Evaluation on customer services on Bellevue Club Hotel Dissertation

Evaluation on customer services on Bellevue Club Hotel - Dissertation Example The report recommends that the manager should hire more staff and the staff should be well trained, especially in the high season. Research has identified multiple areas at Bellevue requiring improvement, including service and product dimension raging from entertainment to meal services. Recommendations for improving training and cultural development are provided. 3. Content Page 1) Terms of Reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2) Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3) Contents Page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. 4) Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5) Definition of Customer service†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7) Findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8) Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦... ... The Bellevue is a very large resort, consisting of multiple operational divisions with an emphasis on building customer satisfaction under this business’ consumer-centric model of business. Work placement consisted of work in the animation department as an entertainer, upon which a transfer was approved to work in the food and beverage department for the remainder of the five months left on work placement. In this department, responsibilities included working in the buffet restaurant, performing general bussing services, and work at the bar as a server of inclusive drink options. Understanding the specific role duties in the work placement scenario is important for understanding how Bellevue can improve its customer service as all work placement responsibilities involved recurrent and direct contact with diverse customers of many different socio-economic backgrounds. Research identified that the key areas needing improvement at Bellevue Club Hotel Resort are entertainment serv ices, meal quality, reception and bar services. All of these factors preventing positive customer service delivery were observed directly during the placement, thus some dimensions of primary research involved qualitative observations. Definition It is recognised that the provision of excellent customer service is vital to Hospitality and Tourism organisation with benefit for both staff and the customers. If the principal of good customer service are followed, satisfied customer will feel they have been greeted warmly, dealt with by friendly and efficient staff, and received the goods or services they want. All businesses are dependent upon their customers. Whether public, private of voluntary, all organisations aim to provide a high level of customer satisfaction, so that the customers

Introduction to working with children Essay Example for Free

Introduction to working with children Essay There are three different provisions that provide care and education to children. Upton Infant School is a statutory provision; they are funded by the government. Upton Infant School educates and cares for children from 4 years to 7 years of age. They follow the National Curriculum, and the EYFS. They support and work with the children and family by observing the children, and producing written or verbal feedback to the parents; this can be done by holding parent evenings. They are also supporting the children and parents by having fully trained SEN staff in the setting; so they help the children who require additional support. (Upton Infants School, 2012) The DEBRA charity is an organisation which supports and helps to find a cure to heal or help the children and families that are suffering from a generic skin blistering condition. This condition is called Epidermolysis Bullosa (EB). This is a voluntary organisation; this is funded by the public. They support and help children of all ages from birth. They provide emotional and physical support for families coping with EB. (DEBRA, 2008-2012) Private provisions are organisations that make profits from their services. Buckholme Towers in Parkstone; is an independent day school and nursery, which cares for both boys and girls from 3 to 12 years of age. They provide classes for individual learning. The staff quickly gets to know pupils so that their strengths and talents and be enhanced, and their weaknesses are developed upon. They provide a supportive environment this makes the children feel secure and ready for challenges of school life. They support families that have children with; Emotional Needs, ADHD, Dyslexia, Asthma and Serious Allergy’s. (Poole Family Information Service, 2012) There are various legislations in the UK that supports working with children, these are:- Health And Safety At Work Act 1974 Children’s Act 1989 Children’s Act 2004 Children’s Act 2006 Equality Act 2010 United Convention On The Rights Of The Child 1989 Data Protection Act 1998 The Children’s Act 1989 came into force in October 1990. It aims to help children in every situation; at home, at day-care, or in full time care. Some of the principles are that the welfare of the child is paramount and every child has the right to be free from neglect and abuse, every child should be brought up by their parents, if the child is in need, help and guidance should be provided. Both parents and professionals should consult the child when decision making. (Beaver, et al, 2008) Children’s Act 2004 promotes the five outcomes for the Every Child Matters (2003) legislation for every child; this was created because some of the points in 1989 were not being done. These five points are; 1. Be healthy 2. Stay safe 3. Enjoy and achieve 4. Make a positive contribution 5. Achieve economic well-being (Beaver, et al, 2008) The needs of the child and family are central in the Children’s Act 2006. Local authorities must improve the outcomes for children less than 5 years of age. This was created to focus on the children in question and their families. This is where the EYFS came into practice. This was introduced to support the delivery of quality of education and care in the early years. This Act also entitles parents to get the information they need. (Beaver, et al, 2008) The United Convention On the Rights Of The Child came into force in 1989. This Act contains 54 articles. All the articles were put into place to ensure every child enjoys health and education; every child should be within a caring family and have the right of survival. Every child should be protected from exploitation and abuse at all times and should have the freedom to have their voice and opinions taken into account on significant issues. (Beaver, et al, 2008) The Data Protection Act was put into place in 1998, to protect Information of individuals as this is confidential. Other than the care worker, the information can only be shared between the guardian or parent and the child in question. It is very important that you maintain confidentiality when working with children. This is important because it protect the child in question and the family. (Legislation, 2012) Principles and values are very important when working with children. Principles are a professional rule of action of conduct. Values are beliefs and ideas that are shared between groups of people that are from the same culture. This is important because it will give you an understanding of what is good or desirable and what is not. (Tassoni, et al, 2007) Through positive relations the children learn to be strong and to be independent. According in the EYFS (2012) every child is a unique child; they can have a strong character, confident and are self-assured. Enabling environments are essential in helping the children develop and learn. Every child learns and develops in a different way, every child should be treated equally, and their needs to be taken into account. The education and care of all the children in early year’s provision, including children with special educational needs and disabilities, are covered by this framework. Without a unique child, positive relationships and enabling environment’s there would not be any learning and development. The CWDC principles are to reinforce that the welfare of the child and young person is paramount. The safeguarding, learning and development is reflected in practice and service provision. Practitioners work closely with parents as they are very important in their child’s upbringing, recognising they are the children’s most important careers and educators. The values of CWDC are that every child’s individuality is valued and respected and celebrated. Also the children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. Self-esteem is very important to every child’s development. Also confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. Best practice requires a continuous search improvement and self-awareness of how workers are perceived by others. (Children’s Workforce Development Council, 2012). Inclusion and diversity is very important in respecting and valuing each child at a place setting. If this is done correctly it should build the child’s confidence and improve their concentration. This will also remove learning barriers; whether this is emotional or learning where a child may need extra support. (Beaver, et al, 2008) Everyone is different and entitled to their own opinions this means everyone should get treated equally, as they are a unique child, this complies with the EYFS curriculum (Moylett.et al. 2012) According to article.10 UNCRC states that every child has the rights to be able to be heard, valued and listened to. ‘The United Nations Convention On The Rights Of The Child, article 12, says that we must listen to the child’s view and take those views into account in any planning that effects the child’ (Fajerman,2001:12). Both `the children and the staff are benefitting by taking into account the views and the opinions of the child. This builds upon the child’s self-esteem, the children become independent, creative learners, this also makes them aware they have rights and that they do matter. This benefits the staff because they gain an increased awareness of children’s needs, rights and abilities. Also the parents will benefit from this by them feeling involved with their children’s development and their contribution to the setting. (Fajerman, 2001) An example of the place settings giving the children the freedom to express themselves and have their own opinions is at tea time or snack time; this enables them to be able to decide what they want to eat from a plate of food. This way the children will eat what they like and feel valued. According to an early years consultant Margret Collins (2006) children with low self-esteem are timid and are easily bullied. They struggle to take up challenges, and rarely reach their full potential, on some cases people with low self-esteem look at themselves as a failure! On the other hand children with high self-esteem embrace new challenges and see themselves as a success. Children with high self-esteem do usually have an excellent relationship with their teachers as they receive praise. From September 2008, The EYFS emphasis that every person who cares for the children, e.g. child minders and the EYFS practitioners under the age of five have to show the evidence of ‘Look, Listen, and Note’. This shows what development stage the children are at and what the children like doing, also this gives the practitioner a clear understanding of what the child can do or not and if the child needs extra support or not. By doing this you are treating the children like individuals. (Renouf, 2008). People have different opinions this gives them a sense of themselves and others around them. They can also see how individual everyone is. (Graham, 2002). The children will learn that other people have different opinions and feelings; this enables them to be sensitive to others. They will learn that every child believes and their personal views on things can vary, every child has the right to, and need to be treated with respect. Encouraging children to talk about their opinions and their feelings is important because this will build greater relationships with the child and you will be able to understand and help that child more. It is also important for the child to express what they like or dislike doing, and why. (Graham, 2002) There are many professional skills that will support you when working with children. Some of the professional skills are being an effective practitioner: this covers everything from being empathetic and sensitive to having effective communication skills, Being professional: this includes skills such as being reliable and an anti-bias approach, and ensuring you know your roles and responsibility; this involves putting the needs and rights of the child and the family first. (Beaver, et al.2008) Professional standards are essential in working with children; this covers all the professional standards that are needed to be an affective practitioner. Time keeping; is essential because this reflects well on you. Regular attendance is an individual responsibility; you also need to make sure you have everything with you to get the best out of the day. Appropriate dress code; this is important as this will show you have self-respect and that you value the children by not wearing anything inappropriate. It is very important that everyone in each setting understand the different ways of communicating with individual children’s needs. (Beaver, et al, 2008) It is important that everyone smells fresh, and they need to ensure they regularly wash their hands during the course of the day. Smoking is not allowed in public areas, due to a new law that has been recently created. Workers who choose to smoke should do this by going off site, and out of sight of parents and the children. (Beaver, et al, 2008) It is also a good idea to take in hoody or spare clothing so that you do not smell of smoke when you go back. You could also chew on gum, but remember to get rid of it before you go back to the children. All of this is being an effective role model. Study skills are important to being an effective practitioner. Basic needs are the most important one of them all. Without fulfilling your personal needs you will not be able to get the most from your experience and learn properly. Even looking at things like your health and mental health is important, as if you are ill, you are unable to learn to the best of your abilities and get the most from your day. (Northedge, 2005) Motivation is needed in childcare; this is what gets you through the days. Self-motivation comes from deep within, only you can motivate yourself, someone else can only inspire you to do something. By setting yourself little goals, you are able to achieve big goals. (Beaver, et al, 2008) Time management is also important, and this will need to be developed, you need to be able to manage your home life with your college life-try to keep these separate. You need to make sure you are realistic with your time scales to do something, and to be able to do them to your best abilities. (Beaver, et al, 2008) Note taking is important in studying as you will not be able to remember everything that you have learnt over the course of the day. (Beaver, et al, 2008) Planning is essential in childcare, without planning nothing will run smoothly and the days will be hectic. It is also important to plan your assignments this will help you complete it to the deadline. There are many things that learning environments provide to help their students achieve. There things such as learner support, they will help you to improve your work to a higher standard, they provide all sorts of help with your assignments they help you to plan them, they can proof read and check for spellings, and they can help you with referencing. (Beaver, et al, 2008) In childcare it is very important to develop and maintain appropriate relationships with the children, parents and other professionals. A practitioner’s role is to behave in a professional manner. (Tassoni, et al, 2007) Bowlby attachment theory, helps understand relationships, he understands the relationships between; children and carers, and parents and EYP. EYP’s now understand that there will be some children that need a little extra time to feel secure in the setting. This benefits the child because they become more independent and confident. EYP work in partnership with parents, and they should never undermine the relationship between the parent and child. By having a good relationship between the parent and EYP, will benefit the child, this will meet the child’s needs more effectively as the parent has the most knowledge of their child. (Tassoni, et al, 2007) By keeping the family informed about their child performance and any injury or discomfort will build trust. Building and maintaining relationships between colleagues, is essential. This can be done by sharing responsibility and duties equally. (Tassoni, et al, 2007) It is also important to share the information about the child you are about to work with, with the appropriate people. This also needs to be kept updated, by all the members that are working with that child. If there are any frictions between colleagues, the line manager will need to be contacted to help sort out such issues. (Tassoni, et al, 2007) Consistency is the key point in working with children, as you are a role model for children. The information the child receives from adults should be the same, this can have a negative effect on the children, as they pick up things like consistency and tension between parents, EYP, Colleagues and the children. (Tassoni, et al, 2007) Some children may need more than one organisation to help and support them and their families for any additional support. This is called multi-agency team. This consists of various professional that join their skills to help the children to the best of their abilities. It is a practical mechanism to deliver the integrated working required of public services by Every Child Matters, published in 2003, and by The Children Act 2004. (Beaver, et al, 2008) Multi-agency teams benefit the children because they receive tailor-made support for their needs. Some of the benefits of this is easier and quicker access to services and expertise, and reduced needs for specialist services. (Beaver, et al, 2008) Parents are also part of the multi-agency team, and their choices should also be respected and valued. E.g. parents may choose to discuss the situation to other professionals; this is their decision. (Beaver, et al, 2008) It is very unprofessional to discuss another child’s situation with other parents. Some parents find it very daunting for professionals to have contact with them on a daily basis. (Beaver, et al, 2008) Characterises of working with other colleagues and professionals in a multi-agency team are cooperation, this encourages the children to learn to work well with each other. Every team member needs to be consistent this is to ensure that everyone has the same approach of caring for children and working with their family. All members of the team should encourage, praise, stimulate, and support one another. Every member should share their ideas and aims and should feel respected; they should also feel a sense of belong. Every team member needs to be efficient, so all the skills of each individual can be used to the best of their ability. The responsibilities should be shared between every member in the multi-agency team. Workers need to be willing to learn and develop new ways of learning and thinking, and to balance out their weakness and strengths between them. It is also important you remain confidential within a multi-agency team, this shows that you respect your role and the child; you will also be complying with the Data Protection Act. (Beaver, et al, 2008) Common Assessment Framework (CAF) is a process to make sure that children needs are met in the most efficient and pro-active way. This is also a key component in the ‘Every Child Matters-change for children’ program. The CAF aim is to ensure every child receives the universal to which they are entitled and the additional services they need at the earliest opportunity. (Children’s Workforce Development Council 2008) Child-Centred approach is where the children get the freedom to experience, think, question, and research for their own answers. Nursery practitioners get to see how play develops between the children, and not telling them what to do. This enhances the children’s communication skills. This is the complete opposite of Adult-Led; this is where the adult’s initiates play. (Beaver, et al, 2008) The benefits of a Child-Centred approach are that the children get fully involved in activities and are proud of what they can achieve by themselves. They can actively explore the environment and enjoy playing with others. (Beaver, et al, 2008) Although some children find this situation awkward, as they believe the teacher should be in control, whereas others believe they are fully responsible for their play. (Beaver, et al, 2008) There can be issues with the parents too, as they believe children should not learn through playing they prefer their children to learn through literacy and numeracy skills. (Beaver, et al, 2008) Child-Centred approach links to the EYFS because every child is given the opportunity to choose what they want, this encourages every child to be unique. (Beaver, et al, 2008) The practitioners and teachers work in partnership to create a positive relationship and create and enabling environment for the children. The ‘Look, Listen and Note’ observation links to the adult led approach because you can have a better opportunity for observation this way. (Beaver, et al, 2008) The Reggio Emilia approach supports the child-centred approach; an approach based on children’s ideas, thoughts and observations they have gathered through the environment. This was founded by Loris Malaguzzi. (Beaver, et al, 2008) Reggio Emilia believed that the environment, in which the children learn, should be considered as a third teacher. (Wenex Technologies, 2006) Some of the characteristics of the Reggio Emilia approach are that the teachers work in pairs this is called ‘co-teaching’. ‘There is no staff structure, i.e. no head teacher; and staff such as cooks and assistants are regarded as equal with teachers.’ (Beaver, et al, 2008:251) ‘Teachers do plan and make preparations, but there is not a strict curriculum or timetable. Teaching and learning is allowed to evolve and unfold at the pace of the children and follows the interests they develop along the way’ (Beaver, et al, 2008:252) There is four main areas that are Important within your role, limits and boundaries these are; Health and Safety, managing children’s behaviour, child protection and confidentiality. (Tassoni, et al, 2007) It is everyone’s responsibility to ensure the child’s safety. It varies from a basic level by doing little things such as; shutting doors and gates behind you, to a more extreme level; what to do when there is a fire alarm. You also need to consider other aspects of physical safety; this includes things such as one of the children you are with has an accident or the child is unsafe. You will also need to follow policies on personal hygiene this could be simple things such as; wearing a uniform, tying your hair back, and using the supplied resources. (Tassoni, et al, 2007) It is essential to follow the settings policies and procedures, and the policies on hygiene. (Tassoni, et al, 2007) By following the policies and procedures you are reducing the risk of being accused of something such as neglectful behaviour or being in an abusive situation, it also ensures that everyone’s rights and responsibilities are respected, this also shows that the setting is running smoothly and everyone is doing what is expected of them. Having written policies is a requirement of OFSTED. (Tassoni, et al, 2007) It is very important to be aware of how different settings deal with managing children’s behaviour and where it is appropriate to intervene or when not to. (Tassoni, et al, 2007) Also it is important to observe how other professionals deal with the situation. Child protection is very important this will give you the knowledge of how to follow the correct policies to protect children from harm, and abuse. This is to ensure the child id receiving similar messages, so they can feel secure. (Tassoni, et al, 2007) Some children may tell practitioners things that are a cause of concern, this information should be immediately passed onto the appropriate people and no one else. Confidentiality is very important in -settings, as this protects the child and the families. (Tassoni, et al, 2007)

Theories in the Human Sciences and Natural Sciences Essay -- Scientifi

What it is about the theories of human sciences and natural sciences that make them so convincing? When focusing on the human sciences and natural sciences, one might wonder why we believe what we believe. In general, human science can be defined as a social science, or anything that deals with human behavior in its social and cultural aspects (Bastian 190). Natural science is more often thought of as "regular" science. It is an organized undertaking that focuses on gathering knowledge about the world and condensing that knowledge into scientific laws and theories that can be tested (Bastian 153). Theories in these two types of sciences are often convincing because of the observation that takes place, the empirical evidence, and the ability to put the theories and laws to the test. This knowledge by description, which is defined as public knowledge that is expressed as facts, as well as knowledge by acquaintance, knowledge from familiarity or experience, can also be contributing factors in why we believe what we believe (Bastian 18). However, there are some knowledge issu es, as well as counterclaims that may interfere with someone’s belief and perspective on a certain topic. Also, some of our ways of knowing can play a role in different interpretations of theories in these sciences. These aspects can help answer the topic question of what it is about the theories of human sciences and natural sciences that make them so convincing. In science, a theory is a tested and testable idea which is used to provide an explanation for an occurrence (Scientific Laws and Theories). Very similarly, a law can be defined as a set of observations that are expressed in an abridged statement (Scientific). An example of a law in nat... ..., whether that is through their own observations and interpretations or through empirical evidence that can be convincingly backed up by scientific data. Works Cited Bastian, Sue. Theory of Knowledge. IB Diploma ed. Pearson Education Limited, 2008. Print. Pearson Baccalaureate. "Convince Me: How Strong Is the Evidence?" Understanding Science. Web. 15 Jan. 2012. . "Newton's Law of Universal Gravitation." The Physics Classroom. Web. 10 Jan. 2012. . Schultheis, Erin. "Harry F. Harlow." Psychology History. May 1999. Web. 15 Feb. 2012. . "Scientific Laws and Theories." College of Science and Mathematics. Web. 12 Feb. 2012. .

Edna and Conformity in Chopin’s The Awakening Essay -- Chopin Awakenin

Edna and Conformity in Chopin’s The Awakening The passage of The Awakening which truly marks Edna Pontellier’s new manner of thought regarding her life revolves around her remembrance of a day of her childhood in Kentucky. She describes the scene to Madame Ratigonelle as the two women sit on the beach one summer day. The passage opens with a description of the sea and the sky on that particular day. This day and its components are expressed in lethargic terms such as â€Å"idly† and â€Å"motionless† and suggested a scene of calm sleep. Such a depiction establishes an image of serenity and tranquility, in other words the calm before the storm which derives from Edna’s â€Å"awakening.† As the passage continues Madame Ratigonelle asks Edna â€Å"of whom- of what are you thinking?† It is of interest to point out that she initially inquires â€Å"of whom† as if to impose her knowledge on Edna that she believes Edna may be thinking of a particular person such as Robert. Edna answers â€Å"Nothing,† but then catches herself in an answer that comes from simple habit and decides to retrace her thoughts. She rememb...

Transition from Early Years

This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning. Looking at Government reports about transition from the Foundation Stage to Key Stage One, Ofsted nationally identified issues between reception and Key stage One practice. In 2004 they produced a report entitled Transition from the Reception Year to Year 1 (Ofsted 2004). Findings suggested that there was not enough consideration relating to the Foundation Stage and Year One curriculum. Ofsted recommended the following ‘point for action’ â€Å"Schools which admit pupils to the Foundation Stage should ensure that learning experiences in Year One build upon practical approaches and structured play in Year R (Reception) (Ofsted 2004:3) The Department for Education and Employment (DfEE) and research from the National Foundation for Education Research (NFER) identified the biggest challenge to transition, as the EYFS curriculum is play based, Key Stage One is a more structured curriculum. They found that some children were worried about moving into Year One because of the amount of work expected and the length of time they were expected to sit and listen to the teacher. The government decided to produce a guidance document entitled Continuing the Learning Journey (NAA 2005) which is attended to support schools and Local Authorities in working towards improving transitions between the Foundation Stage and Key Stage One. The Foundation Co-ordinator and Year One teacher from school attended this course about two yeas ago and have tried to improve the transitions between our unit and Key Stage One. More recently the Head and Deputy Head teachers have attended several courses relating to the Proposal of the New Primary Curriculum. Sir Jim Rose has proposed a number of changes to the New Curriculum which will impact on transition and include moving away from Primary subjects and towards new ‘areas of learning’ that are intended to be linked to the EYFS. A number of staff meetings have taken place within our school discussing the review of the New Primary curriculum with all Teachers and hopefully will be implemented across the whole school as soon as possible this depending upon the forthcoming election. Unit meetings have started to take place enabling Foundation Staff and Year One staff to look at how the EYFS and the New Primary Curriculum objectives overlap/link enabling Year One teachers to continue each individual child’s learning journey. All teachers know that children are different, each one having their own ‘Unique’ individual needs. When a child leaves the Foundation Stage and enters Key stage one, they have not necessarily achieved all the objectives in their profile and therefore are not ready to access the Year one National Curriculum. I can see little benefit to any child beginning Year One Numeracy and Literacy objectives, in particular, with children who are not ready in terms of ability and maturity. It makes far better sense to begin Year One with the children’s profiles and to allow time for each child to achieve all the profile objectives before launching into the more demanding Year One objectives. If you look at the PSRN and CLL objectives for the latter part of the Early Years Foundation Stage and Numeracy and Literacy for Year One term one, there is an overlap, with the Early Years Foundation Stage goals including some of the National Curriculum level One. Similarly, there are objectives in the Early Years Foundation Stage profiles in other areas of learning which overlap with the Year one objectives in Science, History and Geography, ICT, Design technology and RE – KUW. PSHE and citizenship – PSED. Music, art, drama and creativity – CD and Physical development-PD. In addition, simply because a child moves from the Foundation Stage into Key Stage One shouldn’t mean that the curriculum ceases being active. Young children learn best when they are engaged in worthwhile, hands on experiences. On the same premise, play does not have to end but it needs to be teacher initiated and led in order to be of much educational value, for instance, children are unlikely to spell words correctly, if there isn’t a teacher to help sound out the letters in the word. Ros Bayley and Sally Featherstone are writers on teaching and learning have written a book entitled Smooth Transitions. In it they state ‘a three year olds brain is twice as active as an adult brain and this level of activity continues to the age of 9 or 10. Children develop 50% of their eventual ability to learn before the age of 4 and another 30% before they are 8. Adult interaction and physical activity continue to make a massive difference to learning during childhood’ When measuring the difference between boys and girls they found that ‘most girls have made sufficient links to their brains to begin the complex skills of reading and writing by the time they are four and a half while in most boys it is nearer to six’ They also say that research from all over the world tells us that children learn best from doing and that boys are â€Å"doers†. If we want boys to succeed in the Foundation Stage and into Key Stage One we must allow them to develop through an active curriculum. Bayley and Featherstone conclude that everything we know about the brain is consistent with the guidance for the Foundation Stage. We must use that knowledge in Key Stage One and use it to shape how we teach rather than what we teach. There will also be children in Foundation Stage who by the end of the year are already accessing aspects of Year One curriculum. This is sometimes of particular significance for the summer-born Foundation Stage children, who may turn five right at the end of the Foundation Stage year therefore close liaison between staff regarding the academic and personal aspects of each child’s development is absolutely vital. The detailed knowledge that support staff have of the children as people and learners should be shared. Time and effort invested in this will help with differentiation, as well as children’s wellbeing, on entry into Year One. As part of my research, I visited the Year One class teacher in our school to establish how she plans for the transition from the Early Years Foundation Stage into Year One and to get her views about whether the transition process the school has in place is a ‘seamless journey’ or if there was more staff could do to improve this. One of the Year One teacher’s worries as I am sure is the same with most Year One teachers is the pressure she feels under to achieve outcomes to get children ready for Year Two Standard Assessment Tests (SATS). But as from this year our school has abolished not only Year two but Year Six SATS as well. This will ease the pressure enabling her to concentrate more on the transition period and continuing each child’s learning journey. The transition process we have in place for starting Nursery and reception is, I believe a ‘seamless journey ’ The Early Years Foundation Unit recognise that the transition from the home to Nursery and Nursery to Reception class is an important step in a child’s school life and it is our intention to make this a positive experience for every child. We endeavour to provide our children with a smooth transition from home to Nursery and Nursery to Reception Class. Yewdale Early Years Foundation Unit brochure 2009/10) however my opinion is that the transition from The Early Years Foundation Unit to Year One has not been successful, perhaps this is because that since I have been working in the Unit, big changes have taken place; The Foundation co coordinator leaves, an NQT takes over reception class and the role of EYFS coordinator (who has made a huge impact to the unit and who has become a great team Leader and friend), a new head teacher takes over the school and the Nursery and Reception classes merge to become a Early Years Foundation Unit and the Year One teacher is on maternity leave. This module I believe has helped me to make a positive contribution to the whole school approach about how we are going to help the children leaving the Early Years Foundation Unit have a smooth transition into Year one. Meetings have taken place between the Early Years coordinator and foundation staff and the Year One teacher and teaching assistant to discuss as a team, strategies to support transitions and to imply them during the summer term. Taking into consideration, the aim of the EYFS, is to help young children achieve the five Every Child Matters outcomes therefore by looking at the Every Child Matters document focusing on the five outcomes be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being I believe that by ensuring that children grow up to lead a safe, happy, healthy and successful life the transition strategy process should be; Be Healthy: Guidelines in place to ensure pupils physical and emotional health. Children are supported through the transition period by ensuring that Year One Staff have a full and accurate picture of each child’s needs prior to teaching them. During the Summer Term children have an opportunity to visit their new classes and meet their new teachers and stay for short visits and for the Year One teacher to visit in the reception class where the children are in familiar secure surroundings. Year One children have timetabled sessions in the Reception Outdoor area, the Year One class does not have access to their own outdoor area, and this enables hysical activity to take place in familiar surroundings. Stay Safe: The school to provide a safe environment and ensures that pupils know the school’s expectations for conduct and behaviour. Foundation Stage Unit Classes use the Key Stage One playground at lunch times throughout the school year and at playtimes during the Summer Term. This enables the children to become familiar with the rules and routines of Year One rules. From the Spring Term children in the Foundation Stage, reception age children only have access to morning playtimes and dinnertime playtimes. Enjoy and Achieve: The school provides an environment and atmosphere in which pupils feel safe and happy, and therefore can enjoy and achieve within the school environment. Children should see similar areas of provision in the Year One classroom e. g. role play, construction, sand/water, writing materials, well organised and accessible resources, staff working together, children should experience a similar environment. Learning through first hand experiences and being able to learn outside. The Year One class has got similar continuous provision areas to the Early Years Foundation Unit, which includes role play, sand/water, creative, construction, small world, reading area and access to laptops. They do not have access to their own outdoor area, this is the case in many schools, but do have three outdoor ‘playtimes’ a day two with Reception and Key stage one and one at lunch time with the whole school. Resources in Year One should be built up to reflect the Reception classes and more kinaesthetic experiences have been woven into the curriculum. The Foundation Unit and Year One class conduct PSHE and Circle Time Sessions using the SEAL/SEAD Programme and provide opportunities to share children’s thoughts and feelings regarding transition into Year One and to incorporate a variety of learning styles into Foundation Stage and Year One planning to engage all children, I think it is very important as a practitioner to take time to find out how the children in your care feel, therefore by giving them opportunities to express their feelings through drawing, painting or writing will help us to make their journey as seamless as possible. Make a Positive Contribution: Pupils are supported and helped to develop socially and emotionally through Circle Time (SEAL), classroom rules and routines and the schools’ Behaviour Policy. From Reception children are able to represent their class through the forum of the School Council so that pupils’ voices are heard. These meetings are held weekly and discussed with the rest of the school during assembly times. Achieve Economic Well-Being: Aim to provide good quality education and to prepare pupils for the future. Looking at the continuity of teaching and learning an effective curriculum delivery, in the Summer Term Reception Classes should begin to take on some elements of the more formal aspects of learning, whilst still engaging in active learning experiences. This continues in the Autumn Term of Year One and beyond. Reception and Year One staff liaise closely during the Autumn Term to ensure that the needs of individual children are fully understood in context and therefore met, within the educational setting of the classroom and the school. The new primary curriculum builds on the principles of the Early Years Foundation Stage and promotes play-based learning. In the early stage the content of the curriculum is generic to the area of learning therefore the curriculum is now more reflective of the Early Years Foundation Stage Curriculum and builds on and extends the experiences children have had during the Foundation Stage by planning for a variety of learning styles, such as role play, and imaginative play, visits and visitors, practical activities. Children’s personal and independent learning should be encouraged through opportunity to choose activities and resources, so encouraging their ability to make decisions and own their own work. This is already happening in the Foundation Unit and so supports the transition process. Data from the Foundation Stage Profiles is used to inform planning and assessment processes in Year One. The Year one teacher will look at the Foundation Stage profiles and start by ‘filling in the gaps’ as stated where children have not attained the Early Learning Goals by the end of the Reception years, Year 1 teachers should ensure gradual and smooth transition from the foundation ethos to the more structures, teacher-directed ethos of Key Stage,(Lesley Staggs, 2004) this can only be done if their learning journeys including foundation profile data are forwarded to her and that each child’s learning and personal needs are fully discussed with the Year One teacher. The teacher can then start to find out as much as she can about the child as a learner and to use the information to plan the next steps. Children in the Reception class with Special Educational Needs who receive one to one support or are part of our morning Nurture group, the transition will be handled sensitively to ensure support continues in Year One if appropriate. It is equally important that parents/carers are informed and asked about how they feel about the transition not only for their children but how they feel themselves. All families are important and should be welcomed and valued in all settings (EYFS 2. 2, 2008) Schools should have a very strong ethos of volunteer parental help within the classroom and in the school as a whole. This is well established in our Foundation Stage Unit and continues throughout Key Stage One and beyond. This tradition supports children in their transition between Key Stages. Parents/carers in the Early Years Foundation Unit and Key Stage One are offered the opportunity to attend a Family Learning free 14 hour course to help them to recognise how children develop number skills through play. It is designed to support parents in helping their child to achieve their full potential at school. During the Autumn term there will be a literacy based course held. Parents/carers will from this year receive a Key Stage One Booklet produced by the school at the beginning of the Autumn Term that supports parents in understanding the changes their child will experience, and so be able to support them during and after the summer school holidays in making the transition. Parent’s Evenings are held three times a year given opportunities for staff parents/carers to discuss child’s development and any concerns. In addition to this the Foundation Unit encourages an ‘Open Door’ policy where parents are welcome to come and discuss their concerns and their child’s needs at any time during the school year. This applies in Year One too. It is also important to remember that after the transition has taken place, Foundation Stage and Key Stage One Co-ordinators work with their teams to ensure that the transition Policy is implemented effectively and Foundation Stage and Key Stage One staff meet regularly throughout the year to discuss the progress of both groups and individual children in both Key Stages. In conclusion, I feel that by carrying out research before and during this module has helped me to understand the great importance of a smooth transition for children in the Foundation Unit moving to Key stage One and not only does it involve the children but also various staff members and parents/carers. It involves time, thought and commitment to ensure that it is a positive experience for all children and can only be a success by Foundation Staff and Year One staff working closely together. We are still in the early stages in our school at introducing new ways of working together as a team to produce a seam-free transition for every child, I think so far so good! We are coming to the end of Summer term one and strategies are in place for Summer Term Two including a draft copy of a Transition Policy. Unless the transition is well managed children may become disengaged, learning could be impeded and there may be a consequent rise in poor behaviour as children struggle to adapt to a different and more formal approach. (DFES 2004)

Free Essays on Observation Paper

As a prospective teacher I admit that when I first entered the teacher education program I thought of learning as memorizing, and understood teaching as showing, telling and performing. I admit feeling uncomfortable at the outset with the requirement to be reflective about past and current experience and practices, and with the expectation that I should be actively involved in the construction of my own professional knowledge. A narrative and holistic orientation to teacher education is grounded in Dewey’s philosophy of education and his belief that we learn from experience and reflection on experience. As Dewy (1966) has explained: ‘[the] educational process is one of continual reorganizing, reconstruction, transforming experience’ (p.50), and this holds whether one is in a setting of teacher education, a high school or a kindergarten. As instructor, I emphasize the necessity for participants to understand the foundational concepts on which the courses are based; that the emphasis on reflective inquiry in learning to teach was established by Dewey in his work on conceptions of time, space, experience and sociality (Dewey, 1916, 1934, 1938a, 1938b). A narrative and holistic orientation to professional learning is based on the education and development of the whole person who is becoming a teacher. The construction of professional knowledge is understood as a relational and interactive process where teacher, student and subject matter are interconnected (Schwab, 1971, 1983). Here, the particularities of personal and situational contexts are important. In the context of a curriculum for teacher education, this view challenges simplistic notions of a curriculum based on a set of theoretical and practical requirements, a course of study, or a list of competencies. It validates individuals’ experiences of schooling, their personal biographies and family histories, and experiences of growing up in different cultural envir... Free Essays on Observation Paper Free Essays on Observation Paper As a prospective teacher I admit that when I first entered the teacher education program I thought of learning as memorizing, and understood teaching as showing, telling and performing. I admit feeling uncomfortable at the outset with the requirement to be reflective about past and current experience and practices, and with the expectation that I should be actively involved in the construction of my own professional knowledge. A narrative and holistic orientation to teacher education is grounded in Dewey’s philosophy of education and his belief that we learn from experience and reflection on experience. As Dewy (1966) has explained: ‘[the] educational process is one of continual reorganizing, reconstruction, transforming experience’ (p.50), and this holds whether one is in a setting of teacher education, a high school or a kindergarten. As instructor, I emphasize the necessity for participants to understand the foundational concepts on which the courses are based; that the emphasis on reflective inquiry in learning to teach was established by Dewey in his work on conceptions of time, space, experience and sociality (Dewey, 1916, 1934, 1938a, 1938b). A narrative and holistic orientation to professional learning is based on the education and development of the whole person who is becoming a teacher. The construction of professional knowledge is understood as a relational and interactive process where teacher, student and subject matter are interconnected (Schwab, 1971, 1983). Here, the particularities of personal and situational contexts are important. In the context of a curriculum for teacher education, this view challenges simplistic notions of a curriculum based on a set of theoretical and practical requirements, a course of study, or a list of competencies. It validates individuals’ experiences of schooling, their personal biographies and family histories, and experiences of growing up in different cultural envir...

If I Was vs. If I Were

If I Was vs. If I Were If I Was vs. If I Were If I Was vs. If I Were By Maeve Maddox In 1964, when Sheldon Harnick wrote the lyrics for the musical Fiddler on the Roof, he had the poverty-stricken Russian milkman Tevye sing â€Å"If I were a rich man.† In 1992, affluent rock star Bon Jovi sang â€Å"If I was your mother,† but then in 2008, Beyoncà © sang â€Å"If I were a boy.† Clearly, both forms persist in popular usage. Curious to see how the two constructions compare in the world of pop music, I searched a site called ReverbNation. According to the search results, â€Å"If I Was† and† If I Were† as song titles are tied at â€Å"over 500 songs† each. According to linguist Geoffrey Pullum, co-author of the Cambridge Grammar of the English Language (CGEL), there’s no significant difference between using was or were in what the CGEL calls â€Å"the irrealis form of the copula.† (A copula is what linguists call a word that links subject and predicate. Irrealis is unreal.) In Pullum’s view, both â€Å"if I was† and â€Å"if I were† mean the same thing in such a statement. A web search will bring up both acceptance and rejection of the â€Å"if I was† construction. Merriam-Webster illustrates its discussion of the usage by pointing out that F. Scott Fitzgerald used both forms for statements of unreality. Here are two: I wish I were twenty-two again †¦ - F. Scott Fitzgerald, letter, 27 Dec. 1925. †¦ if I was Vassar, I wouldn’t take you †¦ - F. Scott Fitzgerald, letter, 18 Apr. 1938 The M-W editor concludes: Clearly there is a choice to be made here, and if Fitzgerald could use either form, so can others. Unfortunately, not everyone will agree with Merriam-Webster on this one. To many people, â€Å"I wish I was a rich man† is not standard usage. There are contexts in which â€Å"if I was† can be justified. For example, â€Å"If she was ill, no wonder she left the party early.† In a statement that does not describe reality, or the possibility of reality, were is still the better choiceif only because a great many employers, clients, and customers still regard â€Å"if I was you† as nonstandard usage. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†List of Greek Words in the English Language

Comparing the Female Pirates Anne Bonny and Mary Read

Comparing the Female Pirates Anne Bonny and Mary Read During the Golden Age of Piracy (1700–1725), legendary pirates like Blackbeard, Bartholomew Roberts, and Charles Vane commanded mighty ships, terrorizing any merchant unfortunate enough to cross their path. Yet two of the most famous pirates from this age served on a third-rate pirate ship under a second-rate captain, and they never held an important position on board such as quartermaster or boatswain. They were Anne Bonny and Mary Read: bold women who left behind the stereotypical domestic chores of women at the time in favor of a life of adventure on the high seas. Here, we separate fact from myth in regards to two of historys greatest swashbucklerettes. They Were Both Raised as Boys Mary Read was born into complicated circumstances. Her mother married a sailor and they had a son. The sailor was lost at sea about the time Mary’s mother found herself pregnant with Mary, by another man. The boy, Mary’s half-brother, died when Mary was very little. The sailor’s family did not know about Mary, so her mother dressed her as a boy and passed her off as her dead half-brother in order to get financial support from her mother-in-law. Apparently, the scheme worked, at least for a while. Anne Bonny was born out of wedlock to a lawyer and his maid. He grew fond of the girl and wished to bring her into his home, but everyone in town knew he had an illegitimate daughter. Therefore, he dressed her as a boy and passed her off as the son of some distant relations. Bonny and Read may have been in a somewhat precarious situation- two women on board a pirate ship- but pity the fool who tried to take advantage of them. Before turning pirate, Read, dressed as a man, served as a soldier in an infantry regiment and once she became a pirate she was not afraid of accepting (and winning) duels with other pirates. Bonny was described as â€Å"robust† and, according to one of her shipmates, Captain Charles Johnson, she once badly beat a would-be rapist: â€Å"†¦once, when a young Fellow would have lain with her, against her Will, she beat him so, that he lay ill of it a considerable Time.† Piracy as a Womans Career If Bonny and Read are any indications the pirate captains of the golden age were missing out by sticking to all-male crews. The two were every bit as good at fighting, manning the ship, drinking and cursing as any other member of the crew, and maybe better. One captive said of them that they â€Å"were both very profligate, cursing and swearing much, and very ready and willing to do anything on board.† Like most of the pirates of the era, Bonny and Read made the conscious decision to become pirates. Bonny, who was married and living in the Caribbean, decided to run off with Calico Jack Rackham and join his pirate crew. Read was captured by pirates and served with them for a while before accepting a pardon. She then joined an anti-pirate privateering expedition: the would-be pirate hunters, most of whom were former pirates themselves, soon mutinied and returned to their old ways. Read was one of those who actively convinced the others to take up piracy again. Although they’re arguably the most famous real-life female pirates, Anne Bonny and Mary Read are far from being the only women ever to take up piracy. The most notorious was Ching Shih (1775–1844), a one-time Chinese prostitute who became a pirate. At the height of her power, she commanded 1,800 ships and 80,000 pirates. Her rule of the seas off of China was nearly absolute. Grace O’Malley (1530?–1603) was a semi-legendary Irish chieftain and pirate. Working Together and on Crews According to Captain Johnson, who knew both Read and Bonny, the two met while both were serving on Calico Jack’s pirate ship. Both were disguised as men. Bonny became attracted to Read and revealed that she was really a woman. Read then also revealed herself to be a woman, much to Bonny’s disappointment. Calico Jack Rackham, Bonny’s lover, was allegedly very jealous of Bonny’s attraction to Read until he learned the truth, at which point he helped both of them cover up their real gender. Rackham may have been in on the ruse, but it apparently wasn’t much of a secret. At the trials of Rackham and his pirates, several witnesses came forth to testify against them. One such witness was Dorothy Thomas, who had been captured by Rackham’s crew and held as a prisoner for a time. According to Thomas, Bonny and Read dressed as men, fought with pistols and machetes like any other pirate and were twice as ruthless. She said that the women had wanted to murder Thomas to prevent her from eventually testifying against them. Thomas said she knew them at once to be women â€Å"by the largeness of their breasts.† Other captives said that although they dressed like men for battle, they dressed like women the rest of the time. They Didn’t Go Out Without a Fight Rackham and his crew had been active in piracy on and off since 1718 when in October of 1720, Rackham was discovered by pirate hunters led by Captain Jonathan Barnet. Barnet cornered them off the coast of Jamaica and in an exchange of cannon fire, Rackhams ship was disabled. While Rackham and the other pirates cowered below decks, Read and Bonny remained on the decks, fighting. They verbally berated the men for their spinelessness and Mary Read even fired a shot into the hold, killing one of the cowards. Later, in one of the most famous pirate quotes of all time, Bonny told Rackham in prison: Im sorry to see you here, but if you had fought like a man, you need not have hanged like a dog. They Escaped Hanging Because of Their â€Å"Condition† Rackham and his pirates were swiftly tried and found guilty. Most of them were hanged on Nov. 18, 1720. Bonny and Read were also sentenced to hang, but both of them declared they were pregnant. A judge ordered their claim checked out and it was found to be true, a fact which automatically commuted their death sentence. Read died in prison shortly thereafter, but Bonny survived. No one knows for sure what became of her and her child. Some say she reconciled with her rich father, some say she remarried and lived in Port Royal or Nassau. An Inspirational Tale The story of Anne Bonny and Mary Read has captivated people ever since their arrest. Captain Charles Johnson featured them prominently in his 1724 book,   A General History of the Robberies and Murders of the most  notorious  Pyrates, which certainly helped his sales. Later on, the notion of female pirates as romantic figures gained traction. In 1728 (less than ten years after Bonny and Reads arrest), noted playwright John Gay wrote the Opera Polly, a sequel to his acclaimed Beggars Opera. In the opera, young Polly Peachum comes to the New World and takes up piracy as she searches for her husband. Female pirates have been part of romantic pirate lore ever since. Even modern fictional she-pirates like Angelica, played by Penelope Cruz in Pirates of the Caribbean: on Stranger Tides (2011) owe their existence to Read and Bonny. In fact, its safe to say that Bonny and Read have had a far greater impact on popular culture than they ever had on eighteenth-century shipping and commerce. Sources Cawthorne, Nigel. A History of Pirates: Blood and Thunder on the High Seas. Edison: Chartwell Books, 2005. Cordingly, David. New York: Random House Trade Paperbacks, 1996 Defoe, Daniel. A General History of the Pyrates. Edited by Manuel Schonhorn. Mineola: Dover Publications, 1972/1999. Konstam, Angus. The World Atlas of Pirates. Guilford: Lyons Press, 2009 Rediker, Marcus. Villains of All Nations: Atlantic Pirates in the Golden Age. Boston: Beacon Press, 2004.

Take a theme of the poet Cathy Song and explain, prove it thru support Essay

Take a theme of the poet Cathy Song and explain, prove it thru support and analysis of at least 3 poems, using point by point me - Essay Example This realization seems to have become an impetus for her creative sensibility. The recurrence of this theme of filial connections forms the pervasive subject and the thematic content of her poetry. Song has credited her early interest in writing to her family’s travels: â€Å"Our family travels started my writing. I guess I was around nine years old when I decided I wanted to be the family chronicler† ( â€Å" Poetry Foundation†). From this quote we can infer that incessant traveling with her family does have an impact on her creative genius and may also have made her admit the importance of these family relationships in a person’s life. â€Å"Song’s poetic oeuvre is united by her abiding focus on family. The moral ties that bind women to children and parents, to their community, to tradition, and to the land are continuously interwoven throughout her verse† ( â€Å" Poetry Foundation† ). We also find a mention of some broader themes l ike impact of immigration on the lives of the people. But whatever she sees these things, she sees them through the kaleidoscope of her family. In her poetry, Cathy Song usually examines the everyday world that touches and affects her. Cucinella observes: As such, possible topics for Song’s poetry include the lives of her grandparents in Hawaii following their immigration from China and Korea, the resistance of third generation Asian Americans to the traditional Asian Ways and their paradoxical needs to embrace their Asian ancestry, and the more mundane aspect of her life as a daughter, mother , and wife (353). In her third collection of poem, School Figure, â€Å"Song explores further than before relationships between husband and wife, mother and son, and mother and daughter. â€Å" The Grammar Silk† explores how a mother wishes a better life and escape for her daughter†( Cucinella 353). In the following lines we will explore the extent and scope of this recurr ent theme of family ties in Cathy’s poetry. Our probe will further be delimited to mother-daughter relationship in her poetry. All the nuances of this relationship will be explored to strengthen our thesis that Cathy’s close association with her family became the cause of her creative genius and made her imprint different facets of her connection with her parents and especially of her mother. Our analysis will be based on three of Song’s representative poems:† The Grammar of Silk†, â€Å"The Youngest Daughter† and â€Å"The White Wash†. The Grammar of Silk The grammar of silk shows a mother’ concern for her daughter and desire to see her past and future in her. The mother is trying to accomplish what was missing in her. â€Å"She was determined that I should sew/ as if she knew what she herself was missing† ( Song Lines 49-50).That’s why she has sent her to a sewing school. She wants to ensure that her daughter shou ld be an accomplished seamstress and should learn this art to the perfection. The mother’s choice seems to be pleasing for her daughter. On Saturdays in the morning my mother sent me to Mrs. Umemoto’s sewing school. It was cool and airy in her basement, pleasant—a word I choose (Song Lins 1-4). The place is not just a sewing school. It assumes a higher existence and transforms into a safe haven for women. Song reflects: This evidently was a sanctuary, a place where women confined with children conferred, consulted the oracle, the stone tablets of the latest pattern books( Song Lines 27-30). The Youngest Daugh

Social responsibility in finance decision making Essay - 2

Social responsibility in finance decision making - Essay Example cture, McDonalds focuses its attention to putting its customers, processes, and practices into place to better the society through better food, people that are more contented, a stronger community, and an improved planet. This report explores McDonalds’ Corporate Social Responsibility approach in finance decision making. McDonalds, the worlds foremost global food service trader, takes its environmental and social obligation to the society considerably seriously, considering the CSR strategies it partakes. The company consults with customers, suppliers, sustainability experts and socially responsible organizations to ensure that its CSR strategies are in lieu with the current century and societal goals. It collaborates with other organizations to develop global principles that support purchase of raw materials from verified sustainable sources. This paper explores McDonald’s practices, their harm to the society, and CSR initiatives it has taken to promote its corporate image. In as much as a company seeks to make profit in a sustainable approach, there are always times when they inflict harm on one or more of its stakeholders for profit making. McDonalds faces criticism for the level of nutrition in its food, which is largely high fat, high cholesterol, low fiber diet. It also receives criticism for the effects of advertisements on the minds of children, and the environmental effects of its restaurants on the environment. Considering McDonalds is among the world’s leading companies it has the financial and legal muscle to silence its critics and limits free speech against its operations (Blasio, 2008). Apart from that, workers claim exploitation in several instances, especially in branches comprised of underprivileged people. Workers receive low wages, and understaffing also occurs, as the company seeks to maximize on profits. Worst of all, its aggressive practices push several small food outlets out of business (Brazelton, Ellis, Macedo, Shader, and Suslow,

The market trends in the UK clothing industry Coursework

The market trends in the UK clothing industry - Coursework Example This research will begin with the statement that clothing in the UK market is dominant by the large retail stores that provide major sales to this industry. There is generally one influencer in the market that owns the market share in the UK clothing industry, for example, Philip Green owns 12 percent of the UK clothing market. Since the dominance in the clothing market is by the major retail stores hence the prices of quality clothing has increased in the UK which has provided an opportunity to bring in to the market the clothing that is of high quality but at affordable prices. This need for affordability of prices and quality clothing has increased the demand for such products in the UK market. Also because the major retail stores tend to cater to the market for personalized service that too is becoming marginalized. The market trends in the UK clothe industry show a growing trend. As reported that the market for clothes has increased by 10% between years 2004 and 2008. It is also expected that the market will continue to grow in another three years. By the year 2014, it is estimated that the clothing industry would be worth nearly  £8.6 billion experiencing an increase of 29% from the worth of today estimated at being  £6.7 billion. The consumers want quality and value products and thus it’s this trend that is contributing to the growth of the industry. During the time of recession, the market saw a growth of 10% per annum however it is expected that this sector will experience a 21% of growth in the next three years.

War Strategists Essay Example | Topics and Well Written Essays - 1500 words

War Strategists - Essay Example Consequently, Jomini’s theory of strategy entirely relied on geometric considerations. He advocated concentrating alongside fractions of the enemy’s force before striking the critical objective. Significantly, Clausewitz and Jomini theories have immensely contributed to understanding today’s military profession1. Accordingly, the FM 3.0 represents a revolutionary departure from past theories. It has engaged in an operational of employing such principles as offensive, stability or civil support operations concurrently as part of an inter-reliant joint force to grab, retain and exploit the initiative, accepting practical risk thus generating opportunities for achieving decisive results. The FM 3.0 operations significantly initiated a comprehensive change in the army by capturing the solder’s experience over t numerous years of extensive combat. It therefore changed the army’s conceptualization of operations hence it adopted FSO as a central tenet of h ow it applies its capabilities. Consequently, the concept of FSO plays critical roles in the army. FM 3.0 reflects an inclusive understanding of the numerous impacts of myriad years of persistent conflict in army operations. It puts emphasizes on people over technology, hence focus on an initiative and responsibility at lower levels of command2. It is worth noting that, understanding the operational environment and the intriguing problems, requires a precise methodology that expands beyond the military decision making process. Currently, the operational environment has experienced an enormous emergency of hybrid threats hence profoundly increasing uncertainty in the operational environment. In response, it has called for the need of creating teams to work closely with joint interagency and multinational assets among modular forces. Additionally, working with host-nation partners, teamwork requires extensive personal cooperation instead of military command. Finally, the capability to transmit clear and concise messages to target audiences plays a critical role in delivering lethal combat work. Consequently, it calls for an appropriate strategy in order to ensure victorious success in FSO. In response, current research has revealed that, the FM 3.0 has adopted a peculiar strategy referred to as blitzkrieg war strategy. Additionally, the strategy has based its foundation on nine compressive principles for success in FSO3. The blitzkrieg strategy entails employment of lightning attacks, overwhelming the enemy with speed ad concentrated fire-force. Typically, blitzkrieg strategy largely relies on tanks, which combine with speed. Its basic principle entails bombardment of a weak point in the enemy defense followed by feints and thorough probes to find a breakthrough point, plus a follow-up encirclement to prevent flanking and capturing remaining forces. Accordingly, at the defeat of the enemy, a follow up force may hold the position, while the main force moves on qu ickly to the next target. Blitzkrieg strategy works entirely by shock and depends entirely the maneuver and surprise principles rather than wearing down the enemy by long bombardment or pitched battles. Consequently, it represents a typical cross-country technique for conquering large tracts of relatively defended land. In addition, it implies distracting a dispatched the enemy from dealing with your attacks4. Similarly, the FM 3.0 provides

Personal Reflection reaction paper Essay Example | Topics and Well Written Essays - 2000 words

Personal Reflection reaction paper - Essay Example The entire scientific enterprise can be characterized as the development of sensitivities and ideas necessary to become more fully aware of what is happening all around us. Seen in this perspective, the discovery of the birthplace of the universe is a four-million-year learning event (Swimme, 1996, p. 1). In the present-day times, we face the challenge of identifying the meanings such discoveries have for human existence. It has become essential to integrate science’s understanding of the universe with more ancient intuitions concerning the meaning and destiny of the humans. This would be an opportunity to conciliate science, cultural tradition and religion. We are challenged here with understanding the significance of the human enterprise within an evolving universe. Upon our success in meeting this challenge rests the vitality of so much of the Earth Community, including the quality of life all future children will enjoy (Swimme, 1996, p. 3). The enterprise of cosmology –that is, the exploration of the origin, development and destiny of the universe– started at the beginning of humanity. As humans, we require a cultural orientation. â€Å"We are not given a fixed and final form to our orientation in life but must discover and deepen this orientation through the process of psychic development† (Swimme, 1996, p. 9). We have many different answers to the question â€Å"What does it mean to be human in this universe?† Brian Swimme proposes us to reflect on this issue, which has implications for our daily life, our family and our role in communities. From the primitive cave dwellers, people have marveled at the mystery of the cosmos, and created explanations for its origins and essence. However, Swimme points out that modern humanity might be the first culture to ignore the primordial tradition of celebrating the

War Strategists Essay Example | Topics and Well Written Essays - 1500 words

War Strategists - Essay Example Consequently, Jomini’s theory of strategy entirely relied on geometric considerations. He advocated concentrating alongside fractions of the enemy’s force before striking the critical objective. Significantly, Clausewitz and Jomini theories have immensely contributed to understanding today’s military profession1. Accordingly, the FM 3.0 represents a revolutionary departure from past theories. It has engaged in an operational of employing such principles as offensive, stability or civil support operations concurrently as part of an inter-reliant joint force to grab, retain and exploit the initiative, accepting practical risk thus generating opportunities for achieving decisive results. The FM 3.0 operations significantly initiated a comprehensive change in the army by capturing the solder’s experience over t numerous years of extensive combat. It therefore changed the army’s conceptualization of operations hence it adopted FSO as a central tenet of h ow it applies its capabilities. Consequently, the concept of FSO plays critical roles in the army. FM 3.0 reflects an inclusive understanding of the numerous impacts of myriad years of persistent conflict in army operations. It puts emphasizes on people over technology, hence focus on an initiative and responsibility at lower levels of command2. It is worth noting that, understanding the operational environment and the intriguing problems, requires a precise methodology that expands beyond the military decision making process. Currently, the operational environment has experienced an enormous emergency of hybrid threats hence profoundly increasing uncertainty in the operational environment. In response, it has called for the need of creating teams to work closely with joint interagency and multinational assets among modular forces. Additionally, working with host-nation partners, teamwork requires extensive personal cooperation instead of military command. Finally, the capability to transmit clear and concise messages to target audiences plays a critical role in delivering lethal combat work. Consequently, it calls for an appropriate strategy in order to ensure victorious success in FSO. In response, current research has revealed that, the FM 3.0 has adopted a peculiar strategy referred to as blitzkrieg war strategy. Additionally, the strategy has based its foundation on nine compressive principles for success in FSO3. The blitzkrieg strategy entails employment of lightning attacks, overwhelming the enemy with speed ad concentrated fire-force. Typically, blitzkrieg strategy largely relies on tanks, which combine with speed. Its basic principle entails bombardment of a weak point in the enemy defense followed by feints and thorough probes to find a breakthrough point, plus a follow-up encirclement to prevent flanking and capturing remaining forces. Accordingly, at the defeat of the enemy, a follow up force may hold the position, while the main force moves on qu ickly to the next target. Blitzkrieg strategy works entirely by shock and depends entirely the maneuver and surprise principles rather than wearing down the enemy by long bombardment or pitched battles. Consequently, it represents a typical cross-country technique for conquering large tracts of relatively defended land. In addition, it implies distracting a dispatched the enemy from dealing with your attacks4. Similarly, the FM 3.0 provides

Motivation based on the Video Case.Dick Learns About Tipping Case Study

Motivation based on the Video .Dick Learns About Tipping - Case Study Example It can either be positive or negative. In the video, Dick Solomon promises the waitress that there is one pile of one dollar bills and calls it ‘potential tip’(stimulant). This indicates that the tip will not just be unleashed for the normal service but for satisfactory service (the desire). He then tells the waitress that if he is pleased, the pile of the tip grows (positive reinforcement). Otherwise if unsatisfied, the pile shrinks (negative stimulus). As the waitress places the drinks on the table, she serves Mary the Dick’s drunk and vice versa. At that point, Dick interchanges the drinks and goes further to penalize the waitress for that mistake as they earlier agreed. The waitress does not know the salad dressings and again the pile shrinks. On bringing the dressings, the first one doesn’t appeal Dick and he goes on to deduct the tip but on tasting the second one, he finds it nice and adds some more bills to the tip. The waitress now more enthusiastic comes with two alternatives of what the two would have for dinner. Dick is dissatisfied by the options and decides to reduce the tip. At that point the waitress reactions show displeasure (the undesirable behavior). The expectancy theory assumes that people will perform better when they believe money will follow effective performance (Spector, p. 235-257). If money has a positive value for an individual, higher performance is expected (the waitress is happy when a tip is proposed). For a staff, outcomes are outcomes that are highly valued and high expectations will direct a person to make greater effort in the task (depicted by the waitress enthusiasm). In this video, Dick’s strategy was not successful. This is depicted where Mary has to come in between Dick and the waitress to be a reconciler. Mary decides to pay the meals as she saw that both Dick and the waitress were unpleased by each other. To increase the success of his attempts to motivate the waitress, Dick could hav e employed the Goal-setting theory of motivation. This theory explains how goal setting importantly relates to job performance. It states that clear and challenging goals with feedback lead to better job performance (Locke, Edwin, & Gary, p388). Goals give direction of what is expected thus indicates the efforts required. In this scenario of Dick, he could have stated from the word go what he specifically wanted. He ordered the drinks well without waiting for the waiter to suggest for him the variety of drinks they served. Similarly, he could have done so for the meal. In so doing, it would have been easier for the waitress to serve them efficiently because the goals are specific, clear, and realistic. The waitress serving her clients was an enough motivator for her to see her clients (Dick and Mary) satisfied. Again, if Dick’s feedback was appropriate as it is advocated for in this theory, the waitress could have served them better. After the waitress mentioned the type of m eal they offered, Dick just rushed to reducing the tip. Instead, he could have explained his displeasure and could have been served well. Tommy and Harry’s behavior was influenced by equity and reinforcement theories. Equity theory advocates the principle of balance, fairness and justice. Ones motivational level is thus measured against his level of perception of equity. In our case, when Tommy is standing he receives tips from two passersby while Harry who is sited receives from one passerby. On realizing this,

John Adams Mini Series Essay Example for Free

John Adams Mini Series Essay The epic HBO miniseries John Adams is far more than a simple historical drama or biographical account of the life of one of the United States’ founding fathers. The series is a glimpse of a period of American history of which many Americans today are unfortunately ignorant. When most modern Americans think of the period of the Revolutionary War and the birth of the country, barring those that study history during school or as an occupation, they think merely of stilted figures that are more myth than reality. When they think of George Washington, they think of a stoic, almost superhuman figure, that is best known for being so honest that he could not tell a lie as a child when he chopped down a cherry tree. When they think of Thomas Jefferson, they think of a genius that so poetically created the country’s most important documents and made the Louisiana Purchase that doubled the country’s size. When common Americans think of Benjamin Franklin, they think that he invented electricity. And, when they think of John Adams, most Americans unfortunately do not really know what to think, and more than anything else, the miniseries sets forth to enlighten the masses. John Adams, while a seminal figure in the birth of the U. S. , is largely unknown by so many of young and old citizens that can rattle off facts of popular culture faster than American history. Like many of the other founding fathers, he is viewed less as human and more as a mythological figure in history, though his actual contributions are not as pronounced as Jefferson, Washington, and even Franklin. The miniseries sheds light on the mystery of John Adams by showing him as he was: a man. Not only do they portray him as a man, they portray him as flawed, awkward at times, easy to anger and to feel slighted, but always honest and upright. He is also ceaselessly prudent and refuses to shy away from work or duty. If anything, this is the main attribute that allowed a hard-working self-made man like John Adams to elevate himself to the level of president, despite all the odds that seemed to be stacked against him. He lacked the charisma of his cousin, Sam, the finances of many founding fathers like Jefferson, and the leadership skills of Washington, but he still managed to elevate himself through hard work and his sense of duty. By portraying John Adams as a regular man that elevated himself through reason and duty, the makers of the miniseries are trying to remove the myth from the founding fathers and replace it with something far more valuable: the truth. Adams, like Jefferson, Washington, and Franklin were merely men at a pivotal time in history with strong ideals and the courage to not back down from them. Adams was also portrayed as having many of the problems and home life of common Americans today. Though his children were on the whole upstanding, he still experienced problems with his son Charles, who drank and caroused and felt neglected by his father. This aspect of Adams’ duty was portrayed excellently in the miniseries, as his wife Abigail and his children often felt the pain of having their father and husband away so often. Adams, too, was not devoid of feeling the absence, and his love for his wife often kept him grounded, if not feeling lonely on the long journeys to Europe. The relationship between Adams and his wife is one of the most humanizing aspects of the film, and it portrays the intimate life of a founding father without any romantic idealization. The Adamses loved each other deeply, and Abigail would often soothe her husband’s doubts and insecurities, while also instilling in him the confidence to succeed. As a strong, intelligent woman in a time where women were expected to live nothing more than a domestic life, the miniseries portrays Abigail as contributing a great deal to her husband’s views, and therefore a great deal in his actions concerning the founding of the country. At times, she would take a hard line with him, though never browbeating him, and she would remind him of his abilities when he would sometimes forget. This helps make modern viewers understand the humanity of life in America over two-hundred years ago, with a reality previously unseen in historical films and television shows. There are also many intricacies of Revolutionary society which are rarely portrayed, but dealt with so well in the miniseries. Fashion is a huge issue, and the wigs that men wore make a modern person wonder about such trends, possibly even questioning current fashion trends. Today, successful men wear suits with ties around their necks, and rarely wear hats. While in Adams’ time, no men went out without their hat, and few men went out without their wigs. While this could be a substitute for male pattern baldness, it seems more like a status symbol, where men can be judged by the elaborate nature of their wigs and their curls. The time spent on such things like the fashion of the French court, the powdering of the wigs, and the white wigs worn by the King of England and those in court seem to suggest an intricacy that most modern Americans may find strange, but can be no stranger than the Windsor knot. This, like many other things in the miniseries help modern viewers understand that while things like fashion changes throughout time, men do not. The miniseries John Adams is about much more than a man or a myth, but it serves as an adept chronicling of history that personalizes events significant to the founding of America. Not only does it humanize John Adams, it helps explain to modern Americans that might not know the contributions he made and how much everything they take for granted is owed to his hard work and sacrifices. The ideals that Adams held sacred are still echoed in the fabric of America, even if Americans cannot see it. The hard work, the individualism, the sometimes inexcusable lack of diplomacy in exchange for brutal honesty are all characteristics that have been respected and emulated by Americans throughout the past two centuries. Adams had few pretensions, and though he had more than a few character flaws, he was human. More than anything else, the miniseries adeptly portrays that history is not merely words in a history book or romanticized in film, but history is the collected actions of humans throughout time, warts and all. History is created by men that are flawed, all the problems and benefits of family and love are the same, and sometimes, a few regular men rise up and change the world, like John Adams.

Effect of Wishing Good Luck on Performance

Effect of Wishing Good Luck on Performance Running head: WHY DOES WISH WORK Does the wish work because of a specific superstitious belief or because the wish is a positive sentiment? Suellen, Hei Lon Kong Abstract The present research examined whether the wish worked because of a specific superstitious belief or because the wish was a positive sentiment. Individuals (N=241) were being put into three different conditions: Good luck with prize draw, Good luck with task and No wish after being informed that they would be entered into a lucky draw. It was hypothesized that wishing participants â€Å"good luck† with the word puzzle will give better performance at the puzzle than nothing. We predicted that their belief in luck (specific superstitious belief) for the prize draw should not affect word puzzle performance. However, if the phrase â€Å"good luck† generates a better mood, a higher level of self-esteem or other factor in the individual, it should be effective. The results indicated that there was no significant difference in the word puzzle score between the three conditions. This research showed that wish did not affect the participants’ performance in the word puzzle test. Introduction Walking under ladders, opening umbrellas indoors and breaking mirrors are all actions that are believed to bring unfortunate; it seems people are just as superstitious when it comes to bringing about good luck too. People also create their own superstitions and rituals in the belief it will change their fortunes. Nearly 6 millions of people in UK admit to being superstitious. Why do people believe in things that cannot be explained and what leads to superstitious behavior? Most conceivable reason is that it is individuals fear of the unknown that drives them to believe in superstitions. External locus of control from own cultural beliefs is another potential explanation to superstitious behaviors. Media also plays an important role in reinforcing superstitious beliefs such as horror movies, it is a powerful source that makes superstition exist in the world, e.g. ghost, supernatural experiences. Superstitious is often defined as excessively credulous belief in and reverence for the supernatural. It can also be defined as, irrational beliefs, especially with regard to the unknown according to the Collins English Dictionary. Professor of the Public Understanding of Psychology at the University of Hertfordshire, Richard Wiseman, once said People can create luck and good fortune by changing their outlook on life, focusing on grabbing opportunities and creating positive expectations. He also believe that some people actually want to be unlucky because it helps them to avoid taking responsibility for their own failings, actions that turn out to be harmful, immoral, or stupid. Superstitious behaviour can also be caused by intuitive thinking that is gained through past experiences. In support to this, researchers had carried out research on pigeons, superstitious actions that are by chance co-occur with the expected outcome, and subjects continue to appear to do so through conditioning process. This shows that stimulus has reinforcing value and can set up superstitious behaviour. (Skinner, 1948) There are negative and positive consequences in superstition. In the traditionally unlucky ghost month (July) in Taiwan, the evidence points to reduced fatalities by drowning. (Yang et. al 2008) It seems that being superstitious can sometimes be a positive thing as some superstitious beliefs prevents fatal accidents like the research I mentioned above (Yang et al 2008). Kevin Abbott, a biologist at Carleton University in Ottawa said, â€Å"From an evolutionary perspective, superstitions seem maladaptive, It plays an important role in human evolution which affects human behaviour. On the other hand, superstitious has its own negative consequences too. In situations over which people have no control (lotteries), superstitious behaviours are a waste of time. However, when some level of control does exist —such as car accidents — the consequences may be more negative than this. There is some evidence for increased car accident rates on Friday 13th relative to other Fridays, though it is argumentative. (Scanlon et al., 1993; N ¨ayh ¨a, 2002; Radun Summala, 2004) It is believed that it is the distraction caused by anxiety as the presumed mechanism. The goal of this research is to test whether wishing participants â€Å"good luck† with the word puzzle will give better performance at the puzzle than nothing. The method of research for this study will be a distribution of a word puzzle generated by the experimenter to the Warwick Undergraduates and their families and friends. The question is whether wishing them â€Å"good luck† with the prize draw will affect their puzzle performance. Gender and age data will also be collected. Looking at the data examined and studied so far are the following proposed predictions: If there is a specific superstitious belief in invoked, it should not be effective: Their belief in luck for the prize draw should not affect puzzle performance. If, however, the phrase â€Å"good luck† affects a more general mood, self-esteem or other factor in the individual, it should be effective. Method Participants For this research, 241 participants took part which included Psychology Undergraduates from University of Warwick and their families and friends( Undergraduates from other departments in Warwick) from 17 through 45 (M= 19.49, SD= 3.15). The participants consisted of 110 females and 131 males. They were not volunteers or getting paid. The department of Psychology in Warwick decided there would be a  £50 Amazon Voucher lucky draw for all participants after they had completed the word puzzle (only for Warwick students outside of Psychology). Designs The independent variable in this research was the condition participants were put in Good luck with prize draw, Good luck with task and No wish. The dependant variable was the number of words they got from the word puzzle. It was an independent Measures ANOVA (Between Subjects ANOVA) with three groups and one condition. Materials An informed consent sheet with Word Puzzle which consisted letters such as: U E P C I I L O S U R T attached at the back. Procedure The study began by gaining the participants consent which they signed and put down their email address and personal information such as age, sex on the consent form. Participants were informed that once they had completed the experiment, they would be entered into a random prize draw with other participants for a  £50 Amazon voucher. As the offer only opened to Warwick student outside of Psychology, the department would use their contact address to check that whether they were eligible and to contact them if they won. In this experiment, participants were allocated to three different conditions: 1: Good luck with prize draw, 2: Good luck with task and 3: No wish. In the first condition, experimenter would wish them good luck on the prize draw before they began to complete task. In the second condition, experiment would wish them good luck on the task and in the third condition, the experimenter would say nothing and let them begin. They were required to complete the word puzzle, to create as many English words as they could from the set of letters: U E P C I I L O S U R T. They were only allowed to use a letter twice if it appeared twice in the list that was in the case: I; they were asked to complete the task within two minutes. Following completion of the task, experimenter would note condition (e.g. 1, 2, 3). The experiment were completely anonymous, instead of names, we used numbers to identify the participants. All data would remain strictly confidential. Participants were then debriefed at the end and were told that they had the right to withdraw any consent given, and to require that their own data such as the score they got from the task, their email, be destroyed. Results The mean and standard deviation of the scores for condition â€Å"Good luck with prize draw† was (M=14.1, SD=7.6), Condition â€Å"Good luck with task† was (M=15.2, SD=8.1) and Condition â€Å"No wish† was (M=14, SD=6.5). There was no significant difference between the three wish groups as determined by one-way ANOVA in the ability of getting higher score in the word puzzle. (F (2,238) =0.682, p > .05). A Tukey post-hoc test revealed that the score gained from the participants have no significant difference in the condition â€Å"Good luck with prize draw (14.1  ± 7.6, p = 0.616) and the condition â€Å"No wish† (14.0  ± 6.5, p = 0.536) course compared to the condition â€Å"Good luck with task† (15.2  ± 8.1). There was no statistically significant differences between the condition â€Å"Good luck with prize draw† and the condition â€Å"No wish† (p = .990). Discussion Our hypothesis was that wishing participants â€Å"good luck† with the word puzzle will give better performance at the puzzle than nothing. The data obtained did not support our hypothesis as there was no significant difference in the score from the three conditions. In this study, we used the one-way analysis of variance (ANOVA) to determine whether there are any significant differences between the means of three independent variables (the three conditions). Although the one-way ANOVA could not tell us which specific groups were significantly different from each other, it tells us that at least two groups were different. Age differences was an issue in this research, the fact that the participants’ age ranged 17-45. As we grow older, we would know more words than we did when we were younger. Age of the respondents seemed to better explain some ethical differences among respondents in some situations. This is in line with earlier research that found that people tend to be more ethical as they grow older (Weber and Green, 1991;Terpstra et al., 1993). It is not appropriate to use participants that have a large range in age. Our findings can be generalised to the whole populations as there is no significant difference in the score in the three conditions. In this research, we would say that the wish does not affect the puzzle performance because of a superstitious belief as proved by the results. In the future research on this topic, researchers should use participants that have similar age to make it an ethical test and that wish does not work of a specific superstitious belief or because the wish is a positive sentiment. References BBC. (2010). Superstitions: Friday 13th unlucky for you? . Available: http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/britain/superstitions.shtml. Last accessed 9th Feb 2014. Berrill,A. (2012). Isnt it all pants? One in six superstitious Brits refuse to walk under ladders, while over 800,000 admit to having lucky underwear. Available: http://www.dailymail.co.uk/femail/article-2230328/Britons-superstitions-Walking-ladders-breaking-mirrors-opening-umbrellas-indoors.html. Last accessed 9th Feb 2014. Landrum, R. Eric. (2008). Undergraduate writing in psychology : learning to tell the scientific story. Washington, D.C. : American Psychological Association. p.57-p160. Mills, C. (2011). Superstitions Have Evolutionary Basis. Available: http://www.livescience.com/14504-superstitions-evolutionary-basis-lucky-charms.html. Last accessed 10th Feb 2014. Sidani,Y., Zbib,I., Rawwas,M.,Moussawer, T. (2009). Gender, age, and ethical sensitivity. Gender, age, and ethical sensitivity: the case of Lebanese workers. 24 (1), 211-227 Tavris, C., Aronson, E. (2008). Mistakes were made (but not by me) : why we justify foolish beliefs, bad decisions, and hurtful act. Orlando, Fla.: Harcourt. p1-57.