Childcare and Education Essay

E1.Identify 5 pieces of current legislation and E2. Describe how each legislation will influence working practices in the setting. The Human Rights Act 1998 is broken down into 5 key principles which are; Fairness, Respect, autonomy, dignity and equality. Equality would influence working principles because the children would be treated fairly by having their individual needs met to ensure the same outcome is achieved as the other children. Settings can maintain fairness and respect by having the practitioners in the setting following the same policies and procedures. This would also avoid conflict between staff and would not confuse the children with knowing their expectations. Another way settings can have respect in the setting could be by following parent’s preferences such as their food preferences for their child. My current placement follows parent’s preferences by having meals that are suitable for children without specific food preferences and set meals to meet cultural and health needs. Settings can promote autonomy by encouraging children to build on their life and social skills. This can be done by the setting providing games such as a simple board game where the children have to choose their game piece and where they have to turn take. This would also build on autonomy because it would teach children how to share and how to treat other children or people with a positive attitude. For an example if a child is an only child, they may not know how to share with other children, so playing a game that engages their interest would gradually teach the child how to build on his turn taking skills and how to interact positively with other children. In the setting, dignity can be maintained by removing situations where a child may feel embarrassed or ashamed. If a child wets their selves, the practitioner in the setting should take the child into the bathroom and change them. The practitioners shouldn’t draw the other children’s attention to the child who has had an accident. The child would need some comfort and reassurance as this situation is almost always very embarrassing and distressing. The Childcare Act 2006 focuses on adult to child ratios, qualification levels of staff and types of drinks and snacks available for the children and follows the early year’s foundation stage framework. This would influence working practices because it helps to keep the children healthy. This would influence working practices because it helps to keep the children healthy. Settings can follow the Childcare Act 2006 focuses by  providing fruit, milk and water at snack time. This can also be done by having playtime outside so that the children would get vitamin D and fresh air. Also the settings would provide meals with nutrition and are aware of dietary and cultural needs. The children act 1989 and 2004 aims to protect children by working in partnership with parents and by the every child matters which have five main principles: Be healthy, Stay Safe, Enjoy and achieve through learning, achieve economic well-being and make a positive contribution to society. The Enjoy and achieve through learning will influence practice because it allows practitioners to cater for each child’s needs whilst ensuring that the children are enjoying what they are doing or learning. The Equality act 2010 has been simplified from 9 separate acts into 1 act. The main is to end all forms of discrimination. The protected characteristic of disability will help to influence practice as this will help practitioners be able to differentiate activities and to re-create the same experience using other methods or activities. The health and safety at work legislation is about keeping yourself and others safe. This will influence practice because it will ensure the utmost safety for both the children and staff of the setting. This can be done by having regular risk assessments and by finding a solution to any hazards. For an example, if there is spilt water, a staff member should mop it up as soon as possible to avoid staff or children slipping and being injured. E3. Describe how policies and procedures will help safeguard children. One policy could be the safeguarding policy. The safeguarding procedure helps to protect children because the setting would have a safe recruitment method to ensure that all staff are suitable to work with children or are qualified to work with children legally. For an example, before I could start my placement and working with the children, I had to show my CRB check to my nursery’s placement officer. CRB checks helps to safeguard children because it would prevent anyone with a serious criminal offence or someone who could be a danger to children from working with them there for protecting the children from being mistreated or harmed. Another part of the safeguarding procedure that would safeguard children would be to have a designated person who has a clear and defined role and responsibility in regards to child protection. Having a designated person would help safeguard children  because they would be the person the practitioners should go to if there are concerns about a child’s safety or welfare concerns about the actions of a staff member. This would safeguard children as the designated person would be able to decide what actions need to be done in order to resume the child’s welfare or to decide what the disciplinary action is for the staff that has had the allegation made towards them. To avoid this, all staff should have regular child protection training. A separate policy could be the behaviour management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behaviour, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behaviour management methods should always only be used instead of physical contact. However, physical contact should only be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It would help safeguard children because it would reduce the risk of the children being physically hurt and would maintain a safe learning and play environment. It is important that the setting outlines the behaviour because management procedures because it will give consistency to the children as the practitioner within the setting will follow the same set of rules enabling children to know the rules and expectations clearly. E4. Describe how the policies and procedures promote fair, Just and inclusive strategies. A procedure that promotes fair, just an inclusive strategy is adapting resources to meet children’s needs. This can be done by having a range of equipment that helps children and their individual needs. This can be done by providing a range of different sized paint brushes and sponges for an example. This would allow children to develop their creative skills and interests whilst being able to develop their fine motor skills. A policy that promotes fair, just and inclusive strategy is the equal opportunities policy. This policy helps to include children because everyone in the setting has the right to be included in everything the setting does and every child has the right to education and developing their skills. Equal opportunities policy will also help children to feel valued and have their  progress and achievements celebrated. This can be done by displaying children’s artwork, creations and other outstanding work on a display board for all parents and staff to see. Another procedure that promotes fair, just and inclusive strategy is by showing awareness of different cultures and life styles. This can be done by having related activities or circle time celebrating different cultures, religions, life styles and things that challenge normal expectations. For an example; ‘all nurses are female’. This is inclusive practice because it involves every child’s cultural preferences and builds on children’s knowledge and understanding about the world we live in. Another policy that promotes fair, just and inclusive strategy is the Special Education Needs (SEN) policy. This policy allows every child to have the same care, attention and consideration as any other child in the setting, regardless of their disability or background. The policy states that every setting should have a SENCO worker and responsibility in adapting and adjusting the settings environment to help children have the same experience in the setting whilst having their individual needs met. This can be done by having braille books for children with a sight impairment or provide easy access in the building for wheel chair users. E5.Describe two strategies which can be used to empower children to develop independence and self-reliance One strategy that could empower children to become independent and self-reliant could be by having circle time regularly. Circle time should allow children to express their thoughts and feelings with the security of being listened to. Another strategy that would enable children to be independent and self-reliant would be to take part in food preparations such as choosing what fruit they’d like for snack time and cutting the fruit themselves. E6. Give examples of how settings may prepare children for transfer or transitions â€Å"transitions into reception classes was at best abrupt and worst traumatic† (Scott,(2005),P21) One way settings can prepare children for transfer or transitions could be by the child’s key worker taking the child to open days or visits. This would allow the child to familiarize their selves with the new teachers or key people who would be working with them as this would also make the child feel comfortable with going to the setting as they know somebody who they can talk to. Another way setting can prepare children for transitions could be by having learning partners or mentors who are older children from the setting where some of the children may be moving up to. This would help children to build relationships so that they feel confident in moving up to the setting because they’d know another child there. Final ways setting can help prepare children for transitions could be by having individual transition plans for each child. The setting would need to â€Å"make time to share previous information† (Scott,(2005),P21) to the setting that the child is transferring to because this would allow the teachers to cater and plan for the child’s needs and interests. D1. Explain the key issues relating to the practice which supports children to prepare for transitions One key issue relating to supporting children through transitions when starting nursery could be to follow a settling in procedure. The Settling in procedure often involves havin g the parent and child having a visit before the child’s official starting date. Having a visit before the child’s starting date will help the child to become more familiar with the setting. In time the child should feel more comfortable with going to the setting. The settling procedure also involves working in partnership with the parents. If the child sees the parent interacting with the staff members, it is more likely that the child will feel secure in the setting. Another key issue relating to supporting children through transitions when starting primary school would be to create a time where the children are involved. For an example, an activity could be to have a show and tell circle time, where the child brings in something from the weekend or something to do with the set topic and talks about it. This would help a child to settle in a primary school because it would give the child a chance to be involved with the class and have their discussions listened to. A third key issue relating to supporting children through transitions when starting nursery would be to find out what the child’s favourite toys are and put them out for the child to play with when they come into nursery. Also, to make the child feel welcomed, the practitio ner should also provide a range of appropriate activities for the children and always give the child an opportunity for them to participate in the activities as much or as little as they like. An alternative key issue relating to supporting children through transitions  when starting primary school would be to work in partnership with parents. This can be done by having notice boards around the school which has features such as â€Å"most improved child†, â€Å"Little stars† (Where children are placed here for good work or for doing something kind etc†¦) and put the child who is starting in the primary school on the notice board. This would make the child and parent feel proud and would give the child a sense of achievement which hopefully would make the child want to enjoy and participate in the school more. An alternative key issue relating to supporting children through transitions when starting nursery could be by providing opportunities for the child to express their feelings. This can be done by having regular one to ones with the child and their key worker, Having areas for the children to independently draw and write in addition to having â€Å"End of the day† circle time where the children have the freedom to say what they liked about the day or what they didn’t like. This will help the practitioners in the setting know what the children really engage in and which activities they don’t like to participate in. Also It would help the practitioners learn more about the child who is starting in the nursery as it will help the practitioners provide more activities that the child is interested in. Hopefully in time, this will help the child to enjoy nursery more. A final key issue relating to supporting children through transitions when starting primary school would be to help the child develop self-help skills. This can be done by encouraging the child to take responsibility for their selves, such as putting on their coats or helping to tidy up the classroom. This would help the child settle in nursery because this give the child a sense of accomplishment and would also build on their self-esteem with the thought of â€Å"I can do that† and being able to try new things. Also helping to build on the child’s self-help skills will also help to â€Å"practice their large and small motor skills† (http://www.extension.org) C1.Evaluate one theoretical perspective which supports the development of strategies for empowering children I have chosen the constructivist theory. The theoretical perspective links in with strategies that empower children because it helps children become self-reliant. This theory also influences practice because it helps the child care practitioners to assist the children build on vital life skills such as  making decisions and communicating. For an example, at my placement during snack time, the children have a choice of milk or water. The children either has to point to or say the drink they’d like to have. This encourages children to language and encourages them to start to take responsibly for their own wellbeing. This theory also influences practice because it helps the childcare practitioners to define children who has specific needs or children who needs extra support as they may not be developing in the developmental areas as they should. The good element to this theory is that children learn to build on the child’s life skills such as becoming more self-reliant. The theory is also good because play is important as it lets children use imagination and responsibility of the child’s learning. It also helps to build on the child’s fine and gross motor skills. However, the bad points about this theory are that children develop little without an adult although staff shouldn’t allow the children to be too attached to them as the children wouldn’t interact very well with children their age as well as giving children adequate help and support so that the child can learn to be self-reliant so that in the future they, they would be able to achieve more without much support from the adult. The theory can be improved by ensuring that the staff should try and make sure that the sessions within the setting are 50% adult led and 50% child led as this would help the children to form knowledge and understanding of the world because of accurate information being shared by the childcare practitioner and will allow the children to take an active role in choosing what they’d like to learn. For an example, a child may choose to play with toy animals. To a person, the child is just playing but the child could actually be learning about the different types and sub-species of animals in a basic and simple form. In addition to this, having a balanced adult and child led setting will help children to get an equal opportunity to interact with both adult and children. E7.Exaplain the cause and effects of discrimination on children B1.Discuss  how the causes and effects of discrimination may affect practice in the setting. The staff attitudes and values can affect the atmosphere because the childcare practitioners may unintentionally teach children that it is okay to discriminate people. For an example, if a member of staff said â€Å"all ginger children are violent and aggressive†, this could influence children because it may make the children tease or leave out other children who have ginger hair during play time. It also may affect the way the practitioners work and teach because the practitioners might interact with a group of children and leave out a child because of their views. This affects the children because it â€Å"children can quickly pick up the signs given out and they can sense if there is tension† in addition to making the child feel undervalued and not accepted which can make the child withdraw from activities and communicating with other adults and children or could trigger bad behaviour. Settings should show respect for the parents and families by respecting the parents or families’ choices and requests within reason as this would show inclusion. For an example, if a parent prefers their child to be vegetarian the setting should provide vegetarian food whereas if a parent asks for a child not to play with a toy/or do an activity, the staff should challenge it every child has the right to have an equal opportunity. This can affect the practice within the setting because the practitioners may have a stereotypical view about children such as girls should wear dresses and play in the home corner whereas boys should only play with construction activities. This affects the child because it would make the child feel like they are not unique as they may become fearful of doing new activities as they have been told off or been influenced to only do what the adults say. In my nursery they avoid being discriminative by providing food options suitable for a range of cultural preferences, the setting will make sure that the child will have a vegetarian meal. Discrimination can affect children because it can make them feel awkward if there aren’t many posters, books, toys or other resources that would help other children learn about diversity, different cultures and different lifestyles that may challenge the ‘norm’. For an example not all men go to work and not all women stay at home to look after the children. Note: This answer is wrong A .Reflect on the influence of legislation on working practices within early years settings. One policy could be the behavior management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behavior, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behavior management methods should always only be used instead of physical contact. However, physical contact should be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It is important for the setting to outline the behavior management procedure to ensure adults know the limits and boundaries so that staff doesn’t receive allegations about harming children. Another legislation that influences practices within early year settings could be the safe guarding policy. This policy ensures that all children are safe and are kept from harm or neglect. The safeguarding policy and procedure influences practices in the early years setting because it is the staff within the settings role because they take on the parental responsibility to take care of the child. There should always have a designated person who staff can go to when there are concerns for a child’s welfare or if the staff member needs advice on their role within the setting or to provide safe guarding inductions for new staff. This influences settings because the designated person makes sure that the children’s welfare is paramount as well as ensuring that the child protection policy is updated yearly. This would help to make sure that the settings child protection policy is following the current laws about safeguarding children. [quote here] . Another role of the designated person would be to make sure the staff members within the setting has child protection training every two to three years and is recorded to make sure that the staffs is complying to the law. (2012 ). Ways to Encourage Self-Help Skills in Children. [ONLINE] Available at: http://www.extension.org/pages/26436/ways-to-encourage-self-help-skills-in-children. [Last Accessed 29 November 2012 ].

I run, every now and then when things in life get tough

It was a cool November night and there I was running through the smoky populous city of Chelmsford, rows upon rows of cars sped along the narrow concrete roads. Noise from the movement of cars and the odd occasional sound of a horn were to be heard. Among all this chaos and confusion there I was running, running as far away from my troubles as possible. My heart was pounding vigorously against my chest demanding more and more oxygen. Pain was accumulating in the lower part of my legs causing much agony. The only way that I could stop the pain was to stop running but I kept on running. I run, every now and then when things in life get tough. Every stride I take releases more stress and anger in my body. I was now panting, sweat gathered round my chest making my white cotton tee-shirt wet. I could now feel the force of the cool November air as I was making my way down hill. Maybe I shouldn't have lost my temper with my mum. I could remember the scene at home just fifteen minutes ago which made me very angry. † You've got three English essays to do and you are sitting here watching television!† I recall my mum saying. She just came home from a twelve hour shift from the hospital; physically and emotionally she was very exhausted – it's a stressful job being a doctor. Then she found me in the living room watching television – usually she doesn't say anything about that, but when I have three pieces of coursework due, she gets angry. † You have got to take some responsibility of your own,† I recall her uttering. I can still remember her brown weary eyes looking at me and the expression on her face represented someone who was tired and disappointed. Disappointed to find her only child watching television at a time when he really should be catching up with work – to be honest I don't blame her for getting angry. â€Å"Just trust me,† I remember my self pleading, † You know I will do it.† † When will u do it!†, I think my mum said, † I know when you'll do it, you'll do it at the very last minute, you'll stay up till about two o clock in the morning doing it and this will affect the quality of your essays!.† It was getting colder – maybe I should have worn something more instead of my plain white tee-shirt and my rugby shorts. I turned the bend smoothly and now was going through the final two mile stretch. This is usually the hardest part of the race. It depends on the amount of will power I have. This is the stage where the pain intensifies to such an extent that I could hardly feel my shoulders and legs. The only thing that keeps me going is my raw determination, my anger, my will power. â€Å"Mum, God damn it leave me alone!† I remember shouting when she told me to do my work. â€Å"Just go and mind your own business.† I regretted the fact that I shouted. The expression on her face turned to one of utter surprise and disbelief. Her face reddened with anger, â€Å"Why do you think I work so hard?† I remember her saying. â€Å"It's so that you get a chance in life to get educated and make something of your self!† She explained. â€Å"You don't know how hard life is, it's a harsh world out there, if you do not get educated you will probably end up doing a low- paid unskilled labour work, do u want that? This is when I got angry. I hate it when she says that she works just for me! This is when I got upstairs, changed into my training gear and went running! Sweat was dripping from my nose; my breathing was gradually getting heavier, as I ran on the cemented pavement. I was tired, my vision was getting more and more blurry, and all I could see was the headlights of cars as they drove opposite me. There are two different characters in me when I run, one says: â€Å"Come on you fool, what do you want to be a mediocre or the best?, Run, run, and never stop.† I have no trainer to give me encouragement during the hardest part of the race; therefore I have to provide encouragement myself. The other character says: â€Å"Why are your running fool! Why are you going through so much hardship when you could be sitting at home watching television?† There is a constant battle between my two characters when I run. Sometimes my negative character wins and I stop running but in most cases my positive character wins and I finish my race. Just three hundred yards left; this is the part in the race when I increase my speed to such an extent that I loose all my senses in my legs – they go completely numb. The only thing which could keep me going is my determination, my will to succeed and not be a failure. Another two hundred yards; â€Å"Keep running!† I shouted to myself, â€Å"No pain! No pain!† I kept instructing my self – in fact the only thing I could feel was pain. One hundred more yards left: â€Å"You've done it! Come on!† Finally I finished my run -I was outside my house and I was heavily breathing and sweating. Throughout the whole race all I suffered was pain and anguish- there was times when I thought I was going to stop. However I endeavoured to accomplish the goal I had set for myself. Now all I could feel was complete satisfaction. Maybe, if I set the same attitude towards school work and if I finish tasks in time I would be feeling the same level of satisfaction as I am feeling now. I looked up and saw my mother standing in front of me. â€Å"Released all your anger have you?† she asked with a smile on her face. â€Å"Yes, I'm calm now!† I replied. â€Å"Come on then, I'll make you a cup of tea and then you can get started on your essays!† It's bizarre how the whole atmosphere changes after a four mile run.

Nixon’s “Southern Strategy” and Forces Against Brown

Do you remember your first day of school ? How was it ? Was it scary? I bet going to a segregated school where you were getting all types of looks , its way different the early 1900's. from people judging you about the clothes you were to the style of your hair. This article discusses Richard M . Nixon , the United States President in 1968 gave birth to the modern reform movement through public vouchers and other educational reform measures under his † Southern Strategy † that was designed to gain the votes of individuals who oppose school desegregation . The political activities in school desegregation after Brown by the two major political parties , namely the democrats and the republicans are discussed. President Richard Nixon reacted to the 1971 court decision on Swann verses Charlotte- Mecklenburg school district , a school desegregation case that approved to use of race to assign students to school by the use of busing , by instructing the U.S. justice department to draft a constitutional amendment to nullify the court's decision. (Kruger 1975 ) In my view President Richard Nixon was just trying to get white American votes . Bussing is still going today for example ; where I stay I'm between two elementary school's and you would think that my children could attend both schools but that's not the case . I guess the way the school district resolved the issue was by halving up the neighborhood. Which I consider crazy because back when I was going to school my road in particular wasn't considered a bus stop and our parents were able to choose whichever school .they wanted us to attend . Now , the way they separated the neighborhood the cut off spot or road I should say is the road right before mine . We didn't have that problem because we had to go to the next road anyway to catch the bus the same exact road they use as a cut off for the first elementary school. I think its so selfish how we as a people can't get along enough to join and become equal enough to get an education . I thought that was the reason for the separate but equal doctrine . Opposition to school desegregation was intense from the beginning and continues to this day ; and the results are clear , that is , the whitest American do not support school desegregation ( Jeffries , 1994 ; Motley , 1998 ; Olgetree , 2004). This is so true because In 1970 , Vigor High School on Wilson Avenue , which had been Prichard's white high school during segregation , was 70% white . By 1980 , It was 80% black . Although most of Prichard's remaining majority-white areas were in this district , many families had put their students into parochial or private schools . Before this came about Prichard was predominately white until they move black in the area to work at the paper mill. I totally agree with frank browns argument favoring integration on buses and in all areas of public accommodation and travel . Human beings have struggled with / on centuries to gain equal rights . Western civilization has been characterized by the hegemonic domination by white males. This power structure has frequently and historically excluded women and minorities . In the United States , despite the foundational creed that † all men are created equal , † it has taken centuries of struggle to gain equal rights . Equal rights , of equality before the law , means that all individuals are subject to the same laws of justice. People must be treated equally with / as / for regard to race , gender , national origin , skin color , religion or disability. African Americans were one of the first groups granted equal rights in the United States , through the passage of the 14th Amendment , which outlawed slavery . Achieving equal rights in reality took another century of struggle . Women , as well , although granted the right to vote for / by 1920 , continue to work towards equal rights , most recently through pay equity . Congress should terminate all programs because of the harm they caused minority students. I am so glad they passed the Title VI of the Civil Rights Act of 1964 states that No person in the United States shall , on the ground of race , color , or national origin , be excluded from participation in , be denied the benefits of , or be subjected to discrimination under any program or activity receiving Federal financial assistance . Equality means everyone has an identical quantity of everything ; no one is considered superior or inferior. Equality means that all children can grow up and go to school with equal access to the English language here in America . Everyone should be treated as fairly and as worthy of respect and basic rights as their peers from the moment they are born . People being able to be themselves , walking through life with inherent characteristics that should be considered neutral such as ethnicity , skin color , gender , physical disabilities , mental disability without having to face discrimination based on their presence or characteristics.

Vicarious Liability Module 3 ( CASE) Essay Example | Topics and Well Written Essays - 500 words

Vicarious Liability Module 3 ( CASE) - Essay Example For instance, it is the employers of any organization who are duly considered to be accountable for the unlawful activities performed by their respective personnel. Conversely, the term corporate liability denotes the employers or the administrative officials of a particular firm who are held liable for performing varied illegal actions rather than the individual personnel and the employees (Anselmi, 2012). One of the mistakes, which can be apparently identified in the case of â€Å"Norton v. Argonaut Insurance Co.† is the inappropriate use of the medication plan. In this context, the negligence activity performed by the nurse in terms of administering the medication plan appropriately, which resulted overdose of the medicines, eventually caused death of the infant. In context to the above discussed case, it can be indicated that the notion of vicarious liability might be applied (Leagle, Inc., 2014). As the administrator or the chief of nursing, I would like to follow certain steps for preventing such happening of mistake again. In this regard, one of such steps I will desire to implement is providing effective training to the staff. This would include a program of remaining stress free within the healthcare environment. Moreover, apart from this step, I would also try to make sure that every nurse within the organization must take valuable advices of the senior officials while catering to the requirements of the patients. In ancient times, there does not lay adequate level of valuable resources in providing effective care to the patients. Moreover, the technology was not upgraded, which eventually resulted the occurrence of such sort of mistake. However, in this present day context, the increased extent of globalization and adoption along with execution of pioneering technological advancements have lessened such kind of mistake as compared to the earlier years. It has been witnessed that

SC2C67C Rights, social justice and diversity. (Criminology subject) Essay

SC2C67C Rights, social justice and diversity. (Criminology subject) - Essay Example His major thesis was that the basic equalities that we all share as ‘citizens’ in modern western industrialized democracies have the effect of reducing or ameliorating basic inequalities. In T.H. Marshall’s view, citizenship should mean an enhancement in the concrete substance of civil life, a general reduction of risk and insecurity, an equalisation between the more and less fortunate people in all areas and at all levels (p.1965). The main purpose of citizenship according to T.H. Marshall is to achieve a fuller measure of equality, an enrichment of the various aspects of which the status is made, and an increase in the number of those on whom the status of citizenship is bestowed. Equalisation is not so much between classes as between individuals within a population which is now taken as one class. Equality of status is considered to be more important than equality of income (Dwyer, 2004: p.1965). The rights of citizenship: Dwyer (2004: p.1965) states that T.H. Marshall had delineated three rights, as integral to citizenship: civil (legal), political and social: The civil element is composed of the rights necessary for individual freedom – liberty of the person, freedom of speech, thought and faith, the right to own property and to conclude valid contracts, and the right to justice. The political element is the right to participate in the exercise of political power, which includes universal suffrage, which is the right to vote without restrictions such as property qualifications, and the right to hold public office. The social element is the whole range from the right to basic economic welfare and security, to the right to share in the full in the social heritage, and to live a civilized life according to the standards prevailing in society (Dwyer, 2004: p.1965). The duties of citizenship: Corresponding to the rights are the duties of citizenship: paying taxes and insurance contributions, education

Criminal law Coursework Example | Topics and Well Written Essays - 750 words

Criminal law - Coursework Example Sally complies and provides information. Denise, using this information, robs Victoria and also accidently fires a gun shot on her shoulder. This paper will discuss the liabilities and defence for both the defendants- Denise and Sally. It is clear that Denise knowingly went to rob Victoria. She had the attention to rob Victoria and had gained the necessary information from Sally to commit the crime. Denise was self-motivated. Robbery is taking money or goods forcefully from a person without the owners consent in his presence1. Denise is guilty of this charge. Moreover, Denise also went to the alley carrying a gun. The gun was loaded and Denise pointed it at Victoria while committing the robbery. This constitutes as violence. In this case, Denise cannot avoid being charged with armed robbery and violence. She would have to plead guilty of this charge. During their encounter, Denise fired a gunshot at Victoria which struck her on the shoulder and wounded her. Thus, Denise would also be charged for carrying and using an offensive weapon. For this, Denise is liable to being sentenced to prison. Denise could use the defence that she had no intention of wounding Victoria. The gunshot wound was not premeditated and was not intentional. Even though, Denise would still be charged for robbery and also wounding Victoria, she may be able reduce her sentence when she pleads guilty of robbery and unintentional weapon discharge. Sally is an accessory to the crime. An accessory to the crime is a person who is not the chief actor the felony or present at the time of the felony but rather helped commit the felony in a certain capacity. In this case, Sally is an accessory before the fact. An accessory before the fact is someone who helps or commands the chief actor of the felony before the felony is committed. The accessory to the fact either aids or encourages the principal to commit the crime. Sally was aware that Denise was going to use the information to

The new development concerning management communication Essay

The new development concerning management communication - Essay Example "The meaning of my communication is the response I get." (Communication Skills - Solutions 4 Training) this quote illustrates the success of a properly managed communication process. The response generated as a result of a statement shows how good an individual in getting his point across; required diligently in the fields of marketing, advertising & successful running any type of industry. Developing sound communication skills is not a difficult task. Practice, knowledge & confidence are the key factors in this aspect. Globalization has transformed & diversified the industries around the globe making it compulsory to interact with multicultural citizens. Every company is performing multiple roles of communicator & the promoter at the same time, raising questions about * what *how & *whom to say. Organizations talk about their need for better communication skills but are unsure of how to solve the issue. Organizing interactive workshops & seminars to highlight & practice the art of c ommunication is required extensively nowadays. Whether understanding & dealing with the employees of a company, targeting an audience, projecting a concept through media; all these acts are acquired via communication. The modern times require interaction with people around the world, without the barriers of time & space. The advance technology has made it possible to communicate with individuals thousands of miles away. All this technology & modernism has changed the way of interaction. According to Philip Kotler in his book Marketing Management (564), currently there are a number of communication platforms: ADVERTISING: it is a paid promotion of ideas, goods or services, for example print & broadcast advertising, motion pictures, brochures, billboards, posters, display signs etc. SALES PROMOTION: a selection of short term enticement to endorse product sales. For example exhibitions, coupons, tradeshows, contests, complimentary gifts etc. PUBLIC RELATIONS: a variety of programs intended to promote a product or company's image. For example speeches, seminars, charity donations, sponsored events, company magazines etc. PERSONAL SELLING: confronted interaction through presentations & question answer sessions with one or more potential clients. For example sales meetings, samples, fairs, tradeshows etc. DIRECT MARKETING: communicate directly with customers through a dialog. For example mails, TV shopping, catalogs, telemarketing etc. In normal life & principally in business & industries a special communication process is followed to ensure the effective transfer of messages. The communication process is takes place between a sender & a receiver through two communication implements, message & media. In between them, are the communication tools encoding, decoding of the message sent; feedback & response from the sender after interpreting the idea. A factor present in between is noise; it is the misrepresentation of the message being sent when it's not conveyed effectively. (Philip Kotler- Marketing Management- eleventh edition, chapter 19:565) A successful management depends on how well the organizations comprehend this process & expends it in the organization & business perspectives. Dorothy Carnegie described this phenomenon in a very effective manner by saying, "Business, social, & personal

Enron Corporation (former NYSE ticker symbol ENE) Essay

Enron Corporation (former NYSE ticker symbol ENE) - Essay Example ThÐ µ company did not havÐ µ accountability or transparÐ µncy to its sharÐ µholdÐ µrs; it liÐ µd to thÐ µm. ThÐ µ currÐ µnt status of thÐ µ casÐ µ against thÐ µ now dÐ µfunct TÐ µxas company, has not yÐ µt bÐ µÃ µn rÐ µsolvÐ µd. By 2001, it was rÐ µportÐ µd that â€Å"ThÐ µ company, whosÐ µ main businÐ µss is Ð µnÐ µrgy trading, is in crisis following thÐ µ tÐ µrmination of a multi-billion dollar rÐ µscuÐ µ bid† (WÐ µiss, 2001). It foldÐ µd as a rÐ µsult, but in its primÐ µ was considÐ µrÐ µd to bÐ µ an innovativÐ µ company and industry lÐ µadÐ µr. Еnron at thÐ µ hÐ µight of its powÐ µr contributÐ µd as much as $2.1 million in â€Å"individual, P A C, and soft monÐ µy contributions to fÐ µdÐ µral candidatÐ µs and partiÐ µs:† this rankÐ µd it â€Å"among thÐ µ top 50 organizational donors in thÐ µ 1999 – 2000 Ð µlÐ µction cyclÐ µÃ¢â‚¬  (WÐ µiss, 2001). AftÐ µr thÐ µ vÐ µry public fall of Еnron, n Ð µw accountability mÐ µasurÐ µs bÐ µcamÐ µ thÐ µ stuff of Ð µxtrÐ µmÐ µ mÐ µdia, public, and political scrutiny. If Еnron had had such mÐ µasurÐ µs in placÐ µ initially, it arguably wouldn’t havÐ µ fallÐ µn. Discuss whÐ µthÐ µr Еnron’s officÐ µrs actÐ µd within thÐ µ scopÐ µ of thÐ µir authority. Еnron stayÐ µd in thÐ µ nÐ µws long aftÐ µr thÐ µ initial accounting scandal, as jury sÐ µlÐ µction bÐ µgan for thÐ µ casÐ µ of its Ð µx Ð µxÐ µcutivÐ µs KÐ µnnÐ µth Lay and JÐ µffrÐ µy Skilling. ThÐ µsÐ µ individuals actÐ µd bÐ µyond thÐ µ scopÐ µ of thÐ µir authority. ... ThÐ µ bankruptcy court will likÐ µly allow thÐ µ paymÐ µnts to stand† (WÐ µinbÐ µrg and CookÐ µ, 2001). KÐ µnnÐ µth Lay is morÐ µ publicly associatÐ µd with thÐ µ casÐ µ although his namÐ µ is oftÐ µn mÐ µntionÐ µd bÐ µsidÐ µ Skilling’s, bÐ µcausÐ µ Lay is thÐ µ individual who foundÐ µd thÐ µ company in thÐ µ first placÐ µ, whilÐ µ Skilling was its CЕO. â€Å"Еnron foundÐ µr KÐ µn Lay and formÐ µr chiÐ µf Ð µxÐ µcutivÐ µ JÐ µffrÐ µy Skilling havÐ µ suffÐ µrÐ µd anothÐ µr sÐ µtback in thÐ µir Ð µfforts to havÐ µ thÐ µir trial at thÐ µ Ð µnd of thÐ µ month dismissÐ µd. US District JudgÐ µ Sim LakÐ µ, who will bÐ µ hÐ µaring thÐ µ fraud and conspiracy casÐ µ, thrÐ µw out allÐ µgations of misconduct by prosÐ µcutors. ThÐ µ pair's lawyÐ µrs havÐ µ bÐ µÃ µn arguing for months that prosÐ µcutors havÐ µ hampÐ µrÐ µd thÐ µir dÐ µfÐ µncÐ µ Ð µfforts by intimidating kÐ µy witnÐ µssÐ µs† (Е nron, 2006). DÐ µscribÐ µ thÐ µ corporatÐ µ culturÐ µ at Еnron. ThÐ µ businÐ µss culturÐ µ in which Еnron was stÐ µÃ µpÐ µd involvÐ µd unÐ µthical and non transparÐ µnt accounting practicÐ µs usÐ µd by thÐ µ company. Еnron was callÐ µd out on corruption and its lÐ µadÐ µrs havÐ µ bÐ µÃ µn indictÐ µd for fraudulÐ µnt financial statÐ µmÐ µnts and businÐ µss practicÐ µs. ThÐ µsÐ µ causÐ µd its stock to plummÐ µt in valuÐ µ whÐ µn thÐ µ Ð µxtÐ µnt of corporatÐ µ corruption at Еnron was rÐ µvÐ µalÐ µd. StakÐ µholdÐ µrs Ð µxpÐ µct thÐ µir documÐ µntation to bÐ µ fairly authÐ µntic. Also involvÐ µd by proxy arÐ µ thÐ µ othÐ µr Еnron Ð µxÐ µcutivÐ µs who got payoffs bÐ µforÐ µ thÐ µ company wÐ µnt bankrupt, and thÐ µ lowÐ µr lÐ µvÐ µl Ð µmployÐ µÃ µs who didn’t sÐ µÃ µ any of this financÐ µ coming thÐ µir way. Discuss two allÐ µgÐ µd irrÐ µgularitiÐ µs in thÐ µ actions bÐ µtwÐ µÃ µn sà  µllÐ µrs of sÐ µcuritiÐ µs and Еnron. ThÐ µ problÐ µms involvÐ µd in

Cross-cultural Management Essay Example | Topics and Well Written Essays - 1750 words

Cross-cultural Management - Essay Example d by non-occupied markets, cheap labor force, tax exemptions, convenient locations and they are positioning themselves to the new territories to increase their value (Konecena, 2006). All these factors contribute to the new area of management; cross cultural management. The concept of cross-cultural team management was emphasized on when western countries recognized a huge inflow of expatriates. As a result the composition of workforce over there became more diverse in nature. Since the managers were still using the western way of team management, it was not considered the best way of handling individuals who arrived from different parts of the world. This sparked the interest of researchers to focus on cross cultural issues in management literature (Taras & Rowney, 2006). This paper focuses on the particular aspect of cross cultural management; team building and their management. Teams are a core characteristic of every organization and they are formed and nurtured to achieve organizational goals and objectives. The emerging trend towards cross cultural teams has attracted the attention of many managers as these teams are considered as more innovative and creative than ordinary teams. However there are contentious issues and challenges underlying the above concept. If managers comprehend on these issues thoroughly then only they can derive substantial benefits from it and can enhance organizational effectiveness. This document also focuses on difference in working styles of diverse range of cultures and how they affect team performance. According to Kreitner & Kinicki (2004), â€Å"Cross cultural management explains the behavior of people in organizations around the world and shows people how to work in organizations with employee and client populations from many different cultures†. Cross cultural team management encompasses the word â€Å"team† in above definition. Multicultural workgroups and teams are now no longer described as a voluntary practice but

Introduction to Communication- Listen to Me-discussion Personal Statement

Introduction to Communication- Listen to Me-discussion - Personal Statement Example In addition, communication is a strong foundation to interactions in social set ups and transfer of information and command in organizational set ups and failure to listen compromises effectiveness of communication. Personal experience and learnt communication skills concur with the author’s opinion that distractions, such as multitasking and lack of sufficient time are key barriers to effective listening and managing these can offer a solution (Cole 61). In addition to the informative scope of the article, it is effective it its content that identifies significance of a problem and offers a solution. It is therefore able influence positive change in people’s communication through helping people to minimize distractions during communication. Developing a link between listening and attention that an individual acquires, when time to be listened to comes, also facilities effectiveness of the article in improving listening effectiveness. The level of simplicity of the article is also commendable because it is neither complicated nor too simple to be boring (Cole 61). Consequently, the author is informative and is an agent of change for effective listening and

Performance Management Assignment Example | Topics and Well Written Essays - 1750 words

Performance Management - Assignment Example Job description is a statement of the overall purpose and scope of a job together with its details of a task and duties. It is a written statement of what the employee does how he does it and what the job working conditions are. In general, a job description sets out the purpose of the job where it fits into the organization structure, the context in which the job holds a function and the principles of the job accountability of the jobholder. The content includes Job identification, job summary, responsibilities, standard of performance and job specification (Said & Munap, 2010). The retail staff shall achieve optimum sales profitability, business growth and accounts penetration within a market segment or territory by selling the products of the retail shop effectively. The retail sale staff shall secure as well as contact customers and new business accounts in the market. The organizational behaviour management (OBM) involves the application of the science of human behaviour. OBM relates to the behaviour of people in a workplace, in addition, OBM is guided by a theory of human behaviour that is emphasised on identification and modification of environmental factors that affect employees performance. OBM is anchored in the work of B.F Skinner who postulated that an employee’s behaviour is inferred by his needs. In that, an employee may perform poorly in work because of poor job satisfaction or reduced rewards when he makes much profit to a company. Therefore, the OBM process identifies behaviours related to performance, study their instances and occurrences, identifies the major triggers, come up with interventions strategy, applies the postulated strategy and maintains the optimal performance through appropriate rewards to the employees. OBM embraces a three contingency model that is antecedent-behaviour-consequence. An antecedent is the stimulus that precedes behaviour and encourages the practice of that behaviour.

How Internet Has Changed People Essay Example for Free

How Internet Has Changed People Essay The Internet has changed a lot over the year and a lot of people really dont talk to each other anymore instead they talk either on Facebook or another Internet site. With all the things that you can do most families really dont spend any time with each other anymore because everyone is doing something on the Internet. Now a day’s people can log on the Internet where ever they are. Because the internet decreases face to face interaction, makes it easier to retreat into a cyber-world, and vastly polarizes opinions and minimizes basic etiquette, the internet has done much to divide the global population, rather than connect it. About 86 percent of the world population uses the internet on a daily bases. Over the years Internet has decreased face to face interaction quite a bit. Now days if someone want to talk to someone they will just video chat with them over the Internet on apple devices, cell phones, computers, and Xbox. Also when someone wants write someone else they dont get out paper and pen they go on the Internet and email them. Now days it is much easier to retreat into a cyber-world, than it is to retreat in this to in the real world. Social websites like Facebook and twitter have made people a whole lot less social than they were years ago. The average Facebook user creates 90 pieces of content every month! Internet has done so much to divide the global population, rather than connect it. Instead of families spend quality time with each other they are all in different rooms on the Internet doing different things. I have noticed over the years that a lot of people have become more depend on the internet that they don’t know what they would do without it. A lot of things for schools are now on the internet like for my math class everything is online and very little on paper. Now days most parents don’t see their kids because they are usually in their room on the internet doing different things like either video chatting, play a game online, or online chat rooms. According to Pewresearch.org â€Å"A new Pew Internet Project report reveals that 93% of teen’s ages 12†17 go online, as do 93% of young adult’s ages 18†29.† Today every teenage has their own TV, computer, and other electronic devices just in their room. A lot of people think that they need their cell phones or their computers and they don’t know what to do when it dies when the power is out. They think that it is the end of the world when either their phone dies or their computer dies when they power is out. Peoples are lost without the internet. Devices that have internet access are addicting and people sometimes don’t know when to stop. The internet has come a long way since it started and now everything is online from banking to emailing and lots of other things. A lot of education is on the internet more and more each year, for example if you need help and don’t know how to do a math problem and you don’t want to leave your house you can just search the internet for an online tutor. 107 trillion emails sent in 2010 and many more since then. People are now dating other people over the internet, instead of meeting each other the old fashion way. With online chat rooms you can talk to someone that is in a whole different country and not even know that. Individuals are becoming less independent on families than they were before. According to SocialMediaToday.com writer Tim Patterson, Facebook has 518 million users. I think that the internet is making people a whole lot less social than they were before the internet started. My family can be so caught up in what we are doing on the internet that forgets that one another are even home. I think that people should spend less time on the internet and more time with their families. According to InternetWorldStats.com in 2010 the United States Internet Users the top 5 states are California (29.8 million users), Texas (17.2 million users), New York (16.1 million users), Florida (14.8 million users), and Illinois (10.2 million users).

Four quartets

Four quartets Four Quartets in the Light of Eliots Critical Theory Four Quartets is one of the most serious and longest poems of T S Eliot. It is very much philosophical in its tone and theme. Eliot considered Four Quartets his masterpiece (Johnston: 2005), as it draws upon his knowledge of mysticism and philosophy of life. It consists of four long poems, Burnt Norton, East Coker, The Dry Salvages, and Little Gidding, each in five sections or movements. The five sections are said to be symbolically representing particular elements like air, earth, water and fire; and they also suggest Christian holy days Ascension Day, Good Friday, the Annunciation and Pentecost respectively (Sexton. 279). Although they resist easy characterisation, they have many things in common: each begins with a reflection on the geographical location of its title, and each meditates on the nature of time in some important respect-theological, historical, physical, and on its relation to the human condition. Talking about the subject matter of the poem, Rees (64) remarks that the essential focus or unifying idea, of the Four Quartets is describing eternal reality which the poet tries to search through mortal time. He says that Eliot has tried to give a kind of philosophic cum artistic summary of his various social concepts and beliefs in these quartets. A reflective early reading suggests an inexact systematic approach among them; they approach the same ideas in varying but overlapping ways, although they do not necessarily exhaust their questions. Eliot proclaims that the Four Quartets are straightforward, told in the simplest language possible (Bellin: 2003). However, Bellin argues whether the poets claim of simplicity i.e. acceptable or not. He quotes a few other critics who agree on the point that because the subject matter in the Quartets is not an ordinary thing, so the language used to describe such ideas mostly avoids simplicity. Dallas (193) gives her opinion, with special reference to Four Quartets, about Eliots consistency with his poetic stan dards in the practice of his own poetry. She writes that T. S. Eliots in his prose and plays or poetry has maintained an increasingly developed understanding and usage of the doctrines that an indivisible association is found there between form and substance in his work of art. She has specially written about the association between Eliots critical thoughts and poetic practice. She compares the content and structure of different poems especially of the Quartets and finds an appropriate correlation in them. The form of a poem develops and takes its shape from the order which is inherent in the material, or substance of the poem (Dallas, 194). From various angles this long poem of four sections has been commented upon by critics. Many critics have found the Eliots proclaimed characteristics of impersonality in the poem. The relationship of mater and form of any poem is considered very significant to show artistic expertise objectively. Fussel (212) finds a correlation between the content and the form of this long poem. He says that the structure of Four Quartets as compared to its subject matter is both a innate and expected consequence of techniques and concepts formerly used by Eliot and, at the same time, exceptional not only in Eliots own poetry but also in the entire English literary tradition. However Fussel is also of the opinion that in the Quartets, what we are offered to view is not what every individual can perceive on his own but it is rather the eyes of a single personality that shows us what we see. Even then the critic concludes that such is the skill to develop the theme that a reader feels himself as the p art of the experience. His poetic works are a kind of externalization of aesthetic and emotional images mixed together with explanation and annotation by the interpreting understanding, a combination of personal contemplation and open public dialogue (Fussel. 213). He further says that the structure of Four Quartets is outcome of the poets experience, which is artistically developed by intellectual analysis and the depiction of emotional state. Fussel also talks about Eliots concept of unification of sensibilities but with mixed comments of achieving it. He says: In the Quartets, the opposites of intellect and sensibility, thought and feeling, do achieve union, but the gulf is deepened while the bridge is under construction (214). He means to say that in comparison to Eliots early works, the poem Four Quartets shows a delay resolution of the unifying devices, which the poet does on purpose. He says that Eliot knows the limitations of the modern man to understand the universal realities not so easily, therefore, first of all, he had to take to direct description of his religious thoughts and, then, by describing the concept of incarnation, Eliot achieves the union of the opposites in the Quartets. Dallas (6, 7) writes in detail Eliots use of opposite images to describe the opposite universal forces at work. She quotes lines from the different sections of the Quartets, which simultaneously mention life and death, cold and hea t, haze and light, dead, and living and the beginning and the end. All this is to depict impersonally the dual effects of the subtle universal laws. The poet, here, requires the intelligence and concentration of the reader to feel and understand the undertone of the message of the poem. Written between 1935 and 1942, they mark the end of Eliots major poetic achievement. As a poet, Eliot was by no means prolific. So much greater his merit of creating, in quite a few great poems, an imaginary world which has haunted poetry ever since. If he has not got whole shelves of books to boast of, he is, in exchange, an accomplished master of concentration and ambiguity. We have seen him as an innovator, as a difficult poet, a magician of the understatement. The Four Quartets are his last feat of magic (Vianu). The effect is mystifying. Soothing is the first attribute that comes to mind in connection with Eliots Four Quartets (Vianu). If anything, then, these soothing Quartets are first and foremost poems of the mind. Emotion mastered, love reconsidered, sensibility dissected by serene thought. The Quartets have many names for their mystical goal of knowledge outside language still point, pattern, love, consciousness (Bellin: 2003). The masterly use of language plays very impo rtant role in bringing forth the desired meaning in a situation especially describing an abstract phenomenon. According to Bellin, Eliot has adequately used most of the language tools, which has made it possible for him to pronounce his mental feelings agreeably although, the poet has been denying his mastery over the adequate use of words. Bellin further says that such a paradoxical use of language can well be seen in Burnt Norton-the redemptive power of language and the distaste for language: Words move, music moves Only in time; but that which is only living Can only die. Words, after speech, reach Into the silence. Only by the form, the pattern, Can words or music reach The stillness (li. 137-142) Words strain, Crack and sometimes break, under the burden, Under the tension, slip, slide, perish, Decay with imprecision, will not stay in place, Will not stay still. (li. 149-153) Bellin (2003) quotes Hay who comments, One critic proposes that the poem uses a stream-of-consciousness methodthough whose consciousness is a crucial question (Hay; 161); and he swiftly proclaims that in the poetry produced at some later stage, the perception and consciousness are clearly Eliots own (Hay 161). In case of the Quartets, the poets consciousness and the quality of the Quartets impersonality come under question. Bellin, then, quotes Thompson who suggests finding out a certain formula as to read the Quartets impersonally as desired by the poet. Melaney (151) appreciates Eliots mastery over the use of befitting language in Quartets. With particular reference to the Quartets, he says that Eliot usually enjoys adopting a style of expression that facilitates him to put forward abstract and theoretical proclamations as crystal clear and indisputable truths. The illustration of the time paradoxes in this poem is so h3 that it constitutes a kind of poetics for the young poets especially regarding the use of the appropriate language. Boaz (32), by quoting Ruth Berges, says that Eliot wanted to write poetry so transparent that we should not see the poetry, but that which we are meant to see through the poetry. And this is possible only through the use and application of a language that should be most befitting to convey the poet to the readers not only aurally but visually too. Speaking about the start of the poem, Brown (2003) says that the imagery of the rose garden takes the readers along with the poet. He says that the world created by the poet becomes the imagined world of the readers; it is all because, à ¢Ã¢â€š ¬Ã‚ ¦the poetry creates the conditions to fulfill its own inter-personal invitation. This is the relation between the poem and the readers, not between the poet and the readers. The poet has to be an observer as before the composition of his poem so he has to remain after its composition. This is what is skillfully done by Eliot in his Quartets. To come back to the late summer of Burnt Norton, the poem goes on with memories of youth silenced by the lullaby of elderly thoughts. There is a trilling wire in the blood, and this blood still sings below inveterate scars. But the old wars are long forgotten, or, in Eliots words appeased. A still point is mentioned. It reminds the reader of the prayer to the silent sister in Ash Wednesday: Teach us to care and not to care Teach us to sit still He reiterates, time and again, all is always now, and it looks difficult for him to forget what he wants to forget i.e. the loud lament of the disconsolate fantasy. They are all there in a poem which, though is determined to forget certain things and events (old ideal of Ash-Wednesday), has not yet performed this task of forgetting things. Obstinate recollections of old troubles and excitements enliven it: Quick now, here, now, always Ridiculous the waste sad time Stretching before and after It is not only memories that hurt the poet, but also his struggle with the words, which should express them. In Burnt Norton, serene as the tone may be, peace of mind is wishful thinking, and the poets words reveal a restless mind trying its hand at relaxation, but Words strain, Crack and sometimes break, under the burden, Under the tension, slip, slide, perish, Decay with imprecision, will not stay in place, Will not stay still. East Coker (1940), title of the second quartet, is the name of a Somerset shire village.   T.S. Eliot desired that, at the time of his death, his body should be cremated, and the ashes buried at East Coker. Which his second wife dutifully accomplished. This place was visited and inhabited by Eliots ancestors also. That is why we find the start and the main theme of the poem as, In my beginning is my end, reversed later into In my end is my beginning. The specifically literary twist here is that the simple revelry of the imagined rustic men and women is largely rendered in the words and spelling of a probable ancestor of the poet Sir Thomas Elyot (Brown: 2003). In daunsing, signifying matrimonie A dignified and commodious sacrament. (178) This observation shows that Eliot has tried to present a bygone time or persons in their own typical surroundings. This masterly skill of Eliot has been a great means of success to achieve the impersonal tone in his poetry throughout these fragmented poems. The main space of Burnt Norton is, however, the still point of the turning world. Imaginary or not, who cares? Fact is that deep below, at the bottom of the poem, stillness and restlessness coexist. The poet has described here his past, his life philosophy, his achievements, his wishes and disappointments. A dynamic view of life has been mentioned in poetic style. A number of universal contrasting ideas have been put together in fantastic antithetical statements. Vianu, speaking of such opposite facts, says, They sadly go hand in hand, with Eliot inertly watching: Words move, music moves Only in time; but that which is only living Can only die. A tendency of detachment and aloofness encompasses certain sections in the Four Quartets: in East Coker where Eliot puts the metaphor of Christ, the wounded surgeon, in The Dry Salvages, where he mocks augury, in Little Gidding where he transforms German dive-bombers into the Pentecostal descent of the Holy Spirit. Bottum (1995) confirms this wave of detachment in the quartets and says that this lack of involvement starts off as a final point in Eliots desire to turn his knowledge and experience into metaphorical symbols. The development of the performance of an artist, Eliot wrote when he was younger, is a continual extinction of personality. To him the poet is not experiencing his experiences here; he is only standing self-consciously outside experience in order to watch himself experience. In the Four Quartets the self- conscious poet stands outside his temporal experiences in order to find in them a metaphor for the temporal facts he has not experienced. The fundamental experienc e in The Four Quartets that experience to which all other experiences are ordered as metaphors-Eliot always describes in the conditional or the subjunctive or the future (Bottum:1995). And all shall be well and All manner of things shall be well When the tongues of flame are in-folded Into the crowned knot of fire And the fire and the rose are one. But here the views of Stevens (2004) are slightly different. He says, though, in poems like Prufrock and The Waste Land, Eliot is considerably successful in applying his theory of impersonality, but it is certainly Eliots own voice that we hear in the later poetry such as Four Quartets. Stevens is of the opinion that the poet, in Quartets, has become subjective and speaks personally of his own life experiences. He does not find the element of detachment but rather a h3 presence of the poets personality in the Quartets. Finally, Stevens says that Four Quartets, being a religious affirmation, gives way to certain discursive and expository elements that we do not find in his earlier poems. Any how according to many other well reputed critics, Eliot has, in the Quartets, used the kind of images and symbols that as those in The Waste Land and Prufrock, bring forth the poets inner thoughts in an objective manner. Eliot has shown great skill of using characteristic images to expose very abstract concepts in the Quartets. Rees (65) is of the view that it is the use of images that has helped Eliot relate and yoke together the opposite themes in the quartets. He writes, Dry Salvages provide an excellent illustration of how Eliot presents his two related but contrasted themes in the form of dominant images. He points out to the images of river and sea, which represent the concepts of the temporal mutability and eternity respectively. Esty (2003) is of the opinion that Eliots striving after objective style is a successful attempt to bring forth the intended impression of the poem impersonally. He says that the poets effort to make inner voice surrender to outer authority paves way for the artistic impersonality in his poem. For Esty the poetic techniques of Eliot are a practical show of his critical canons. Dennis Brown (2003), talking about the psychological effects of the Quartets, experiences, My own feeling is that the most powerful passages are those which engage the reader in an epiphanic experience which creates a transitional area. He speaks about the readers involvement in feeling the poets thoughts and says that the musical and the therapeutic effects while the description of times hold grips of the reader and engages their mind to be one with the poet. Brown calls this Eliots genius.   Morris Weitz (1952) opines on the use of several symbols in Eliots poetry. He especially takes the symbol of rose garden and says that Eliot has used the symbol of rose garden at several places in his poetry to depict the temporal experiences, which exhibit the immanent character of the ultimately real. Footfalls echo in the memory Down the passage which we did not take Towards the door we never opened Into the rose-garden. My words echo Thus, in your mind Weitz is of the opinion that though the critics have defined the symbol of rose garden with different connotations, the essential meaning has the double impact rose garden as an actual place and the symbolical use of the poets worldly experiences and their possible relation with the Absolute. à ¢Ã¢â€š ¬Ã‚ ¦.the rose garden symbolizes those moments that show, more than any others, the meeting of the Eternal and the temporal (Weitz:1952) These Quartets are termed as a death and life effort with the words and their meanings. The poetry in them does not seem to matter, at first sight. It does matter a lot, at the deeper level of the poets mood and spirit of innovation (Vianu). Here it is stated that Eliot is not giving preference to how to say out the things but he is more concerned with what to say. It is actually extracting out the emotion from the poets mind in its entirety in the shape of words. In doing so, though, the poet tries his best to put forward everything in the best possible way, the occasional lack of befitting words must not impede the true expression of the ideas especially in an impersonal way. That was a way of putting it not very satisfactory: A periphrastic study in a worn-out poetical fashion, Leaving one still with the intolerable wrestle With words and meanings. The poetry does not matter. The irony falls back on the reader who sees nothing but poetry in the poem (Craven: 2004). In the above quoted lines of the poem, Eliot seems to be talking modestly of his own genius. His critics are of the view that the Quartets do not exhibit only the sublimity of his poetic thoughts but his technical aspect is also at its heights in the Quartets. Craven further says that the readers are compelled to work through the traditional suspension of disbelief while going through this poem. This again tells us Eliots skill of involving the readers to feel, understand and interpret his poetry in an objective way. However, according to Roger Bellin (2003), Karl Shapiro and George Orwell hold contrary views. Bellin reports that Shapiro accuses the Quartets of the complete abandonment of poetry (247), and Orwell insists similarly: Perhaps what we need is prayer, observance, etc., but you do not make a line of poetry by stringing those words together. Bellin also quotes Thompsons opinion saying that a careful reading of the Quartets reveals the poem personalizing the poet as a protagonist in order, in reading, to participate in his struggle (Thompson 83). Talking about the use of adequate images in Four Quartets, Vianu refers to Ash Wednesday and says: Ash-Wednesday is not far behindà ¢Ã¢â€š ¬Ã‚ ¦. We feel we are drifting together with the poem on the waves of a whimsical sea. Our life, like anybodys, is a drifting boat with a slow leakage. Here the learned critic understands the feelings of the poet who is trying to convey his thoughts. He speaks of horrors in a blank voice. We do hear about wailings, withering, wreckage, unprayable prayers, failing powers, wastage, primitive terrors, and sudden fury One thing, however, is changed, and this change makes all the difference. Eliot is no longer trying to terrify. He shuns away his anger and revolt. He tries to look resigned (Vianu). Sexton (280) has pointed out Eliots making of Cross in the Quartets. the four quartets respectively concern the way up, the way back, the way forward and the way down as spoken of by Eliot in Dry Salvages III. We first see these four directions in Burnt Nor ton II. With these directions or movements in mind Sexton finds the traces of the making of Christian Cross in the poem. This shows a subtle way of portraying religious images in an objective way upholding the poetic concept of impersonality. Eliot, the literary critic, repeatedly put aside from him the flights of abstruse reasoning. Of course, literary critics will go on dissecting the philosophy of the Quartets. Eliots wish was that poetry should be felt before it was understood. This is one of the reasons why these quartets should be handled carefully. We must learn to protect the fleeting feelings they delicately outline. Philosophy may have had a part in these poems, but only as a discipline of mind. The main thing is that these Quartets reveal something unique in Eliots poetry: a warm directness. This evidence of attachment to man and life in Eliots creation can hardly be stressed enough. Reading these lines, we realize why Eliot hated those critics who called him learned and cold. The more the poet writes about indifference, peace of mind, detachment and so on, the more attached he feels to everything. His former ties to the world were grumbling. He kept feeling hurt and howled out. This new attachment is spiteless ; it is generous and warm. The warmth of a poet who hides in his poetry, a heart for all seasons. In his own words: music heard so deeply That it is not heard at all, but you are the music While the music lasts. Danby (79,80), evaluating the over all impact and feeling of the Quartets, says that here the poet makes the reader move along with him for the full satisfaction of the three dimensional experience while reading the poem. He means to say that Eliots poetry is so encompassing that it leaves nothing go unfelt. In spite of several difficulties, the poet is successful in turning a whole generation of readers to experience the feelings. Danby further says: They (Quartets) are themselves both poems and criticism of poetry (80). Danby is stating here the corresponding accord between Eliots criticism and his poetry. They also practice what they preach(p.80). Towards the end of his article, Danby speaks about Eliots mastery of imagery. He says that the poet is quite capable of finding and using such comprehensive images that exhibit the complexities of the poets mood. They are used as objective correlatives to feelings or thoughts (Danby: 84). Although many critics have found the Quartets in keeping with the poets concept of impersonality, Melaney (148), like Stevens, parts his way with the rest of the critics. He writes, His (Eliots) canonization as a literary icon has prevented his readers from considering his poetry as a record of personal change. He says that the subject matter of the Quartets is not wholly in accordance with his critical canons. Here we find a great deal of his autobiographical account that makes the poem a personal life sketch. The account or subject matter may be personal, but it is the way of presentation that makes it personal or impersonal as defined by Eliot. Hence, if we look at the way things have been talked about in the Quartets, the impersonal tone is more obvious than the personal. Fussell (217) says, in the Quartets, on the other hand, he forges a more personal form by using only the first person, and yet he creates an illusion of the impersonal by splitting up the single personality into contrasting moods and by giving the speaker a public as well as private voice. Thus, apart from the observations of a few critics, most of the poem seems in conformity with Eliots concept of impersonality. The intended abstract idea of time has been presented in such an objectified manner that the reader feels one with the feelings of the poet while going through the poem. References: Bellin, Roger. The Seduction of Argument and the Danger of Parody in the Four Quartets. http://alum.hampshire.edu/~rb97/eliot.html> 29-10-2005 Bottum,J.WhatTSEliotAlmostBelieved. First Things, Vol. 55. (Aug. 1995). http://www.firstthings.com/ftissues/ft9508/bottum.html> 20-4-2006 Brown, Dennis. Literature Theology, Vol. 17. No. 1, March 2003 Craven, Peter. The Urbane Mysticism of Old Possum. Financial Review Oct. 01. 2001 http://afr.com/articles/2004/09/30/1096527854077.html 17-06-2005 Dallas, Elizabeth S. Canon Cancrizans and the Four Quartets. Comparative Literature, Vol. 17, No. 3. (Summer, 1965). Danby, J. F. Intervals During Rehearsals. Cambridge Jul. 02, 1949. Esty, Jed. Four Quartets, National Allegory, and the End of Empire. The Yale Journal of Criticism 16.1 (2003) 43 Fussell, B. H. Structural Methods in Four Quartets. ELH, Vol. 22, No. 3. (Sep. 1955). Melaney, William D. T. S. Eliots Poetics of Self: Reopening Four Quartets. Alif: Journal of Comparative Poetics, No. 22 (2002). Thes. PhD. (Abstract). Columbia University. 1980. Sexton, James P. Four Quartets and the Christian Calendar. American Literature, Vol. 43, No. 2. (May, 1971). Rees,Thomas R. The Orchestration of Meaning in T.S. Eliots Four Quartets. Journal of Aesthetics and Art Criticism 28.1 (Autumn 1969): 63-69. Stevens. http://ieas.arts.unideb.hu/faculty/materials/usliterature.doc.> 19-10-2005 Thompson, E. (1963).T. S. Eliot: the man and his work.Carbondale: Southern University Press. Weitz, Morris. Modern American Poetry. http://www.english.uiuc.edu/maps/poets/a_f/eliot/norton.htm> 8-10-2005 Weitz, Morris. Modern American Poetry. http://www.english.uiuc.edu/maps/poets/a_f/eliot/norton.htm> 8-10-2005 Vianu,Lidia. T.S.Eliot:TheFourQuartets.

Health Promotion and Education for HIV

Health Promotion and Education for HIV Introduction The prevalence of HIV infections has increased rapidly in recent years in the UK. In 2006, it was estimated that a total of 73,000 people were infected with HIV, with a further new 6,393 cases reported in 2007 (Health Protection Agency 2007). The epidemiology of HIV infection has changed over the years. In the mid-1980s, the three groups of people considered to be at the highest risk of HIV infection were men who have sex with men, injection drug users and those who have received blood products (e.g. through blood transfusions). However, since 1999, the majority of new infections have been reported among heterosexuals (Health Protection Agency 2007). The prognosis for HIV-infected individuals has improved over the past ten years. Although there is currently no vaccine and no cure for HIV, HAART (Highly Active Antiretroviral Therapy) has proven highly effective in delaying the onset of AIDS and lengthening the lifespan of infected individuals (Rutland et al. 2007).The increased preval ence of HIV infections in the UK means that healthcare professionals in all settings are more likely to care for patients with HIV than in past years. A number of studies have been conducted worldwide to examine healthcare professionals’ knowledge and/or attitudes to HIV in countries including the UK (Tierney 1995; Laraqui et al. 2002; Pisal et al. 2007). Findings showed that healthcare workers are frequently fearful, negative, ill-informed and discriminatory towards HIV-positive patients. Furthermore, fears regarding perceived risks when caring for parents with HIV may hamper quality of patient care (Pisal et al. 2007). As a result, HIV-positive patients may experience stigma and dehumanisation, together with feelings of isolation and guilt. There is an unmet need for effective education programmes to increase healthcare professionals’ knowledge about HIV, modes of transmission and precautions that should be taken when caring for HIV-positive patients. Studies have shown that education programmes to increase levels of knowledge among nurses significantly reduced fears about interacting with HIV-positive patients (Pis al et al. 2007). This paper discusses the development of an educational leaflet aimed at healthcare professionals, analyses the methodology used and evaluates the leaflet and the process of development. Leaflet development When devising health promotion and education programmes, the three main components which must be considered are planning, implementation and evaluation and it may be helpful to use a health promotion model in this process (Whitehead 2003). The Ewles and Simnett model (1992) proposes five different ways of considering health promotion which include a medical approach, behaviour change approach, educational change approach, client-centred approach and social change approach. Our health education approach best fit the educational and behavioural change approaches. By educating the target group of individuals, the knowledge they gain will empower them to make informed decisions and will act as an important influencer on their behaviour (Aghamolaei et al. 2005). In their model, Ewles and Simnett identified 9 stages which were used in the planning of the health education initiative discussed in this paper and which include: Identification of the target group Identification of the needs of the target group Establishment of the goals of education Formulation of specific objectives Identification of resources Planning of content and method Planning of methods of evaluation Implementation of education Evaluation of effectiveness. Planning The target group for this health education strategy was healthcare support workers who may come into contact with clients infected with HIV or AIDS. As discussed, there is a clear need for education programmes for healthcare professionals who may have contact with HIV-positive clients. The main goals of this strategy were to increase levels of knowledge about HIV with a view to reducing fears and stigma surrounding HIV-positive individuals, and alleviate any existing misconceptions surrounding the spread of the HIV virus in clinical practice. The approach taken in this strategy was to develop an educational information leaflet. Previous research has demonstrated that leaflets that promote knowledge of HIV are effective in reducing fear and anxiety among healthcare workers, while also increasing overall knowledge of the disease (Pisal et al. 2007). Leaflets have been shown to provide a number of benefits. For example, they can be used to re-enforce information delivered verbally and c an deliver a greater volume of information that via verbal communication alone (Secker 1997). Furthermore, leaflets may be retained for future reference and can be shared with others. However, there is evidence to suggest that health promotion leaflets needs to be carefully designed, since not all leaflets communicate their messages effectively to their target audience (Shire Hall Communications 1992). Methodology Sources of information Information on the HIV was sourced by searching the Pubmed electronic database and Department of Health websites. Up-to-date, high-quality publications were selected where possible. The Health Protection Agency websites was also search for recent UK-specific epidemiology data. Information relating to the design of the leaflet was gathered from both Pubmed and Google searches. All information sourced was read carefully, findings were accurately summarised and key points were highlighted. Leaflet design The design of educational leaflets should assist the reader’s understanding of the content within (Secker 1997). The leaflet title was chosen carefully so as to be appealing and encourage readers to want to read the entire leaflet. A design theme was chosen which was applied consistently throughout each of the pages. Black and red text was used against a yellow background which demonstrated good readability and made the leaflet stand out on the shelf among a group of other leaflets. The choice of colours was designed to reflect a ‘danger/hazard’ theme which was intended to motivate the reader. While it could be argued that the association of red with danger may actually re-enforce existing negative beliefs about HIV, we believe that our choice of a strong and positive leaflet title negates this possibility. The Times New Roman font in a 12 point size was used for the main text. Research suggests that this is one of the best fonts for educational materials, and that a 12 point font size is the minimum size for readers without visual impairment (Secker 1997). Although it is acknowledged that using a font size as large as this limits the amount of text that can be accommodated, a shortcoming of many educational leaflets is that they contain text which is too small to read comfortably (Albert and Chadwick 1992). The images used in the leaflet were relevant to the content. Research has shown that the use of illustrations is an important factor to consider in leaflet design and that illustrations should always be informative and relative to the content of the leaflet, otherwise they will detract from the information being conveyed (Rohret and Ferguson 1990; Albert and Chadwick 1992). By using ‘before’ and ‘after’ versions of similar images, we aimed to convey some of the feelings that HIV-positive clients may experience in healthcare settings and how a change in the behaviour and attitude of healthcare workers can have a positive impact on the client’s experience as well as improving the interaction between the client and care provider. Another important factor which must be considered when using images, pictures and other illustrative materials is their source and whether there are copyright issues associated with their use. Unfortunately, we did not consider the legal implications associated with our choice of illustration, which subsequently prevented the leaflet from being distributed to the target audience. A folded one third A4 size leaflet, printed on yellow paper with a gloss finish was chosen. This is a popular choice of size for educational leaflets and provides good portability, being small enough to put in a bag. The use of folding negates the need for staples which add to cost. [Client: you didn’t mention anything about leaflet size, stock of paper or finish so I’ve added in what I have found from my own experience of designing educational materials, although I’m not sure of the exact stock of paper that would be the best for a leaflet of this description and no papers discuss this] Language According to Bennett and Heller (2006), â€Å"Speaking the language of the audience is crucial in attempting to appeal to them and change their understanding of any issue†. The language in this leaflet used simple terminology that is easily understood and is jargon free, two factors which have been shown to be of importance in educational materials (Ewles and Simnett 2003). Personal and colloquial terms were used which were designed to engage the reader and encourage critical thinking and reflection of their own clinical practice. The use of personal pronouns has previously been shown to be effective in making the reader feel that the leaflet is addressing them directly, thereby making it more appealing (Glasper and Burge 1992; Albert and Chadwick 1992). The use of long words was limited and sentences were generally short and succinct, with each attempting to explain a single idea (Manning 1981). Evidence has shown that this facilitates the integration and storage of information into memory. This is an important factor since the cognitive load theory proposes that redundant forms of information may require longer processing and may prevent the reader from learning (Doak et al. 1996). Research has also demonstrated that the more long words and long sentences used, the more difficult the leaflet will be for the reader to understand (Pastore and Berg 1987; Bernier and Yasko 1991). Simplicity in both choice of language and sentence structure is also of value if the leaflet were to be translated into other languages or into Braille. While this leaflet was only designed for target groups within the UK, it could also be translated successfully if required. Readability may be assessed more accurately by performing a readability test to determine the reading age of any written material. These tests typically relate the number of long words and sentences to the reading age necessary to understand the materials. Evidence shows that the reading age of the majority of adults in many developed countries is 10-14 years (Vahabi and Ferris 1995). Although we did not employ a readability test when developing this leaflet, it is an activity that would have been helpful to confirm the readability of the material we had developed and would be particularly valuable when developing patient educational materials where reading age would be of greater importance. Content and organisation of information It is important that educational materials are accurate and up to date (Secker 1997). As previously discussed, the most recent information was selected for inclusion in our leaflet. Summarised information was discussed for suitability and then reviewed for accuracy by several members of the team as a quality control exercise. The content of this leaflet is quite specific and should be applicable for the foreseeable future, unless a vaccine or cure for HIV/AIDS is developed or there are changes to universal precautions. Nonetheless, it may have been worth including a publication date on the leaflet to enable the reader to quickly see how old the leaflet is and if a more up-to-date version may be available. The organisation of text within the leaflet is a very important factor influencing whether the material makes sense to the reader (Secker 1997). Studies have shown that educational information should be presented in a way that reflects the priorities of the reader (Bernier and Yasko 1991). Therefore, paragraphs of text were arranged so that the most important and relevant facts were discussed first. This arrangement has been shown to facilitate the assimilation of information and re-enforce learning (Manning 1981). Sequential lists of bullet points were used to present the text included in the leaflet. These have also been shown to enhance assimilation, when compared with blocks of bulk information delivered in a narrative form (Manning 1981). Key points within the text were emphasised in bold type since the use of colour has shown to be ineffective (Kitching 1990) and a number of colours were already employed in the design theme. The text in the leaflet was justified which is not in line with the recommendation of unjustified, left-aligned text using indentations for ease of readability (Kitching 1990). [Client: you don’t mention whether headings were used in the leaflet. Sentence case headings in bold type placed against the left-hand margin with plenty of space around are effective in standing out from the main text and will assist the reader in quickly locating the information they require within the leaflet (Dixon and Park, 1990) Reference: Dixon, E. Park, R. 1990, ‘Do patients understand written health information?’, Nursing Outlook, vol. 38, no. 6, pp. 278-81.] Evidence has shown that leaflets should convey only essential information and contain references to further reading in a separate section (Vahabi and Ferris 1995). In our leaflet, the name of the first author and the year were included in the text as citations for source references. For a more continuous flow, it may have been better to replace the author name with a superscript number which relates to the full reference which would be included in a reference list at the end of the leaflet. Since this leaflet is aimed at healthcare professionals who aim to use research-based evidence to inform best practice, it would be particularly important to include the sources of the reference materials to encourage further reading; however, due to space constraints, we were not able to include this reference list in our leaflet. Implementation The leaflet has not been distributed to the intended target group due to legal implications surrounding the images used. The original implementation plan included: (1) distribution of the leaflet after infection control study days held within the hospital, or at study sessions focussing on HIV/AIDS as a method of re-enforcing the verbal information already delivered; (2) inclusion of the leaflet as part of the induction package for relevant new members of staff; and (3) inclusion of leaflets on stands already located in hospital common rooms or other venues. Evaluation As discussed above, since the leaflet has not been distributed to the target audience, it has not been possible to evaluate the success of our approach. We planned to pilot our leaflet to a selected group of healthcare support workers and gain feedback both verbally and via the use of a questionnaire designed to address the quality of content, readability and use of language within the leaflet. Gaining preliminary feedback on the leaflet may have helped us to address any issues identified prior to implementation. The specific limitations identified in our leaflet have already been discussed within the relevant sections of this paper. However, when reflecting on our approach to producing this leaflet, we were able to identify a number of other areas where we feel that the process could be improved in the future: (1) experimenting with other colours may make the leaflet aesthetically more appealing; (2) including the address of the charity listed, instead of just the website, would enable those individuals without internet facilities to also access this valuable resource more easily; (3) when searching for published literature on knowledge and attitudes of healthcare professionals to HIV, although many studies were identified, there were few recent studies conducted within the UK. For this reason, it may have been worth considering designing a preliminary questionnaire to gather the attitudes and beliefs of the healthcare workers within our particular setting to ensure that we were designing a leaflet which addressed their specific needs; and (4) we believe that the use of an interactive tool, such as a quiz, would further engage the target audience, serving to re-enforce and challenge what they have learnt from the leaflet. Conclusions Our leaflet met the majority of published criteria for well-designed educational material, in terms of content, language and design. The leaflet contained up-to-date, accurate information which was relevant to the target audience. The overall look and feel of the leaflet was appealing and uncrowded with good readability, while the use of relevant images helped to convey the important messages contained within the leaflet. The major limitation of our methodology was the use of images with surrounding legal implications which prevented the leaflet from being distributed. This made is impossible to evaluate the success of our approach which was very disappointing. Nonetheless, developing this leaflet has provided valuable experience which can be applied when designing similar health promotion and education programmes in the future. Bibliography Aghamolei, T., Eftekhar, H., Mohammed, K., Nahjavani, M., Shojaeizadeh, D., Ghofranipour, F., Safa, O. 2005, ‘Effects of a health education program on behaviour, HbA1c and health-related quality of life in diabetic patients’, Acta Medica Iranica, vol. 43, no. 2, pp. 89-94. Albert, T. Chadwick, S. 1992, ‘How readable are practice leaflets?’, British Medical Journal, vol. 305, pp. 1266-8. Bennett and Heller 2006, Design studies: theory and research in graphic design, Princeton Architectural Press, New York. Bernier, M. J. 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