Conference and Banqueting Management Assignment

Conference and Banqueting Management - Assignment Example These include federal, education events, entertainment and cultural events. Events are also part of the marketing strategy and business purpose which involves trade exhibitions, fairs and promotions. In short, Event can be defined as the involvement and participation of the group of people to attend corporate goals and objectives A Conference is a formal meeting or forum where people meet and interact for several different reasons. The conferences have been a part of organizations all over the world for many years. Here the discussion is based on some common topic which every member present wants to discuss on. These conferences traditionally took place in the meeting rooms or board rooms of any organization. These conferences are also held in hotels and clubs. Today, with the advancement in technology, conferences have changed into video conferencing over the internet. The purpose of conferences changes with organization to organization and situation to situation. Today, many compan ies are still using the traditional means of conferencing and think that it is better than the video conferencing. This view also differs from company to company, like many organizations think that video conferencing is more effective and helpful for them. ... Conferences have direct relationship with tourism. This shows that the business world and conferences affect the tourism industry up to a great extent. Whenever the peak season of conferences is coming, the rate of tourism due to business also increases as conferencing required travelling of people from one country to another for the purpose of attending the conference. There are many different conference management systems available; many are helping for the traditional way of conferencing while others are helping in the modern way of conferencing like video conferencing. These systems make the conferences more effective and efficient and help in the reduction of many time consuming activities. View on Conference management D Munro’s Views According to the perspective of Mundro, traditional way of conferences was better. He thinks that face to face conferencing sitting together in a place was better than video conferencing. He thought that travelling was leisure and enjoyment for business people and it helped them in getting relieved and enjoying their work life. He thinks that the advancement of technology has affected the conference management and the value of conferencing (Mayer, Pesenhofer, and Rauber, 2006, pp. 359-366). The views of D Mundro are opposing the views of Tony Rogers, as Mundro thinks technology is not helping the conferences of the organizations but it is affecting the conference world (Miguel, 2007 pp. 51-57) Tony Roger’s Views According to the perspective of Tony Roger, new technology has enhanced and made the conference concept much better. As technology has advanced, conferences have changed into

The Cruciable by Arthur Miller Essay Example for Free

The Cruciable by Arthur Miller Essay The crucible is a play set in the town of Salem in 1692, in was written by Arthur Miller who saw similarities between the Salem witch hunts and the McCarthyism which gripped America in the 1950s. Both showed how hysteria, paranoia and malice could be the driving force for evil persecution and also the true power of false accusation. Arthur Miller throughout the play tries to create many themes and messages. I believe that this was done to make people think about what was happening in America at the time. The first theme is the idea of self interest and reputation. These two themes feature heavily throughout the play. Salem is a Christian society where not going to church is looked down upon and where all the villagers believe the Good News and that you should love thy neighbour. Yet underneath their niceties they seek to attack each other. Giles Corey did state several times that he has been to court over allegations of missing cows and other such accusations. Giles himself talks to Danforth about a case Danforth father tried Ysee, I had a white mare that time, and this fellow come to borrow the mare. The case that Corey talks about happened thirty-five years ago which shows that there had been a hatred brewing in the town for some time. Giles also continues to go on about how Thomas Putnam constantly goes after his neighbours land. Proctor and Putnam have a small debate over whether Proctor timber belongs to him. Putnam: What lumber is that youre draggin, if I may ask you? Proctor: My lumber. From out by my forest, by the riverside. Putnam: Why, we are surely gone wild this year. What anarchy is this? That tract is in my bounds, its in my bounds, Mr Proctor. This quote clearly shows that Putnam is in constant confrontation with his neighbours overland. Giles believes Putnam tells his daughter to cry witchery on George Jacobs (an elderly Jewish man) so that he could buy the land that by law George Jacobs had to forfeit. These undercurrents through the Salem community raise question with the audience. Such as will Putnam get away with? Who may be accused next? They build up tension leading to the court room scene (act three) it in these events that creates drama and tension by making the audience ask question about the climax and ending. At the end of act two there is an argument, this argument is the catalyst for the events of act three. It starts when Elizabeth Proctor (Johns wife) is taken away due to allegations made by Abigail Williams. John then says to his maid Mary Warren that he will not let his wife die for him. She replies, I cannot, and theyll turn on me. John Proctor replies exclaiming All our pretences are ripped away we are only what we always were, but naked now. This is a powerful statement and leads back to what I was mentioned earlier. John is simply saying that hidden underneath their Christian guise they were all out to get each other, everyone was trying to get land and destroy families. Earlier in the act John asserts that We are what we always were in Salem. The people are still the same, their evil thoughts and misdoings have always gone on but they were concealed to protect something of value; their reputation. John may also be talking about himself and his affair with Abigail, he knows what he did was wrong, but concealed it for the sake of his reputation. The people of Salem did not change overnight; they are now just seen through a different light. The third act takes place in the vestry room of the Salem meeting house, which is now being used as the anteroom of the General court. A new character is introduced, Judge Danforth; a proud man who is to the point. At the opening of act three Giles Corey challenges Putnams motives for accusing his neighbours of witchcraft. The audience will remember that Giles Corey spoke to Hale (a witch doctor form Beverly) about his wifes preoccupation with reading. He said I tried and tried and could not say my prayers. And then she closes her book and walks out the house, and suddenly mark this I could pray again! Martha Corey (Giles wife) is now being charged due to allegations made by the group of girls of which Putnams daughter is one of. Giles believes that Putnam is telling his daughter to cry witchery on the people of Salem so that Putnam can buy their land once it is forfeited. These attacks at each other within the Salem community show a different side to the Puritan community. Puritans believe in the purity of worship and doctrine. This doctrine includes all of the Ten Commandments. Two of the commandments from the audiences point of view have clearly been broken. 8) You shall not bear false witness against your neighbour. 10) You shall not covet anything that belongs to your neighbour. Clearly Putnam by telling his daughter to cry witchery for his personal gain is breaking his own beliefs. When confronting Putnam, Giles said he had heard it from an honest man. The day his daughter cried out on Jacobs, he said shed (Putnams daughter) given him a fair gift of land. Giles predicament comes when Judge Danforth asks Giles for the name of his man. Giles is then struck that the Judge should ask for the name, but Danforth persists. Giles doesnt want to give the name because the last time he gave it was his wifes and she may hang. The writer here tries to get the audience to attach themselves to Giles as he is a man of eighty just trying to get his wife back. Giles even though he states that he has been thirty-three times in court in his life seems lost and confused under the authority of Danforth. The audience will feel sorry for him and give their sympathy. It is a clever technique to draw the audience in and engaging them. The viewer will want to know what happens to Giles and most especially Putnam who by now will have gained the audiences mistrust. The other two men who accompany Giles to the court are John Proctor the main antagonist of the story and Francis Nurse. Both of these men have also had their wives detained due to allegations from the court and the girls. Francis Nurses wife was accused of being a witch due to the prompting by the Putnams. She is a highly respected Salem woman. Her helpful nature and willingness to make any sacrifice in the cause of truth makes her almost saintly in the eyes of the community. The audience will be surprised to see that she has been accused of witchcraft and will want to know her fate as well as the other womens. Francis in order to save his wife tells Judge Danforth the girls, sir, the girls are frauds. Danforth studies Francis and the audience will be hanging on the next word he says as it is his decision as to whether the girls will, in the end, get away with it. Danforth replies to Francis Do you know who I am, Mr Nurse? This question is important as it shows how important pride is to Danforth. If it becomes known that he was deceived by a group of young girls his judgement may in the future be questioned. Arthur Miller then raises the tension is the scene may bringing in the character of Mary Warren, who is described as near collapsing to the ground, head bent and eyes to the floor. The viewer will be asking themselves what has she got to say and how will it affect the proceedings. Hale says to Danforth I think you must hear the girl, sir, she- but he gets cut off by Danforth and Danforth begins to question Mary. In the beginning she wont speak, not helped by the frustration of John Proctor. The tension builds, but Mary keeps her mouth shut and so John answer for her that she never saw any spirits. The sentence ends with an exclamation mark. This is there for the actor to realise that he has to really emphasise this sentence as it is a pivotal point in the play. It is where people start to fight back, but nobody knows who will win. Danforth tries to calculate his choices and eventually agrees to hear the girl out. She tells Danforth that it was all pretence, but Parris the parish priest wont stand for it and so turns to Danforth and in a sweat spits Excellency, you surely cannot think to spread so vile a lie in open court. The audience will question why Parris know so for the hanging of the witches yet before he was adamant that there were no witches in Salem. Danforth then leaves Mary alone and begins to question Proctor, Have you ever seen the Devil? this interrogation is important as the audience knows that Proctor is a lecher but they also know Danforth doesnt know this and so they will be eager to find out if this information comes to light. During the interview Danforth and Proctor start to argue with each other about the innocence of those condemned to hang. Danforth and Proctor are both strong minded individuals and this battle is a battle of wills Proctor wont back down for the sake of getting back at Abigail (the girls he had an affair with). Danforth then tells Proctor that his wife sent a claim to him that morning that she was pregnant. Proctor says that Elizabeth his wife will never lie, so she must be pregnant. Danforth then gives him a choice as his wife will be safe for a year due to her condition. Proctor carries on regardless trying to save the wives of his friends. Hale then begins to plead with Danforth to hear this from a proper lawyer and that the claim was a weighty one and should be discussed properly. He states that he has signed away the lives of several people and that he wants to get to the heart of the matter. Hale disobedience raises question as to how the scene will go on and where Hale loyalties now lie. He is an honest man and does not want the blood of several people on his hands. Danforth then brings in Abigail and the other girls. He questions Abigail as to the truth of the allegations, but she denies. The attention then turns back to Mary who is asked if she were pretending before could she please do it again. Mary tries and tries but is unable to faint. This is because in the courtroom the girls acted together and through hysteria fainted. But now Mary is on her own and is all flustered. Danforth says it is because there are no afflicting spirits loose. But Mary still denies it. Danforth then asks Abigail to search her heart and be honest but she lies without thinking. The audience will now be hooked due to the tension building between Mary, Danforth and Abigail. They want to know if he honestly believes her lies or not. Abigail pretends to be freezing cold as soon as she is questioned to draw the attention away from the accusations put against her. She then calls to God to make it stop, Oh, Heavenly Father, take away this shadow! The exclamation at this point shows how much emphasise she is putting in to the performance, after all she is acting for her life. When she calls heaven Proctor decides that he has had enough and calls her a whore Danforth demands to know why he calls her this and Proctor admits that he has known her, sir. I have known her. Danforth shocked by this confession address Abigail with the evidence You deny every scrap and tittle of this? The language that Danforth uses shows his utter horror. He asks Abigail if she denies it all every last bit. It is like him giving her, her last chance to confess or else. More than anything it is a threat. Danforth then calls for Goodwife Proctor, and reaffirms his belief with John that Elizabeth had never told a lie. Danforth tells both Abigail and John to turn away from Elizabeth and to not signal to her or say anything. He then tells Goody Proctor to enter. He begins to question her on the release of Abigail as there servant. He asks her For what cause did you dismiss her? and In what way dissatisfied you? He is trying to lure Elizabeth in to a trap. Until eventually he asks her straight out Is your husband a lecher! the language used here is very specific and important as if she says yes she is condemning her husband but if she says no then she is letting Abigail get away with it. The audience will be anticipating her answer as they know that John has already confessed, but realise that she doesnt know that. This is made even worse by the irony that earlier John said his wife would never lie and so to save her husband she must do the thing that she never does. The tension is high as this is the climax of the story will she or wont she? Elizabeth lies and states that Proctor is not a lecher. The audience will be in shock and will want to know what is going to happen to the characters now. Hale states to Danforth that is a natural lie and starts to attack Abigail with accusations, but she starts to pretend again. Saying she sees a bird that is Marys spirit sent to hurt them. The tension builds as Danforth continues to buy into their performance. Mary who is know so scared of the gallows due to Abigail and the other girl acting as if Mary were attacking them; starts to break down and declares that she loves God and that Proctor is the Devils man! The children who are all now hysterical after their sudden performance welcome Mary back in to their group, while the adults turn their attention to Proctor. Danforth now feeling the full extent of his power again asks John What are you? John is beyond speech in his anger You are combined with anti-Christ, are you not? I have seen your power; you will not deny it! What say you, Mister? The audience will anticipate Proctors frustration. John soon replies, breathlessly I say I say God is dead! At this point the audience will know that Proctor has sealed his faint and that he has also committed blasphemy. The clever use of the exclamation mark shows to the extent at which Proctor is angry with the court. He has lost everything and is now utterly selfless. Hale ends the scene with I denounce these proceedings, I quit this court! Hale quitting the court show to the extent at which he is embittered by the court. Danforth shouts after Mr Hale! Mr Hale! his wisdom now seems useless and this victory to Danforth now seems like a defeat. The audience will now be expectantly waiting for the consequences of the actions in scene three.

Childrens Understanding of Food And Nutrition

Childrens Understanding of Food And Nutrition There has been much attention paid to the diet of children in the media of late as concerns about childhood obesity continue to grow as more incidences are reported; a search on the web reveals results of about 80,600 for childhood obesity news items (0.32 seconds) (web search conducted on 14th April 2010). As food intake has an obvious link to obesity the article investigating school childrens knowledge and awareness of food and nutrition may provide insights to this situation and perhaps offer suggestions to remedies that might improve childrens diets. The literature in this study is comprehensive citing work from the UK, USA, Australia and New Zealand. All of these countries are English speaking countries with a Western diet and lifestyle so any comparisons drawn from the study of Surrey schoolchildren could bear relevance on the issues discussed. Authors from Health Education Authorities and writers from nutritional education and medical backgrounds contribute work that dates from 1980 to 2001. As the article is dated 2002 some of the information may now be outdated regarding the guidelines provided by health authorities and the programmes of study contained in the Primary School curriculum in the UK at 2010 which has undergone changes and is now known as the National Strategy that incorporates food and nutrition education throughout the cross curricular themes and especially in the health education element of physical education. The literature covers a wide variety of topics pertaining to the investigation including quantitative information resulting from diet and nutrition surveys (Gregory et al, 2000), food guidelines (Department of Health,1998; FAO/WHO, 1998) and qualitative information from research conducted by various authors (Birch, 1980; Dobson et al., 1994; De Bourdeaudhuij, 1997). All literature was fully referenced to allow the reader to follow up points of interest or to verify facts and validate claims. The aims of the study were to elicit childrens understanding of: à ¢Ã¢â€š ¬Ã‚ ¢ aspects of parental control over food choices and food rules that interact with food provision; à ¢Ã¢â€š ¬Ã‚ ¢ how diet and diseases are connected, specifically dental health and obesity; and à ¢Ã¢â€š ¬Ã‚ ¢ the categorization of food into groups and the schemes children use to do this. The methods used for this investigation are clearly stated; they are based on the population coming from the percentage of Free School Meals (%age FSM) as an indicator of socio-economic status (SES) for 7-11 year olds in Guildford, Surrey. Following a grouping of the quartiles of %age FSM entitlement, a judgmental selection or systematic random sample was made from the top and bottom ends of the calculated figures. Children at either end of the age scale were chosen to provide a clear comparison between attitudes relevant to age and within the sample the sample framing was randomly achieved by selecting the identified category through single gender alphabetical listing from registration rolls. Thus seven girls and seven boys were selected from each participant school with reserves in case any child should drop out or be unavailable. Motivation and understanding form the two criteria being investigated regarding food choices by this pre-adolescent age group. Though the study is limited to a small number of participants, 390 in all, it is hoped that generalisations might be made regarding the greater population. Focus group discussions were used to obtain data with open-ended questions (as prompts) on four core topics providing the instrument to be used by the same moderator for each group. Audio recordings were made of the discussions for transcription and narrative analysis. The moderator also expanded, where necessary, with further verbal explanation to stimulate discussion. Although the sample was refined and the questions pre-set, the group discussion method may not offer valid results as the language skills of children may vary greatly and prompting may have contained leading questions that could skew results. The analysis involved putting emerging themes into categories from participant quotes by two separate investigators working blind on the data sources. As the information related to groups rather than individuals, the unit of a nalysis had to be the group and therefore possibly a dominant voice which is a weakness in this investigation. The researchers also state that descriptive summaries form the basis of the analysis and that, No formal statistical tests were applied to the data, which are qualitative in nature. The lack of formal statistical results is another weakness as a more structured questionnaire might have provided a means of analysis with testable results. Using something like a Likert scale to show greater or lesser agreement with statements might have allowed this particular survey/investigation to be used elsewhere with independent interviewers over a much larger sample, both in numbers and geographically. Perhaps also employing stratification in the sampling would reveal clearer perceptions and attitudes specific to age groups and gender to separate the SES variable in responses. This study aimed to gain an insight into the current awareness of nutritional issues amongst primary school children and the language they use in association with these topics. This statement contained within the article does not uphold the original aims (mentioned earlier in paragraph 3) and so the integrity of this piece is compromised by the introduction of language as a contributory factor to the outcome. None of the quotes or analysis statements qualifies fat as being overweight/obese/health risk. The focus group methodology proved successful in achieving this objective with a number of key themes emerging from the discourse which will be used to feed into the development of food based dietary guidelines for children. As the objective failed to mention the influence of language in its parameters this statement also fails to uphold the original aims. Despite stating, By using qualitative methodology, it was anticipated that the full range of responses would be captured whilst avo iding pigeonholing this dynamic population with pre-existing beliefs. Analysis was designed to examine how these areas of enquiry varied with gender, age and SES, the arguments presented are based on a subjective analysis that assessed the quotes on implied testimony and what the authors thought the children meant in their responses. There are obviously difficulties and barriers to overcome when collecting qualitative data and considering the language element and the limitations on verbalisation particularly from younger children, the questions presented should perhaps have been more sympathetic to their cognitive ability and been supported by visual stimulus with foodstuffs and outcomes shown as picture alternatives that could be chosen to express the consequences of certain choices rather than relying on verbal language alone. Particularly as the research was addressing SES as a contributory factor to eating habits and knowledge and understanding of food the researchers failed to take into account the effect SES might have on the ability to express well any intended meaning which ultimately is open to interpretation by the investigators. Although food-health links were reported more frequently by low as compared with high SES groups, the former were less likely to be correct in the associations made (44 and 84% correct for low and high SES groups, respectively). Gender differences in the accuracy of food-health and food-nutrient links were also apparent (85% correct for girls and 65% correct for boys). The article does provide a foundation for further study but the methods used, especially the design of the instrument, need further refinement to eliminate other influences on the outcomes. As the article is presented by the Centre for Nutrition and Dietetics, School of Biomedical and Life Sciences, University of Surrey, Guildford, Surrey, UK it would be reasonable to expect greater consideration to be given to the educational inconsistencies and language skill and ability to effectively articulate particularly when the literature contains references to Piaget, the Department of Education and Employment, childrens interpretation of nutritional messages and Focus Groups: A Practical Guide for Applied Research. The authors do admit, Our sample was drawn from a narrow demographic population and so these results cannot be generalized to the British primary school population as a whole. And they further state, The focus group methodology itself has both advantages and disadvantages when a pplied to this age group. Although it did allow the children more freedom to express their opinions, highlighting language and trains of thought which would not have been covered by a more structured approach, a number of the children were reluctant to take up the opportunity to discuss topics, being content with short, succinct answers. In these cases, probing by the moderator inevitably results in more direct questioning and the potential for unintentionally leading questions. Similarly, the problem of children parroting learned responses or those, which they perceive to be correct regardless of personal beliefs, has been raised by other researchers (Lytle et al., 1997). The frequency of apparently accurate food classifications in the current study that were not substantiated by correct justifications would support this phenomenon. Rather than seeing differences in attitude in direct correlation to SES the research discovered that gender difference was the biggest factor in the st udy. The findings report, the need to develop cognitively appropriate age and gender specific food based dietary guidelines for children. Though this may be interesting it was not part of the initial objective or aim of the research and in writing this article there should have been a clearer definition of the expectations and how extraneous variables were to be controlled. The questions used did not address how much information the children had received from their studies in school but assumed that much of the information was gained from peers, TV advertising and parents. There should have been a comparison with the knowledge already delivered (if not learned) at the Key Stages from the curriculum with the information expressed from the children and a clear differentiation between where they gained their information from. Dental health came across as a knowledgeable area which is unsurprising as it is delivered as part of the curriculum from nursery age but elements of healthy livi ng like heart disease etc are not addressed until much later in the school programme of study.

Stars Over Time :: essays research papers

Stars over Time A star is a self-luminous ball of gas bound by gravity into a single object and powered by nuclear fusion at the core. There are trillions and trillions of stars in our universe and all are different and unique. There are many stages of stars life including main sequence stars, red giants, white dwarfs, neutron stars, and black holes. All stars also have many more variations in each stage of life. The life of a star begins in a nebula, a great collection of gas and dust. Once enough mass has accumulated into a single object, gravity forces the mass to collapse into the center. Due to pressure and friction, the core gets so hot that it begins nuclear fusion and a protostar is made. The age and the mass of stars tell every thing about a stars physical properties and placement into each of the categories. The Hertzsprung - Russell diagram (HR Diagram) graphs stars luminosities over the stars spectral class. Luminosity describes how bright the star is (I, II, III, IV, V); spectral class describes its temperature (O, B, A, F, G, K, M). This graph is the best way to categorize stars. 1. Main Sequence Stars. Once the protostar has stopped the nuclear reactions, it begins to burn up its hydrogen core. This is when it becomes a Main Sequence Star. Main Sequence stars are split into two types: Upper Main Sequence and Lower Main Sequence. They both have luminosity class V. The only difference is how massive each star is. Our sun is a lower main sequence star. The hydrogen in an average star, like the sun, burns for about ten billion years. Upper Main Sequence stars are the hottest and brightest of all Main Sequence stars. They burn hydrogen by using the CNO Cycle, where carbon is fused with hydrogen to get nitrogen, and helium. Lower Main Sequence stars use the Proton-Proton Chain, where hydrogen is fused together to form helium. Both have three layers: a thermonuclear core, a radiative zone, and a convective zone. Upper Main Sequences stars are layered from the center core, to the convective zone, to the radiative zone. Lower Main Sequence stars have the convective a nd radiative zones flipped. 2. Red Giants. Once the hydrogen supply runs out, the core begins to collapse. During this time the core gets so hot, it begins to burn up the helium filled core into carbon.

Homeschool vs. Public School

Final Essay Home Schooling: From Home to Harvard We're all familiar with the popular images of homeschoolers in America: Extreme fundamentalist families shutting out all other points of view. These stereotypes are touted freely by the popular media and conventional schooling experts alike. But they have little to do with the realities of homeschooling for most families today, and are rarely backed by factual data. The average home-schooled student scored â€Å"81 points higher on the Scholastic Aptitude Test (SAT) than did the general population in 2000†. Winters) At the National Spelling Bee in 2000, the top three winners were home-schooled. Studies show that, â€Å"home-schooled children also tend to score higher on basic skills testing than do public school children†. (Winters) According to the Wall Street Journal, â€Å"Evidence is mounting that homeschooling, once confined to the political and religious fringe, has achieved results not only on par with public educ ation, but in some ways surpassing it. † (Reider) However, one subject continues to surface whenever the issue of home schooling arises. Public school administrators, teachers, and parents are all concerned about whether home schooling can be considered a good process of education. Therefore, I intend to prove that home-schooled children are properly socialized, fully educated and college admissions increasing acceptance rates of home schooled applicants prove that they’re prepared for the next level of education. Supporters of public schools maintain that public school students learn to work well with others, including those of differing backgrounds, and that they can achieve greater independence by attending public school. Negotiating the communal spaces of schoolyard, classroom, athletic field, and laboratory prepares them for â€Å"real world† experiences, they contend. Critics of home schooling believe that home-schooled children miss out on these important opportunities. Without the chance to interact with those of diverse backgrounds, critics are concerned that home-schooled students will fail to appreciate and understand one of the core values of American life: to tolerate and appreciate the differences between cultures or groups and among individuals. They fear that isolation breeds intolerance, prejudice, and even fanaticism. In response to such criticism, proponents of home schooling answer that home-schooled children have plenty of social opportunities. The National Home Education Research Institute conducted a study and found that â€Å"an average home-schooled child participates in 5. 2 activities per week outside the home†. (Dr. Brian Ray) These children are involved in music, dance, drama, and art classes, visit museums and zoos, and join home-schooling groups or local churches. They form athletic teams and compete in home-school tournaments. They participate in book and foreign language clubs, scout groups, and have pen pals. In fact, home school participants believe that, because â€Å"the average time spent â€Å"in class† can often be compressed to about half a day, home-school students have more time available to them than do students in public school to pursue special interests†. (Golden) These activities may include practicing the piano, learning lines for a play, or studying ballet. Being a home-schooling student opens up many hours in a day do be able to do specific things they would not have been able to do if they had attended public school. Advocates of home schooling maintain that in the process of participating in outside activities, home-schooled children benefit by socializing with people of all ages, not just those of their peer group (Stevens 35). They note that the world does not consist of people who are all the same age and that students are at a disadvantage if they spend their day with their peers. One home-schooling researcher claims that home schooling â€Å"reduces that degree to which children find themselves constantly and obsessively being compared to, and comparing themselves with, other children their age. (Gaither) A home-schooled child’s days, he believes, are more like the â€Å"real world† than that of students in public school. Research conducted on the socialization of home-schooled children lends support to the arguments of home-schooling advocates. Home schooled children are found to be as well adjusted as public school students when measuring â€Å"aggression, reliance on othe rs, perception of support from others, perceptions of limits to be followed, and interpersonal relations among family members. † (Lines) Another study indicated that home-schooled children had less behavioral problems than children attending public school. Supporters of home schooling will often â€Å"turn the tables on their critics, pointing to the negative influences present in public schools†. (Kranzow) In particular, a sizable percentage of home-schooling parents worry about the â€Å"wrong kind† of socialization found in public schools and keep their kids at home primarily for that reason. They believe the prevalence of illicit drugs, alcohol, smoking, and premarital sex undermines the moral principles taught at home. They fear the negative influences of peer pressure and want to protect their children from American pop culture. As a result of the recent growth of homeschooling in the US, colleges and universities have received an increasing number of applications from home-schooled students. Admissions offices have found it necessary to assess whether and how their admissions requirements should be modified to allow fair review of the credentials submitted by homeschooled students. It is estimated that â€Å"50% of homeschooled children attend college, the same percentage as children educated in public schools†. (Klicka) But are these students skilled enough to compete successfully with conventionally-schooled students in the college setting? Klicka concludes that homeschoolers and traditionally educated students demonstrate similar academic preparedness for college and academic achievement. Through my research on the homeschooling process, I have discovered that home schooled children’s test score and their home school â€Å"portfolios† have impressed many colleges, most of them prominent or ivy league. Each year  Harvard University  takes up to 10 applicants who have been homeschooled. â€Å"In general, those kids do just fine,’ says David Illingsworth, senior admissions officer at Harvard University. He adds that the number of applications and inquiries from homeschoolers is ‘definitely increasing. ’†(Klicka) The students' average scores were typicality in the â€Å"70th to 80th percentile, with 25% of homeschooled students enrolled one or more grades above their age-level peers in public and private schools†. (Klicka) Peer groups have less influence on this population than they generally have in lives of those who are educated more traditionally, while faculty members looked to play a critical role in the transition to college process, above and beyond the role they play in the lives of more traditionally educated students. One might contest that, whether at a public school or in a homeschooled environment, grasping the learning material can be difficult for a child due to teaching style and their coordination with learning. Much of this is due to teaching style and its coordination with learning style. Because it’s extremely difficult to teach in a way that best fits each student, a child may be â€Å"left in the dust† due to the lecturing of the teacher according to the majority of the students learning style. Homeschooling, on the other hand, allows flexibility to define a curriculum that still meets the requirements, yet takes into account the best learning style for the child. Generally, educational success tends to measured in academic achievement. If this standard alone were applied to home schooling, most people would agree that home schooling can be a successful alternative to public school. In terms of academics, sociability and the higher level of education, the home schooling process has indicated through test-scores evidence and increasing acceptance rates by college admissions to be a highly effective method of education. Alyssa Statham Professor Clifford EH 102; MW 930 December 8, 2011 Work Cited Page Kranzow, Jeannine M. â€Å"Taking a different path: The college experience of homeschooled† Diss. Indiana University, 2005. Pro Quest Winters, Rebecca. â€Å"Home Schoolers: From Home to Harvard† Time, 156, 11 September 2000, 55. Cogan, Michael F. â€Å"Exploring Academic Outcomes of Homeschooled Students† Journal of College Admission. 208. Dec. 2010 p. 18 Gaither, Milton â€Å"Home schooling goes mainstream† Education Next. 9. 1 2009. P. 10 Stevens, Mitchell L. â€Å"Kingdom of Children: Culture and Controversy in the Homeschooling Movement† Princeton University Press. Sep 2001 Jones, Erika M. L. â€Å"Transition from Home Education to Higher Education: Academic and Social Issues† , Volume 25, Number 3, 2010, p. 1-9. Reider, John , Stanford's senior associate director of admissions, as quoted by Daniel Golden,  The Wall Street Journal, Feb 11, 2000, pg. 1 Daniel Golden,  The Wall Street Journal, Feb 11, 2000, pg. 1 Klicka, Christopher J. â€Å"Homeschooled Students Excel in College† Esq. Senior Counsel for Home School Legal Defense Association Ray, Brian Dr. â€Å"U. S. Homeschool Population Size and Growth† NHERI December 23, 2008

Types of Abuse/Signs & Symptoms

Types of Abuse/Signs & Symptoms ‘No Secrets' identifies categories of abuse. They are: Physical Abuse Abusive Action Signs & Symptoms Hitting. Slapping. Pushing. Kicking. Misuse of medication. Restraint. Inappropriate sanctions. Series of unexplained falls or major injuries. Injuries/bruises at different stages of healing. Bruising in unusual sites e. g. inner arms, thighs. Abrasions. Teeth indentations. Injuries to head or face. Client very passive. Sexual Abuse Abusive Action Signs & Symptoms Including rape and sexual assault or sexual acts to which the vulnerable adult has not consented, or could consent, or was pressured into onsenting. Change in behaviour. Overt sexual behaviour or language. Difficulty in walking, sitting. Injuries to genital and/or anal area. Neglect Abusive Action Signs & Symptoms Includes acts of omission. Ignoring physical or medical care needs. Failure to provide access to appropriate health, social care or educational services. Withholding necessitie s of life e. g. medications, nutrition, heating. Absence of food, heat, hygiene, clothing, comfort. Preventing client to have access to services. Isolation. Absence of prescribed medication. Psychological Abuse Abusive Action Signs & Symptoms Emotional abuse. Threats of harm or bandonment. Deprivation of contact. Humiliation, blaming, controlling, intimidation, coercion, harassment, verbal abuse, isolation or withdrawal from services or supportive networks. Withdrawal, depression. Cowering and fearfulness. Change in sleep patterns. Agitation, confusion, change in behaviour. Change in appetite/weight. Financial Abuse Abuse Action Signs & Symptoms Theft, fraud, exploitation. Pressure in connection with wills, property, inheritance or financial transactions. Misuse or misappropriation of property, possessions or benefits. Unpaid bills. Basic needs not being met. lack of cash on day to day basis. InstitutionalAbuse Abusive Action Signs & Symptoms Poor care standards, lack of positive responses to complex needs. Rigid routines. Inadequate staffing. Insufficient knowledge base within service. Inability to make choices or decisions. Agitation if routine broken. Disorientation. Patterns of challenging behaviour- Discriminatory Abusive Action Signs & Symptoms Racist, sexist, or that based on a person's disability. Other forms of harassment, slurs or similar treatment. Failure of agencies to ensure that staff receive adequate anti-discrimination practice training. Low self esteem. Withdrawal. Depression. Fear. Anger. Risk Indicators