the 60's. But despite this, the staggering improvements in financial markets in China is worth noting. On 1984, China has undertaken financial reforms and new monetary policies. Under the financial reforms, China has established its central bank known as People's Bank of China (PBOC) who has the direct say on matters pertinent to national financial institutions. While, four specialist's banks have also been established as the PBOC's arm in commercial banking functions. They are the "Industrial and Commercial Bank of China, which caters for urban enterprises an residents; the Agricultural Bank of China, which caters for rural enterprises and residents; the People's Construction of China, which mainly caters for construction enterprises; and the Bank of China which specializes in foreign exchange business" (EAAU, 2000, p 113). Further more, in 1994 three new banks have been established and these are: "State development Bank (lending for major infrastructure projects); China Import and Export Bank (providing finance for traders) and China Agricultural development Bank (providing funds f or agricultural crop purchasing)"(EAAU, 2000, p114). The latter have been established for the main purpose of removing policy-lending obligations from the four state-owned specialist's banks so that it can develop into "commercial entities" (EAAU, 2000, 114). These banks perform their specific functions over and above the normal banking transactions of accepting deposits and withdrawals, offering loans and guarantees, investments in Chinese treasury and government bonds. The most significant manifestation of financial liberal

ACCOUNTING FOR STRATEGIC & MANAGEMENT CONTROL Essay

ACCOUNTING FOR STRATEGIC & MANAGEMENT CONTROL - Essay Example There are numerous problems that face the BH Ltd in the control systems. To begin with the audits are not done effectively. There is need for the independent auditors to work on the BH Ltd accounts. The accounts are oftenly collected and sent to the Ave Co Plc.The company also experiences problems with the capital budgeting and the performance appraised on budgeting. (anonymous, 2008).The finance functions have also contributed to the disappointing results. The finance department has little interaction with either the individual or the regional managers. There is also a problem in the performance measurement systems. The key performance indicators are not effectively applied. According to Grahamme Steven, vital data from the organization must be obtained to produce the good results. There are however limitations of the data access due to the confidentiality by the managers who have chosen not to work with the headquarters. As we all understand our company acquired BH Ltd 4 years ago. It has been performing well and it has been a place where many people desired to go. However after the restructuring there has been a series of problems and disappointing performance. Shareholders and the customers have been on the watch over the performance of the company.Ordinarily, shareholders must have confidence in the published accounts so as to make the reliable investment decisions. The reduced ROI has been their point of concern as most of them threaten to quite the organization. The hotel occupancy rate has been rising at a slow rate. However there has been a question why the company is not performing well. I. Control systems. The control systems are generally weak giving a leeway to disappointing results. The company has been producing monthly management accounts to the headquarters. The accounts have revealed a reduced ROI yet there have been increased profits recorded. The accounts were made in dependency and secrets. There was therefore no transparency while

Property Law Asessment Essay Example | Topics and Well Written Essays - 1250 words

Property Law Asessment - Essay Example Private express trust which is governed by the precedent set by the case of Knight vs Knight of 1830. It sets out three certainties which need to be met in order for a trust to be met. These are certainty of matter, object and word. The followings are legal advise that Leo needs to know concerning the clauses in his draft will. 1. Under the law of trusts, for a disposition to be valid, three certainties must be met. Certaintyof matter, objects and words. Certainty of matter is Leos building shares, of intention is when he says that income from his building shares to go to Ben as long as he lives and of object is Ben himself2. This disposition is a fixed trust. In the case of Re Endacott 1959, a fixed trust is identified as the ability to identify the lists of beneficiaries. Here, Ben is a beneficiary therefore this trust is valid. 2. This disposition is a private express trust. In the case involving Knight vs. Knight3, three certainties must be present for a valid trust and Kassim be ing the only beneficiary, this trust is therefore a bare trust. The subject matter and intention of the testator is not clear in this situation since the word reasonable is vague. Leo has not given a precise value of what Kassim needs to earn from his blue chip companies.In the 1965 case of Golays Trust4, the word reasonable was extensively analyzed and it was allowed to stand in the legal principles of defining certainty of subject matter. The intention of Leo under this dispension is unclear and the case of Re Adams and the Kensington Vestry of 18845 analyzes if this disposition is valid. The case used the words in full confidence, and it failed because the words were not sufficientto create a trust. Another case, of Musoori Bank ltd andRaynor of 18826 used the words,In full confidence and the court ruled that words such as that cannot create a valid trust.Under the case Palmer vs. Simmonds 1854, the word bulk was used and it was considered insufficient in writing a will, since th e word itself is vague. Under similar circumstances, the word reasonable is vague and it requires more clarity from Leo. Therefore this trust is void. 3. Ben and Toby are the only beneficiaries of this disposition making this a fixed trust under the certainty of object law. However there is a possibility of Ben dying before making a choice and therefore this disposition is invalid under the principles set out in the Boyce and Boyce 1849 case. Where the testator gave one of his daughter, Maria a choice of taking one of his houses before his other daughter Charlotte. Maria died before choosing any house making the will void. Using this principles of this case, the trust will be void. 4. This is an example of a public express trust. Under the case of Knight vs. Knight, 1830, for a public express trust to be valid, there must be three certainties. Certainty of words, subject matter and objects. Under this case, there is certainty of subjects that are Sonya and Adaeze and certainty of ob jects that is the residuary estate. However, the word bulk is not certain. Under the case Palmer vs Simmonds 18547, the word bulk was found to be vague therefore using the same principles of Palmer and Simmonds, this trust is void. 5. This disposition is a purpose trust and under the law, it will not hold. The 1876 case of Musset vs Bingle 8prevented the erection of monuments for an individual and under the draft will; there are no beneficiaries for the monument. The case Morice vs. Bishop of

Litereary elements Essay Example | Topics and Well Written Essays - 1250 words

Litereary elements - Essay Example Symbolism enables the author to replace some of these abstract ideas and thoughts with a concrete image or object, reducing the space needed to express them while still conveying the deeper elements. In The Literary Symbol by William York Tindall, symbol is defined as â€Å"the outward sign of an inward state† where ‘sign’ indicates a material object and ‘inward state’ refers to feelings, thoughts or a combination of the two (1955). Whether it is actually referred to as such or not, symbolism often provides a story, poem or play with an added element of meaning and depth that would be difficult to accomplish in any other way. To help illustrate how this is done, the use of symbolism in the short story â€Å"The Tell-Tale Heart† by Edgar Allen Poe, the poem â€Å"Sailing to Byzantium† by William Butler Yeats and the play â€Å"Fences† by August Wilson will be analyzed. Edgar Allen Poe has often been considered the master of the short story. He employs two primary objects in â€Å"The Tell-Tale Heart† to symbolize the cause of his narrator’s madness. The old man’s eye is the first of these symbols to appear within the text of the story. As the narrator attempts to explain why he felt led to murder, he continues to blame his actions on the old man’s eye. Basic medical knowledge today quickly identifies this condition as symptoms of a cataract, a film that gradually creeps over the eye of an elderly person, changing the color of the eye to a pale bluish color. It is this encroachment that seems to so bother the narrator because it symbolizes the idea of the evil eye. This ancient idea holds that the holder of the evil eye has the power to harm people or possessions just by looking at them. The presence of the evil eye, thus the evidence of the existence of evil, in the loved old man is the catalyst that leads to the narrat or’s madness. The other major symbol

The impact of the foreign intervention on the uprisings during the Essay

The impact of the foreign intervention on the uprisings during the Arab spring - Essay Example Foreign intervention has played significant role in accelerating the uprising and influencing their outcome. This paper examines the impact of foreign intervention on the Arab awakening. Origin of Arab uprising The extent of foreign intervention in Arab uprising varies across the different countries that experienced or are currently undergoing the upheavals. Before investigating the various foreign interventions, it is important to investigate the underlying social, economic and political factors in various Arab countries in North Africa and Middle East. According to Timo and Mika, protests in Tunisia and Egypt were driven by similar social, economic and political motives. Uprisings in both countries took an identical course of events that ultimately resulted to the fall of the existing governments. The dissatisfaction with the economic situation played a critical role in causing the uprising in Egypt and Tunisia. For several decades, both countries had initiated economic reforms to stimulate and enhance trade in the region in response to globalization. However, the reforms adversely affected the living standards of the majority middle and low-income groups creating resentment. Prior to the uprising in Tunisia and Egypt, majority of the citizens experienced decline in real wages, high inflation, and increasing levels of unemployment. The situation was worse among the youth, especially graduates, who experienced high levels of unemployment (Kitchen, 14). The â€Å"Jasmine Revolution† that was precursor to Arab spring in Tunisian was started by unemployed graduate Mohamed Bouazizi who set himself ablaze after he was denied authority to sell groceries in the streets of a Tunisian city(Kumaraswamy, 6) Although the economic reforms generated significant job opportunities, in these regions, most jobs were low skilled and of dismal wages. Moreover, the high population growth in these countries has not been accompanied by proportionate economic growth to absorb the citizens into the labor market. A combination of these factors left many unemployed and middle class youth disillusioned with countries’ political systems (Kumaraswamy, 6). The political structure in Egypt and Tunisia also played a critical role in causing the uprising. According to Timo and Mika, the political governance in these countries is dictatorial, where cronyism and nepotism reigned supreme. The poor, â€Å"unconnected† and educated individuals lacked access to employment opportunities while the crony capitalism amassed wealth and power in the country at the expense of meritocracy (5-6). The disenchanted but educated youth formed the core of the uprising in the affected countries. Political oppression is another major defining characteristic of the countries affected by the uprising. For long period, leadership in the affected Arabic countries has been autocratic, suppressing fundamental human rights and freedoms. In Egypt, the leadership of President Hosn i Mubarak was characterized by ruthless crackdown on public protests and other forms of expression. In addition, the government manipulated elections in favor of the incumbent, who had remained in power for over three decades. The government utilized state security agencies to

Consumer-brand relationships Essay Example | Topics and Well Written Essays - 5000 words

Consumer-brand relationships - Essay Example When the concept of branding is applied in the marketing strategies, there is a huge possibility that an effective consumer-brand relationship is created. The marketing experts have realised that the customers have become more informed and have easy access to a wide range of choices and the only way to get competitive advantage in the respective market is to strengthen the consumer-brand relationship which means getting the customers emotionally involved with the brand (Bengtsson, Bardhi & Venkatramann, 2010). It is stated by Frank et al. (2010) that the companies that will ensure that they create a highly gripping, pleasurable, consistent and compelling experience of brand for their customers which will enable it to get the top ranking in the market. However, the companies that strive to strengthen their brand just to obtain monetary benefits or don’t take account of the customer’s preferences are often unable to create a healthy relationship with their customers. ... Theoretical perspectives of Consumer-brand relationships Brand has been defined by many researchers in different ways as there is no concrete definition for this terminology. The most easiest and raw description of a brand is â€Å"awareness about a product or service offering† (Thomson, MacInnis & Park, 2005). According to Carlson, Donavan and Cumiskey (2009), a firm has to promote its brand which comprises of creating a name, broadcasting it to the target market and then implementing it on its corporate identity or the set of service or product offerings; the brand is the key element that highlights the presence of a company and its product or service in the market. Every organisation has to market its brand so that it can create a brand identity which is the set of associations that consumers develop about a certain brand (Bauer, Heinrich & Martin, 2007). For instance, Disney World is considered to be the best place for fun, adventure and enjoyment; it is the destination th at everyone wants to go to have the spectacular experience of their lives with family and friends. Disney World has further strengthened its brand image by making valuable additions in its service offerings so that it can meet the changing demands of its consumers. In order to create a good and effective consumer-brand relationship, the marketing managers of a company have to use the logos, taglines, product attributes and other aspects in the marketing activities to differentiate the brand from its competitors (Carroll & Ahuvia, 2006). The basic requirement of strengthening the brand-consumer relationship is to give the most sensational brand experience to the customers by using all available sources such as promotional events, advertising, Websites and Customer Relationship

Family Connections Of Lane And Douglas Counties Research Paper

Family Connections Of Lane And Douglas Counties - Research Paper Example This is partly due to the little funds that they receive from donors. They should update their website, which is somehow not user-friendly (Source 5). Moreover, the organization is so relevant to the community and people must be aware of its services. This is the only way the company will maintain its business.C. Audiences i. Label and describe at least two audiences - include at least two basic demographic stats.Parents: Parents with younger kids who require assistance can seek child care services which are not only compatible with their schedule but are also of good quality. There is all the needed information that the parents can require on the website. This includes registry and some other links to extra information. Besides, consultant meets with parents so as to provide them with information concerning how to choose a childcare service plus any other prior information which might be needed. Child Providers: the organization assists child care providers to achieve the desired bo nd between them and the people who are seeking child care. Millions of children between 4 to 6 years old are in a childcare setting, of one kind or another, every week. Through meetings, the organization presents advice and link child providers with potential childcare seekers. They advise them on how to get involved. The corporation associated with child providers who are capable of bringing quality to its work and who are harmless and dependable for the kids they are taking care of.

Abolitionism - African American Essay Example for Free

Abolitionism African American Essay With abolition is found the gateway towards freedom. The African American influence in this area was of great authority especially in rural districts such as Lancaster and Chester Counties (Pennsylvania). In these groups sometimes the blacks worked alone and sometimes they partnered with whites. With this movement, African Americans used brute force to gain what they wanted (Bordewich, 138). Abolitionism was a great aid in spearheading the rights of blacks serving as soldiers. The abolitionism movement was fueled with evangelical religion, which deemed slavery as a sin. With this motto, members of the movement (both white and black) demanded that slavery be done away with, and terminated completely (Glatthaar, 15). The abolition movement is one in which its essential existence is tied integrally with that of African Americans, for it is their freedom which is at stake and is the goal of the movement. In the abolition movement is found the beginnings of the Anti-Slavery Society that has this as its constitution, This Society shall aim to elevate the character and condition of the people of color, by encouraging their intellectual, moral and religious improvement, and by removing public prejudice, that thus they may, according to their intellectual and moral worth, share an equality with the whites, of civil and religious privileges; but this Society will never, in any way, countenance the oppressed in vindicating their rights by resorting to physical force. Here is established the beating heart of the movement, to liberate the black community, and restore to them their God-given rights as humans to live freely, without adversity, without a fundamental challenge to their worth as part of humanity. Conclusion The myriad of influences the African American culture and people had on the Civil War is vast in its subjects, from black soldiers, the abolitionists, to their role in religion, African Americans have proven that their participation in the Civil War is essential. Black soldiers were only given praise and trustworthiness after they had proven themselves in the field of battle as equal compatriots to the Northern white soldier. During the clandestine times of the Underground Railroad, African Americans showed their dedication, and their strength of will through traveling thousands of miles to be free, and then they traversed the same paths in order to allow for other fugitives to find their way to the North. In Frederick Douglass there was found a man who stood for what he believed, not only in speech, but also in action. His deliberate animosity to ignorance in owning slaves helped to fuel the fires of the abolition movement, and thus the public awareness and knowledge of what slavery truly is: a vile creature, distorted with hate, and allowed to live only through dictatorship, and autocracy. McPherson states of the Civil War, â€Å"The Lincoln administration and the Republican press, even antislavery newspapers such as the new York Tribune, declared emphatically that the purpose of the war was the restoration of the Union, and that the issues of slavery and the Negro had nothing to do with the conflict† (22). Without the establishment of the Underground Railroad, the Abolitionist movement, and the fight for freed blacks to become soldiers, the Civil War would not hold for a history about the emancipation of a race, but the unification of a country instead. The ultimate influence that the African Americans had in the Civil War was their participation in all aspects of it; they were not going to be denied their human right to be their own masters, and without their voices and contributions in the war, slavery might not be an old issue. Without the personal stories of African Americans such as Frederick Douglass then the war would be empty of freedom. As McPherson quotes of Susie King Taylor, In this ‘land of the free’ we are burned, tortured, and denied a fair trial, murdered for any imaginary wrong conceived in the brain of the negro-hating white man. There is no redress for us from a government which promised to protect all under its flag. It seems a mystery to me. They say, ‘One flag, one nation, one country indivisible. ’ Is this true? Can we say this truthfully, when one race is allowed to burn, hang, and inflict the most horrible torture weekly, monthly, on another? No, we cannot sing, ‘My country, ‘t is of thee, Sweet land of Liberty’! It is hollow mockery. The Southland laws are all on the side of the white, and they do just as they like to the negro, whether in the right or not†¦(313). African Americans made this their war. Through fortitude and strength of will, they placed their faith in the decency of the Northern states and abolitionists to see the truth of the hate and prejudice in the country. The Civil War would not be about freedom, and the extraction of the activity of slavery in America if not for African Americans. African Americans paved the way for their own rebellion by speaking up, by acting, by using their talents in the field of battle and fighting for themselves, for liberation, for their sisters, brothers, mothers, and fathers. Without the influence of African Americans, the Civil War would have been just about unification. Work Cited Bordewich, Fergus M.Bound for Canaan. The Underground Railroad and the War for The Soul of America. HarperCollins, New York. 2005. Elkins, Stanely. Slavery. University of Chicago Press. 1976. Glatthaar, Joseph T. Forged in Battle: The Civil War Alliance of Black Soldiers and White Officers. The Free Press. New York, 1991. McPherson, James M. The Negro’s Civil War. Pantheon Books. New York, 1965. McPherson, James M. Ordeal by Fire. McGraw Hill. New York. 2001 Tracy, O. 2005. http://www. teacheroz. com/index. htm.

The Church as Forgiving Community Essay Example for Free

The Church as Forgiving Community Essay Summary The topic covered by this article is about the power of forgiveness and the Church posing as the initial model of a forgiving community. Forgiveness interventions have shown to decrease anxiety, depression and anger while increasing self-esteem and hope. (Magnuson Enright, 2008) The article focuses on the process of forgiving as a learned action that must be practiced and performed in order to truly master it. The process is two-fold in both providing and receiving forgiveness. The article focuses on promoting the essential moral trait of forgiveness in children within their central communities and the establishment of these communities, referred to as â€Å"The Forgiving Communities†. These communities include three interdependent categories: the family, the school, and the Church. The article introduces two process models of forgiveness; Robert Enright’s process model which breaks down forgiveness into a four phase process that includes uncovering anger, deciding to forgive, working on forgiveness and the final outcome. Worthington’s REACH model breaks down the forgiveness process into recalling the offense, empathizing with the offender, gifting the offender with forgiveness, committing publicly to forgiveness and holding onto the forgiveness one has achieved. Both models agree that empathy for the offender is vital to the forgiveness process. These models were tested amongst select primary schools in Belfast, Northern Ireland, in which forgiveness interventions were held with children with notable success. The article proposes that the Church could be utilized as a similar model in which it serves as Forgiving Community in which all levels of leadership would cater to the community from infancy through adulthood with various types of programing and education. Personal Response I was interested in this article because I know how detrimental it can be to hold onto forgiveness. Throughout my 18 years of service in the U.S. Air Force, multiple deployments and several assignments in leadership, I have witnessed how holding onto past wrongs can eat away at you like a cancer and often time, it goes unnoticed until truly identified and examined by self-identification or through third party intervention. I have been involved with several situations in which members deploy into a combat zone and return different people. Many have been wronged by a common enemy and struggle to even examine the idea of forgiveness. Many soldiers carry around this pain and baggage for years without ever truly recognizing exactly what they are holding onto. The Church can be vital to this recognition and the recovery process. The article relayed how the Church can play such a vital role as a Forgiving Community reaching to all members of the family from child to adult. It was also interesting how among the various levels of leadership and roles in the Church, each one was able to offer their own gifts and talents providing to the community. It relays how a community must be all-encompassing feeling of safety and opens not only to give forgiveness, but to accept forgiveness as well. I would like to further investigate this topic by researching small group studies on forgiveness that are available through my own local Church community. I am part of a small group that meets regularly and would like to incorporate the topic into our lessons. In addition, I see that Robert Enright has done a vast amount of research on the topic and has produced many works as a result. One of the books that I would like to read is his Forgiveness is a Choice: A Step-by-Step Process for Resolving Anger and Restoring Hope (2001). I understand that it is something that we must decide to do. Until we make the first step to accept and be willing to forgive, or be forgiven for that matter, we will bear the ever increasing weight of the wrong and carry it with us throughout our journey through life darkening our  outlook and damaging our hope. Application The setting for the application of the information in this article would be the Aviano Center, a small non-denominational Church located just outside of the Aviano Air Force base in Pordenone Italy. The client who came in for our session was a 30 year old wife and stay-at- home mother of two toddlers whose husband was currently deployed to Afghanistan. They had lived in the area for about 4 months before he deployed and he is currently 5 months into an 8 month deployment. She states that she can no longer deal with the children. She has found herself trying to cope alone and often finds herself losing her patience and yelling at the children. She is afraid that she is going to end up just like her mother, who she resents because of the verbal and physical abuse that she had put her through when she was a child. She is ashamed and embarrassed about her situation. She approached me because I am one of the leaders at Aviano Center and she knows that I am in the military and also the â€Å"Life Group† facilitator who organizes the small groups for our Church. In addition, the group that I host is particularly for those families whose family member is about to deploy, is deployed or recently returned from a deployment. In the meeting with this member, I would attempt to get her to realize that she is potentially dealing with several issues, with forgiveness and resentment potentially playing a major role in them. She may be holding on to past wrongs committed by her mother and past and present wrongs that she has committed herself. I would walk her through the forgiveness process and highlight that it is a learned trait that must be practiced. I would explain that forgiveness involves both granting and receiving forgiveness. I would explain the forgiveness models, the details of those models and explain that the Church can be a model of a forgiveness community. Additionally, I would reiterate that she is not alone in feeling the way she does, in fact I would offer that there are many who feel similarly right within the Church making her aware of the current small group focused on the facilitation of the forgiveness process. I would encourage her that these groups are a caring  community that respects confidentiality. Regardless of where the conversation led, in closing, I would ask her if she would like to pray with me. I believe that God has enabled us with this ability to communicate to encourage, provide hope and comfort in situations just like this. While this may not be appropriate in all situations, depending on the client, I believe it is all too often overlooked, especially amongst believers. Reference Magnuson, C.M., Enright, R. D. (2008). The church as forgiving community: An initial model Journal of Psychology Theology 36(2), 114-123.

Impact of Imperialism on India

Impact of Imperialism on India Throughout history, many nations have implemented imperialism to enforce their will over others for money, protection and civilization. India was no exception. Since its discovery, Europeans were trying get a piece of Indias action. In many cases England was the imperial, or mother country. Since India was put under imperialism, a great deal of things changed, some for the good, mostly though for the bad. Between 1640 and 1949, India was ruled by two periods of imperialism, both of which effected India in a very profound and permanent manner. The first period of European control was between 1740 and 1858. During this period the British East India Company controlled the Indian sub-continent under the guise of economic imperialism, when in fact the manipulation of Indian affairs was much more political than let on. When it was founded in 1600 by Queen Elizabeth I, the East India Companys main purpose was to break into the Indonesian spice trade which was dominated by the Dutch. But after colonizing a post a Madras in 1640, the company was re-chartered to include such rights as coining money and act as government to British subjects at the East India Companys posts. As well, the British government also gave the company the right to make was or peaceful arrangements with powers who were non-Christian. This control expanded with the founding of a port at Bombay in 1668, and the founding of Calcutta in 1690. Then in 1756, a young employee named Robert Clive, who had been named lieutenant-governor in 1755, was sent to take back Calcutta from the Bengal nawab. He accomplished this in January of 1757. Then later that year, Clive lead a group of 950 European and 2,000 Indian soldiers(sepoys) against a group of 50,000 Indians lead by a degenerate nawab at Plassey. The victory of the English forces over the local resistance brought Bengal under the effective political control of the East India Company. Although a puppet nawab was left in control of the area, Clive was granted the right to extract land revenue from most of eastern India. Throughout this whole period, the company slowly found its privileges being revoked, until in 1858, the Sepoy Rebellion, or the Indian Revolution, finally brought an end to the rule of the East India Company in India when it was revealed the cause of the rebellion was the use of beef and pork fat to grease rifle cartridges, which are taboo to the Muslims and Hindus. This Revolution brought the rule of the East India Company to an end. The second period of English imperialism started in August of 1858 when the British monarchy assumed direct control of India from the East India Company. This established a full colonial government, where British officials run the countrys affairs, in India. This is known as colonial imperialism. This period was one of major change in Indian life and culture. While the East India Company tried respect local customs and learn local languages, the colonial government tried to impose British culture on India. . . encouraged the Indian people to abandon their traditions and learn to speak, dress and live like Europeans. This came to a head in 1877, when Queen Victoria was recognized as the Empress of India. The colonial government felt it was their duty to civilize the people of India, feeling I am a little bit better than you, therefore my presence is necessary. This all began to end in 1885 with the formation of the Indian National Congress, made up of middle-class Indians who were kno wn as the congress. This congress campaigned for free education for both sexes, more Indian representation in government, and other reforms. But then in the early 1900s, nationalists began to reject British rule and petition for its end in India by boycotting British goods and publishing books which restored peoples pride in Indias ancient heritage. The nationalist leader, Mohandas Gandhi, is perhaps best known for his method of passive resistance to help the struggle of India. Then finally in 1949, the partitioning of the British controlled lands into the independent countries of Pakistan and India brought an end to English rule in the Indian subcontinent. Throughout the rule of the British in India, the effect of the colonial and economic imperialism impacted the sub-continent in the form of many economic and social changes. On the economic side, many Indian goods were sold overseas by the East India Company, but the government of England saw India as a large base for British goods, as well as a source of raw materials. This lead to British officials discouraging Indian industry, as well as encouraging the production of export crops rather than food crops. In this way cotton was produced in India, processed in England, and thin sold back to the Indians. This change in food supplies killed millions of Indians from famine in the 1800s. Then when the British government took direct control, the construction of railways, canals, and roads, especially the opening of the Suez canal in 1869 opened the interior of India for trade throughout Europe and Asia. With the construction of the telegraph lines in India, exports from India jumped tremen dously. However, all of the profit went to the colonialists, plunging most Indians into poverty. The social changes included the introduction of health care and hospitals, which, while curing diseases and improving the general health of Indians, created such a tremendous population explosion that famine resulted in some regions. As well, the creation of British educated professionals and business people created a new upper-class in India changing the rule of class in India forever. All of these changes, while under the guise of helping the natives, only served to help the colonists and leave the Indians feeling inferior, as though Indians are only hewers of wood, and drawers of water All of these changes in Indian culture and economy forever changed the destiny of the Land of India. While many changes may have been good in retrospect, they were only meant to help the colonizing British. Overall, the colonization of India had nothing but a negative effect on its people and culture. Perhaps one day people will realize that imposing one culture on another is not only wrong, but it is destructive to the natural course of a countrys history.

Essay --

Mexican Independence ( Rough draft ) Have you ever thought of something you're so curious about? Something that your curiosity runs completely insane because you need the full information or a full story about what really happened or how did it happen ? Well I did, When a research paper was assigned about Spanish Culture I was only Interested into one topic and thats the History or background oh how the Mexican People receive their Independence. Like how America had it’s own story of its independence. Independence is about Freedom, the freedom to do what you want or to be who you are. Well like any other culture independence was very important to the spanish people, I believe its a celebration way bigger than an event like Cinco De Mayo. I believe it’s one of the most important events for the spanish people, and here’s why! During the early nineteenth century , Mexico was slightly influence by the country U.S and France as they seek for their Independence. They began to plan or thought about a rebellion against spain. One of the famous people involve in this event was Father Miguel Hidalgo who was from Dolores, Mexico . Father Hidalgo was one of the main leaders in the rallying group of people seeking for Independence against Spain. As time passes by Hidalgo and his people during the year 1810 of late fall Hidalgo and his people were already planning a revolt against spain. The Spanish people found out about the revolt which led the Spanish Government to order the arrest of Hidalgo and his officers. When Hidalgo found out, he called a meeting at his church. He rang the church bell on the night of September 15, 1810 to call his congregation to mass. Here Father Hidalgo rallied the people to fight. He gave the speec... ...ime all across Mexico. While the crowd says this they fill the air with confetti, streamers and hoopla. Castillos explode in showers of red, white, and green. The actual day of September 16 is similar to July Fourth in the US. There are rodeos, parades, bullfights, horseback rider performances and grand feasts. The statues in memory of Father Hidalgo are decorated with red, white, and green flowers. The Mexican Flag is made up of green, white, and red. The green is on the left side of the flag and symbolizes independence. White is the color in the middle of the flag and symbolizes religion. The red is on the right side of the flag and symbolizes union. These colors are used often in decorating for the Mexican Independence Day fiesta. September 16 is a very remarkable day for the spanish tribe it’s because it’s the day they receive their freedom from spain.

An Analysis of On Sitting Down To Read King Lear Once Again Essay

An Analysis of On Sitting Down To Read King Lear Once Again The poem "On Sitting Down to Read King Lear Once Again" by John Keats is a sonnet about Keats' relationship with the drama that became his idea of tragic perfection, and how it relates to his own struggle with the issues of short life and premature death. Keats uses the occasion of the rereading this play to explore his seduction by it and its influence on himself and his ways of looking at himself and his situation in spite of his negative capability. From the first few lines Keats alludes to the great romances of the previous ages as opposed to William Shakespeare's great tragedies. While it could be discerned that Keats is referring to his poem Endymion: A Poetic Romance, the underlying meaning of the lines remains. Keats writes "O golden tongued Romance, with serene lute!/ Fair plumed Syren Queen of far-away!/ Leave melodizing on this wintry day,/ Shut up thine olden pages and be mute." (Lines 1 - 4). Keats here is shutting out the idyllic romantic notions he cannot at this time cling to due to the ever present spectre of death that hangs above him. Keats forsakes the romantic here leaning instead toward the tragic, which is what he perceives his short life to be. In these opening lines Keats seems to be a desperate, and morose storyteller who forbids himself the taste of the ideal, regardless of how strong a pull romance has for him. Keats is forced to command the romance to "Shut up thine olden pages and be mute!" (4) in orde r to pull himself away from it. This shows not only the strong attraction romance holds for Keats, but also Keats' recognition of the Romance as a personified thing he can converse with and bid "Adieu!" (5). The use of ... ...ime it is clear that Keats has succeeded in accomplishing the transition of the Phoenix into immortality, as Keats still lives on over one hundred seventy five years after his death in his poetry and our memories ON SITTING DOWN TO READ KING LEAR ONCE AGAIN by John Keats O golden tongued Romance, with serene lute! Fair plumed Syren, Queen of far-away! Leave melodizing on this wintry day, Shut up thine olden pages, and be mute: Adieu! for once again the fierce dispute (5) Betwixt damnation and impassion'd clay Must I burn through; once more humbly assay The bitter-sweet of this Shakespearian fruit. Chief Poet! and ye clouds of Albion, Begetters of our deep eternal theme! (10) When through the old oak Forest I am gone, Let me not wander in a barren dream, But when I am consumed in the fire, Give me new Phoenix wings to fly at my desire.

Trade Commission :: essays research papers

The Federal Trade Commission, in submitting a Request For Public Comment Concerning Guides For The Dog And Cat Food Industry, is asking the American Public to assess guidelines for monitoring the pet food industry that have been in place since 1969. Since the basic thrust of the original guidelines was to control misrepresentation in the industry, it is hard to imagine that the public would disagree with the original intent of the guidelines. It would also be prudent to assess whether a review of such sound guidelines would be either necessary or worth the cost of carrying out the assessment. On the other hand, it has been thirty years since the original guidelines were implemented, giving the public and the industry time to see if the guidelines have done their job in a cost-effective manner and whether or not they need to be retooled for an industry that has gone through considerable technological and economic changes. Therefore, it would seem reasonable to conduct a survey that wo uld target key areas, such as any overlapping of the guidelines with federal, state, and local laws, the integrity of industry self-regulation in a new era of economic and technological advances, and whether or not the guidelines have imposed undue cost to both the industry and the public. Few would argue with the points of the original guidelines, whether it is monitoring misleading claims in advertising, or monitoring the quality of the products themselves. Despite economic and technological advances that have taken place in the industry since 1969, the guidelines still hold up as sound. There are also federal, state, and local laws that attempt to insure the same integrity in the pet food industry. The pet food industry also closely monitors itself. Given all these factors, it would seem best to question the necessity of such a survey, or, at least, to limit its scope and cost. What could be unseen motives for initiating such a reassessment? The American pet food industry would certainly want to keep pressure on the government to regulate foreign competition, insisting that competitors meet the same stringent standards set for American manufacturers. The FTC would also stand to gain from the number of its workers that would be paid for conducting the reassessment and the power and prestige that such guidelines tend to give the FTC It might be useful to assess how much cost the original guidelines have imposed on the industry and the consumer in increased prices for pet foods and if the guidelines have added anything to federal, state, and local laws that already monitor the industry.

American colonies in 1763 †A new Society? Essay

Between the settlement at Jamestown in 1607 and the Treaty of Paris in 1763, the most important change that occurred in the colonies was the extension of British ideals far beyond the practice in England itself. Changes in religion, economics, politics, and social structures illustrate this Americanization of the transplanted Europeans. By 1736, although some colonies still maintained established churches, other colonies had accomplished a virtual revolution for religious toleration and separation from Church and state. In England, the Anglican Church was dominated and the other churches were suppressed. However, in colonial America, people tried to separate the church and state. One of the examples is Roger Williams, who attacked theocracy in New England. He wanted the church to be separated from the state. He was banished from the Massachusetts Bay and he built a new colony, Rhode Island with religious freedom. The other example would be the Maryland Toleration Act in which, all kind of people with different faiths could live in Maryland. The other colonies such as Pennsylvania, New York, and Carolina all had ethnically and religiously diverse populations. In a similar economic revolution, the colonies outgrew mercantile relationship with the mother country and developed an expanding capitalist system of their own. In 1660 and 1663, England passed the Navigation Acts to monopolize the trade of the English colonies. The colonies produced far more than England needed but they were not allowed to sell to other countries. Rather, England would acquire the extra products and sell them to other European countries for their own profits, which was not fair. American colonists worked very hard, they harvested the land, and sea, did manufacturing and commerce, industrialization, and plantation agriculture. Despite all of the injustices of England, their economy grew twice as fast as it did in England. Building on English foundations of political liberty, the colonists extended the concepts of liberty and self-government far beyond those envisioned in the mother country. England’s government was based on the Constitutional Monarchy, which was limited after the Glorious Revolution and Parliament got  more power. However, in America, the governments were much more different than in the mother country. The governors in American colonies were trying to retain a royal image, but the legislatures followed England’s example of a limited monarchy to control these leaders. The colonies had their separate and self-government, which were well organized at the time British tried to enforce its power in America. The Confederation of New England, an intercolonial political organization established by Puritans in 1643 to coordinate government and to provide greater defense against the French, Dutch, and Indians could be a very good example of self-government. The other example would be the yearly town meeting of citizens of New England villages, which selected village officials and settled village business. As a result of this self-reliance, these colonial governments were able to fuel the later American Revolution. In contrast to the well-defined and hereditary classes of England, the colonies developed a fluid class structure, which enabled the industrious individual to rise on the social ladder. The social classes in England had always been constant or in other words fixed. If you were a member of the middle class, you could never become a member of aristocrats, the upper class. Comparing to the colonial America, the social structure was fluid in which, a lower class member could become an aristocrat by getting wealthier and working hard. Another comparison can be made between England and her colonies in the way of suffrage. In the North American English colonies, most white males would be allowed to vote by age forty. Voting rights were usually reserved for those who owned a certain amount of land. In England, however only one-third of men would ever vote. The figure dropped to nine-tenths in Ireland. In conclusions, the colonies in 1763 had changed dramatically in many aspects from those of the mother country, England. Religiously, economically, politically, and socially, the colonial people had changed and even improved on the old English ways. The treaty of Paris (resulting form the end of the French and Indian War in 1763) ended all foreign threats to English colonies in North America, elimination the colonies’ need for British protection and increasing the self-reliance.

Developmental Psychology and Children Essay

This is a very important stage as it helps children to get ready for school as well as preparing them for their future learning and successes. From when child is born up until the age of 5, the children early-years experiences should be happy, active, exciting, fun and secure and to support their development, care and learning needs. In my setting children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: †¢ Communication and language †¢ Physical development †¢ Personal, social and emotional development. These prime areas are those most essential for  the child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: †¢ Literacy †¢ Mathematics †¢ Understanding the world †¢ Expressive arts and design. These 7 areas are used to plan all children learning and activities. The key person teaching and supporting child will make sure all the activities are suited to child’s unique needs. This it’s suitable for very young children, and it’s designed to be really flexible so that all staff in my setting can follow the child’s unique needs and interests. Children in the Early Years Foundation Stage (EYFS) learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present. Sometimes the activities will be led by adults in order to practise and develop particular skills like using scissors or gluing, or learning new songs and rhymes to develop children’s awareness of sounds and letters. At other times children will select what they play with from a rich learning environment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls’ clothes for instance helps develop physical skills, and gives the opportunity to communicate and co-operate with others, and to discover the properties of water and detergent. In the table above is a short meaning of the seven areas of learning and development that must shape educational programmes in early-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early-years provision, including children with special educational needs and disabilities. The EARLY YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 of  the British government’s Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old – the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England. The EYFS is organised into 4 themes: -a unique child -positive relationships -enabling environments -learning and development The EYFS is linked to the Every Child Matters (ECM) agenda which has 5 areas that need to be addressed: -staying safe -being healthy -enjoy and achieve -make a positive contribution -achieve economic well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential. _1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_ The Early Years Foundation Stage was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for children’s later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with children’s development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet  all the early Goals as they may h ave specific health or learning difficulties or because they are simply younger than the other children. Every child deserves the best possible start in life and all support to full-fill their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When parents choose to use early years services they want to know that setting will keep their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. Personal social and emotional development – children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year. A UNIQUE CHILD Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. I understand and observe each child’s development and learning, assess progress, plan for their next steps. I support children to develop a positive sense of their own identity and culture. I identify any need for additional support. I keep children safe. I value and respect all children and their families equally. Positive Relationships – children learn to be strong and independent through positive relationships. POSITIVE RELATIONSHIPS ARE warm and loving, and foster a sense of belonging sensitive and responsive to the child’s needs, feelings and interests supportive of the child’s own efforts and independence consistent in setting clear boundaries and stimulating children Enabling Environments – children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. ENABLING ENVIRONMENTS †¢ value all people †¢ value learning †¢ I offer stimulating resources to all the children’s cultures and communities †¢ learning opportunities through play and playful teaching †¢ I support children to take risks and explore Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early-years provision, including  children with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. The Areas of Development and Learning comprise of three prime areas; personal, social and emotional development; communication and language physical development; and four specific areas: Literacy Mathematics Understanding of the World Expressive Arts and Design; For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education. The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning. _Personal, social and emotional development_ Our programme supports children to develop: positive approaches to learning and finding out about the world around them; confidence in themselves and their ability to do things, and valuing their own achievements; their ability to get on, work and make friendships with other people, both children and adults; their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment; their ability to dress and undress themselves, and look after their personal hygiene needs; and their ability to expect to have their ways of doing things respected and to respect other people’s ways of doing things. _Communication, language and literacy_ Our programme supports children to develop: conversational skills with one other person, in small groups and in large groups to talk with and listen to others; their vocabulary by learning the meaning of – and being able to use – new words; their ability to use words to describe their experiences; their knowledge of the sounds and letters that make up the words we use; their ability to listen to, and talk about, stories; knowledge of how to handle books and that they can be a source of stories and information; knowledge of the purposes for which we use writing; and making their own attempts at writing. _Mathematics_ Our programme supports children to develop: understanding and ideas about how many, how much, how far and how big; understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects; understanding that numbers help us to answer questions about how many, how much, how far and how big; understanding and ideas about how to use counting to find out how many; and  early ideas about the result of adding more or taking away from the amount we already have. _Understanding of the World_ Our programme supports children to develop: knowledge about the natural world and how it works; knowledge about the made world and how it works; their learning about how to choose, and use, the right tool for a task; their learning about computers, how to use them and what they can help us to do; their skills on how to put together ideas about past and present and the links between them; their learning about their locality and its special features; and their learning about their own and other cultures. _Physical development_ Our programme supports children to develop: increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift; increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials; and their understanding about the importance of, and how to look after, their bodies. _Expressive Art and Design_ Our programme supports children to develop: the use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and  their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings. _Assessment (learning journal, progress checks)_ I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic assessment summaries of children’s achievement based on our on-going development records. These form part of children’s records of achievement. I undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. _1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_ â€Å"Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents share.† EYFS 2012† All effective assessment involves analysing and reviewing what you know about each child’s development and learning. You can then make informed decisions about the child’s progress and plan next steps to meet their development and learning needs. This is called assessment for learning. †EYFS 2012† Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday planning. Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the child’s achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS.† EYFS Practice Guidance 2007 â€Å"In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.† †Year 1 teachers must be given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1. †EYFS 2012† In my setting we †reflect on the different ways that children learn and reflect these in† our †practice†. The †three characteristics of effective teaching and learning are: _playing and_ _exploring_ – children investigate and experience things, and ‘have a go’ _active learning_ – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements _creating and thinking critically_ – children have and develop their own ideas, make links between ideas, and develop strategies for doing things My setting curriculum is planned and delivered with every child at the heart  of what we do. Every child’s needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a child transfers to a different setting or school. My setting provide accurate and up to date information about each child’s learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible. In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their children’s records at all times. Records will be updated termly and a development folder should document the child’s ‘learning journey’. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress. Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked. Children learn best when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop. Through the setting we visit the child and family at home and get to know them, we ask the family to fill out an ‘all about me’ form to share information, we take photographs and videos of children learning, we make observation notes about the children’s successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a green  developmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a child’s progress. My setting set targets for the school relating to curriculum areas and identify ‘target children’ who may need additional support with their learning. My setting support, monitor and develop this through: – Observation and monitoring of the procedures – Continually developing strategies which improve assessment and record keeping – Communication and partnership with parents and other agencies to share skills and ideas – Internal moderation of records – Staff development and discussion – Related reading – Attending courses – All about me form – Development Matters records – Long Observation sheets – Group Time planning sheet – Well Being and Involvement Scales – Language Assessments – Transition Document RESOURCES: Books: Level 3 Diploma Children and Young People’s Workforce by Penny Tassoni EYMP 2 Promote learning and development in the early years Cache Level 3 Diploma Children and Young People’s Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early years www.early-years.org www.nicurriculum.org www.foundationphasewales.com www.early-education.org.uk