College Admissions Essay: I Just Wanted to Write :: College Admissions Essays

I Just Wanted to Write For as long as I passel remember, Ive cute to be a writer. Whenever my elementary school teachers announced that we were going to write a poof tale or a ghost tosh, I would nearly jump out of my chair with excitement. Of course, writing days were few and far between - there werent many seven-year-olds who would rather write a story than draw a pony--so I started writing at home. I would pick up a pencil whenever an opportunity presented itself, finding inspiration in the closely mundane things. Of course, I never actually had the patience to finish a project at that age--by the time I was two stories into a book of fairy tales, I would abandon it for a book to the highest degree unicorns or robot monsters. I didnt care that I never finished anything. I just wanted to write. Eventually, those childhood stories began to change into more complex ideas. Originally, the all-important factor had been writing in itself, but that changed after several years. Th. most meaningful thing to me at once is character. I can be doing something that has nothing to do with writing (usually trying to fall asleep), and a character will walk into my head and bluntly study to be written. I dont feel as if I am an actual author, creating and populating my worlds. Im only a biographer, telling my characters stories. Although I still want to write for my suffer benefit, I feel an obligation to them as well. Theyre like children to me, and their stories deserve to be told. However, some things never change I still enjoy writing about fairies, monsters, and unicorns. Most of the characters who walk into my head are wizards or elves. Ive taken as many steps as possible to try and succeed in my goal. I have little free time, but I spend as much as I can on writing. Ive filled the pages of four notebooks with authorization plots, possible character names, and potential alien races or systems of magic--anything to make sure I dont forget an idea. When I finished my first novel, I hunted devour as many people as possible to proofread it, and I made sure to actually listen to their advice. It isnt ready for publication yet, but thats first-rate with me--the changes they suggested, while difficult, will improve my chances of success.

declaration :: essays research papers

The Declaration of Independence is perhaps the most masterfully written state melodic theme of Western civilization. As Moses Coit Tyler noted almost a century ago, no assessment of it can be complete without taking into account its extraordinary merits as a work of political prose style. Although many scholars have recognized those merits, there are surprisingly few sustained studies of the stylistic artistry of the Declaration.(1) This essay seeks to fall that artistry by probing the discourse microscopically--at the level of the sentence, phrase, word, and syllable. By approaching the Declaration in this way, we can shed light both on its literary qualities and on its rhetorical power as a work designed to convince a "candid world" that the American colonies were justified in pursuit to establish themselves as an independent nation.(2) The text of the Declaration can be divided into five sections--the basis, the preamble, the indictment of George III, the denunciation of the British people, and the conclusion. Because space does not license us to explicate each section in full detail, we shall select features from each that illustrate the stylistic artistry of the Declaration as a whole.(3)The introduction consists of the first paragraph--a single, lengthy, periodic sentence When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the elucidate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.(4)Taken out of context, this sentence is so general it could be used as the introduction to a declaration by any "oppressed" people. Seen within its original context, however, it is a model of subtlety, nuance, and logical implication that works on several levels of meaning and allusion to orient readers toward a favorable view of America and to prepare them for the rest of the Declaration. From its magisterial opening phrase, which sets the American alteration within the whole "course of human events," to its assertion that "the Laws of Nature and of Natures God" entitle America to a "separate and equal station among the powers of the earth," to its quest for warrant from "the opinions of mankind," the introduction elevates the quarrel with England from a petty political dispute to a major event in the grand sweep of history.

last don :: essays research papers

Mario Puzo, the author of many famous mafia carrys, such as the Godfather, writes the best-selling novel called, The Last Don. The Last Don is ab step up a mafia don, Domenico Clericuizio, who was making arrangements, on the day his grandson and nephew were being christened, for his family to get step up of the business and go straight. Don Clericuzio is the head of the most powerful crime family in America. He is a greatly feared man who has built a jillion dollar empire, and believes that every debt must be paid and that family comes before anything.The book, which has a very intresting plot, is a hard book to read. I the likes ofd this book for many reasons, but I also disliked it. Mario Puzo, trying to make the book as realistic as possible, had the speech in the book sound like a bunch of nonsense. The characters in the book, sounded very uneducated and it took some effort to think about what they meant and were trying to say. I guess it would be easier to watch the falseho od on the television, but reading it is very confusing. I rarely ever read for pleasure, and I guess I picked the wrong book to try it out with. This book had me very frustrated with the language, and it took me a couple of times to get what was going on in the story.One of the intresting things about the book, as well as most of the mafia-based stories is the way Puzo can take characters that are big in crime and violence and turn them into likeable characters. In this novel, the majority of the characters are likeable. loan-blend De Lena, the dons great nephew, had feelings for Athena, the most beautiful and talented woman in Hollywood. His feelings grew so strong that Cross decides to make movies. This was one of the most strike part of the novel because Crosss desire to make movies causes him to take action without his familys approval, which in return is a major problem that blow out of the water the family.This book is different then other books I have read because, usually I dont get to pick out a book to read, it is usually assigned to me, so when I started to read a book that interests me, I thought I would be intrigued. I enjoyed reading this book at times, but I felt it was a hard book to get in to.

Language Separation in Immigrant Families Essay -- Immigrants Immigrat

Language Separation in Immigrant FamiliesIn America, each family usually has a standard language talk in the menagehold. Communication is easy and mothers can talk with their children and they can connect with them. Some people who have this benefit are unaware that some families do not have this advantage in their homes. Lee Thomas and Linh Cao understand that some families have language change through each generation. Cao herself lived in house where her relatives used several different languages and learned first hand that there are many losses when a family doesnt share a prevalent language. Thomas and Cao wrote this article specifically for parents and families that have language separation through generations. Both authors have background knowledge about language from their experiences. Thomas was a teacher of linguistics at the University of Nevada. Cao taught English at Sparks High School in Nevada. Cao also grew up in a family where the language predominately spok en by each person changed by age group. She was born in Vietnam and her first language was ...

The Effectiveness of Cognitive Behavioral Therapy on Treating Depressio

In this assignment I will introduce my look project and examine well-nigh of the issues surrounding my topic, take an initial look at the research papers I possess chosen for my publications review and consider the wider context that the research took place in.I have chosen to look into the effectiveness of Cognitive Behavioural Therapy(CBT) on treating depression in primary care. I am kindle in this particular area of counselling as my impression is that it is currently the favoured form of counselling that is offered when people approach their GP for help. Currently the National wellness Service (NHS) in the United Kingdom recommend CBT as the best talking therapy for treating a wide range of conditions (Barret, 2009). As part of the UK governments Improving Access to Pyschological Therapies (IAPT) scheme there is an emphasis on using CBT to help(Barrett, 2009).As I am interested in pursuing a calling in counselling I involve to find out more about CBT to see if this is a ca reer path I wish to follow. thither seems to be a logic in training in a field of counselling with good employment prospects but I would only want to do this if I also believed in its effectiveness. Therefore I would like to see if CBT is the best therapy for the NHS to use to help people, specifically those with depression. I have chosen depression as focus as I am aware of how many people are affected by depression and conceive of that it is important that the NHS provides the best kind of help to these people. Through my job as debt counsellor and experiences of volunteering for the Samaritans I have spoken to many people with depression and am curious about what is the best way to help them.I want to look at how CBT compares to other alternatives avail... ...It is worth adding that to only look at the berth from a cost perspective does not consider the human suffering angle. It could be argued that it would be immoral to withdraw the option of therapy from the elderly becaus e there is no economic incentive. In practice, however, Hebble (2004) found that old people do not receive the same level of help as those of working age. Holmans get will provide an interesting insight into whether therapy should be provided more to the elderly.Having looked at the world surrounding the IAPT scheme and introduced the specific studies we have concluded this part of the literature review. Having gained an understanding of the political and social issues that influence the research. The next paper will look into the research methods used and consider what effect these methods may have had on the outcome of the studies.

The Effectiveness of Cognitive Behavioral Therapy on Treating Depressio

In this assignment I will introduce my question project and examine well-nigh of the issues surrounding my topic, take an initial look at the research papers I vex chosen for my publications review and consider the wider context that the research took place in.I have chosen to look into the effectiveness of Cognitive Behavioural Therapy(CBT) on treating depression in primary care. I am enkindle in this particular area of counselling as my impression is that it is currently the favoured form of counselling that is offered when people approach their GP for help. Currently the National health Service (NHS) in the United Kingdom recommend CBT as the best talking therapy for treating a wide range of conditions (Barret, 2009). As part of the UK governments Improving Access to Pyschological Therapies (IAPT) scheme there is an emphasis on using CBT to help(Barrett, 2009).As I am interested in pursuing a charge in counselling I desire to find out more about CBT to see if this is a car eer path I wish to follow. in that location seems to be a logic in training in a field of counselling with good employment prospects but I would only want to do this if I also believed in its effectiveness. Therefore I would like to see if CBT is the best therapy for the NHS to use to help people, specifically those with depression. I have chosen depression as focus as I am aware of how many people are affected by depression and depend that it is important that the NHS provides the best kind of help to these people. Through my job as debt counsellor and experiences of volunteering for the Samaritans I have spoken to many people with depression and am curious about what is the best way to help them.I want to look at how CBT compares to other alternatives avail... ...It is worth adding that to only look at the spatial relation from a cost perspective does not consider the human suffering angle. It could be argued that it would be immoral to withdraw the option of therapy from the elderly because there is no economic incentive. In practice, however, Hebble (2004) found that old people do not receive the same level of help as those of working age. Holmans understand will provide an interesting insight into whether therapy should be provided more to the elderly.Having looked at the world surrounding the IAPT scheme and introduced the specific studies we have concluded this part of the literature review. Having gained an understanding of the political and social issues that influence the research. The next paper will look into the research methods used and consider what effect these methods may have had on the outcome of the studies.

The Affirmative Action Plan

The following Affirmative fulfil Plan is a response by Company XYZ to a growing match for providing equal prospect to all prospective and current employees. XYZ is a industry leader and therefore has the express responsibility to set an example for affirmative action. In addition to a commitment to complying with all state and federal laws, XYZ is also firmly committed to a diverse body of work environment, and a workplace put out of any manifestation of discrimination.XYZ is therefore dedicated to making appropriate changes to our policies and procedures wherever necessary, in order to comply with the law and to comply with our go with mission. This Affirmative Action Plan is an expression of such departingness to make changes. The proposals contained herein pertain specifically to the following changes. First, we propose equal opportunities for men and women concerning maternity and paternity dedicates of absence. We also fatality to re master all employees that their jobs remain secure during their leaves of absence.Second, we have been increasingly aware of a lack of diversity at the upper management levels of our corporation. XYZ proposes to increase workplace diversity at this crucial level of the company by ensuring equal opportunities for promotions by women, minorities, and people with disabilities. Third, XYZ remains firmly committed to equalizing salaries, compensation rates, and benefits for all employees and XYZ will not tolerate discrepancies betwixt the salaries of workers in the same position.This Affirmative Action Plan will not only defend our commitment to equal opportunity but will also outline the steps we propose to remedy the current situation and to increase diversity at XYZ. With regards to maternity and paternity leave, we assure all fe manly employees that maternity leave will consist of a paid leave of absence for the duration of between twenty and thirty weeks. The leave of absence does not have to be taken in consecutive days and may be broken up into segments. Due to widespread concern, XYZ is expanding company policy to include male workers for eligibility for paternity leave.It is our belief that fathers should participate fully in every stage of their childs development and therefore XYZ wishes to facilitate this process. Any male employee who seeks paternity leave will be granted a leave of absence equal in length and equal in compensation with their egg-producing(prenominal) counterparts. The lack of diversity evident at upper management levels of XYZ is a growing concern among all employees. XYZ has managed to retain a diverse workforce at every other level of our operation except for high-ranking management and therefore we realize the necessity for change as well as the conjecture to implement change.This Affirmative Action Plan in part proposes that promotions be made with conscientious attention paid to recruiting management staff who are as of now underrepresented. Under-representati on will be defined according to the workforce population as a whole, and secondarily, according to the demographics of our community. We believe that equal representation at upper management levels is of the utmost importance because of the significance of the decisions made at that level. Finally, XYZ ensures all employees that equal pay for equal work remains a top priority. duration XYZ does comply with state and federal regulations regarding equal pay for equal work, we feel that far more can be done to balance out the discrepancies between compensation and benefit rates for male and female employees. Gender in particular remains a major factor determining pay rates. Again, upper-level management is the sector most affected by unequal compensation rates. This Affirmative Action Plan sets forth a guideline for easing XYZ into a salary-equity program that will result in a steady increase of pay for underpaid employees without discrimination against employees who are already earnin g the target salaries.

“Piano and Drums” poem by Gabriel Okara Essay

Commentary Piano and Drums by Gabriel OkaraIn Gabriel Okaras poem, Piano and Drums, Okara expresses his feelings and thoughts of a primitive union in contrast to a western society. Being an African himself, and having studied in a western society, the poem reflects the confusion in his emotions as well up as the loss of self-identity. The title of the poem itself, Piano and Drums displays a sense of dissimilarity and contrast as the instruments ar so unalike in impairment of sophistication. Throughout the entire poem, Okara incorporates the instruments to further express, through music, how the speaker is feeling. By using well-structured stanzas and poetic devices such as imagery, symbolism, sensory detail, personification, and diction, Okara is able to immerse the readers into the difficulties of cultural scrap and the confusion of a person in the midst of the two contrasting societies.Throughout the progression of the poem, there is a constant use of images to assist in disp laying Okaras conflicting emotions about the two separate worlds. Poetic devicesSome of the most important poetic devices utilized in this poem by Okara are imagery, symbolism, sensory detail, personification, and diction Figures of speechThe themesPiano and Drums is a poem which basically themed and created by two different and opposing agriculture in the poem, the piano culture and drums culture which suggested by the poet whenThe culture of drums is straight forward, and direct, and this just like the world and culture in the ancient years which before civilization. People do not hide their real selves, showing and communicate without pretending as well as showing what they really are in the wordings, raw, primal, and unkept. They call out for danger by beating drums as to warn others, although the world is competitive.

Identify and Respond to Children and Young People at Risk of Harm Part 1 Essay

CHCCHILD401B Identify and Respond to Children and Young People at Risk of Harm subsidisation 1 Off-the-job assessmentYou will need to have completed your readings from the OLS and be alert of the reporting procedures in your aver/territory to complete the following questions and shimmy studies.1. Access the website from your state below and state what steps are required for making a report as a mandatory reporter.(copying and pasting from these sites is not inhibit and may result in a Not Competent result)Remember the followingProtective Concerns AreYou are concerned about a chela because you have A barbarian has disclosed (informed you) that they have been harmed or neglected. observed the child and seen indications that they are being abused or neglected. You have been made aware of possible indications of harm due to your involvement within the community outside of your professional role.At all times remember toalways record either of your observations no education is irr elevant follow appropriate protocols of your centre and also child protection. consult notes and records inform and work with other workers that may need to jazz inform and work with other agencies if need be.1. Step OneResponding to Concerns If concerns are for a child that you intrust is in significant risk of harm thence you would refer to step four. If you believe that a family should be referred to child First then you go to step three In all other situations you go to step two2. Step TwoForming a Belief on Reasonable Grounds Think about the level of danger the child may be involved inIs your belief informed that the child is at risk or is in significant danger think yes or no? Do you doubt the ability of the parents care toward the child or protection of the child yes or no? If yes for the questions you go to step four If you have concerns for the child or family refer them to child first if not in significant danger.3. Step ThreeMaking Referral to Child First Contact the loc al supplier for Child First. Contact list is usually on department of human race services website. Have notes with observations of the child and details about the family.4. Step Four work out a report to Child Protection Call your local child protection provider immediately this is usually found on the department of human services website For after hours child protection emergency call the emergency line Have notes, observations of the child along with details of the family ready with you.Non mandated staff members that believe on reasonable grounds that a child is in dire need of protection are able to report concerns to child protection.2. Where would you find information on how your service responds to Child Protection Issues?If unsure you can always ask your room leader or centre director to point you in the right direction.You will always find how your service acts and responds to child protection issues within the service policies and procedures and code of ethics.The overal l regulations of how the service should respond will be found within the national regulations which is a set of guidelines for services and how they should be run.3. 3. List the legislative acts that govern Child Protection Services in your state/territory.My state is Victoria and the legislative acts that are in my state are the followingPrincipal Acts Children, Youth and Families Act 2005 (as amended 2011)Other relevant Acts operative with Children Act Child Wellbeing and Safety Act 2005 The Charter of Human Rights and Responsibilities Act 2006 Family Law Act 1975

Should Democratic Promotion Be a Top Priority of the United States

Promoting body politic has been a key part of the United States unknown policy prescription for much than forty old age. After the defeat of the fascist regimes during the second reality war and the fall of the Soviet Union after the cold war, the United States presidential term latched on to the idea of democratization because it became widely accepted that this is how our national security is best protected. This new ideology is very different when compargond to what secretaire of State John Quincy Adams utter in 1821 Where the standard of freedom and independence has been unfurled, there will her heart, her benedictions, and her prayers be.But she does not oversea, in search of monsters to destroy. She is the well-wisher to the freedom and independence of all. She is the champion and vindicator just of her own. The United States has not always forcefully campaigned change, entirely led by example in order to try to inspire the world (Hook 2008, 383-7). While this ficti onal character of approach to international relations may not fit our current time period, it is departning to look as if our current policy approach is fading into history as well. Here is the issue at hand should promoting commonwealth abroad be a top United States priority?Argumentatively, no, it should not. Democratic nations atomic payoff 18 said to be less pr star to make war, more than economically stable, and more peaceful internally. This premise comes from what is known as the democracy-peace theory. Unfortunately, this theory is not all sound. Democracies are just as potential to participate in warfare, especially if they are a newly democratized state. Studies show that within the first ten years of being established, new democracies are likely to engage in conflict with other pop states as well as with authoritarian states (Bin. 2007).America began its road towards democracy while fighting for its freedom in the Revolutionary War. A short distance down the tim e line, the northern and southern parts of the country were divided up in a civil war, proving that even America had a rough start in the beginning. Transitioning over to democracy is not easy actually, it is quite dangerous. The expectations of citizens existing in a country undergoing the transformation may not be met as quickly as they would like, thus creating doubt in the new governments ability to create positive changes. The end result is a rebellion against democracy (Bennett 2010, 43-60).Once the democracy has failed, leaving behind a country with no direction in sight, there is room for other institutions to seize control by preying on the sentiment of the citizens. Nazi Ger numerous after the Weimar Republic and militaristic lacquer after the Taisho democracy are a few examples that led to devastating outcomes (Bin. 2007). In these instances, democracy was tried, failed, and then another political institution took over, causing chaos, and causing the rest of the world to spend large amounts of money rebuilding and mending a broken country. Keep in mind that the United States has already create up a 12. trillion dollar deficit, which has increased $3. 87 billion dollars daily since September 28, 2007. To put that into perspective, if that number is divided by the entire existence of the United States, that leaves about $40,000 dollars that every United States citizen shares in debt (U. S. National Debt Clock). I do not specify that the United States has money to spare on unsettled irrelevant policies. Democracy is typically hoped to enhance relationships between nations and make cooperation with them easier. We need to take into consideration that even though we preach that beneficial outcomes are more likely to arise, what if they do not?Suppose that we do everything correctly in establishing the necessary components for a democracy to be successful create honest leaders, enhance better education, establish a better economy, establish the rule of law, and instill the concepts that our Bill of Rights arouse established for our own country, it is possible that we could still end up with a country that is unfriendly to the United States and the rest of the world. For example, the democracy in Palestine that the United States accepted for many years elected a terrorist host by the name of Hamas in 2006 to be their leader.This group has an intense hatred for Israel, one of our closest allies. Now we have the pleasure of dealing with a democratically elected terroristic leadership that will be nearly impossible to work with. Democracy obviously did not consider our national interest in this outcome (Rosenbaum. 2007). Another technical example of how democracy does not always serve Americas best interest is the democratically elected president of Venezuela, Hugo Chavez. It is questioned whether or not Venezuela is a democracy but the fact is, the Venezuelan people continue to elect Chavez as their leader. This makes the m a democracy (Jordan 2007).Even though this country is a democracy, relationships with them are not satisfactory due to Chavezs defiance in spawning relationships with American enemies much(prenominal) as Cuba, Iran, and Libya (About. com). Regardless of the democratic state of these two countries, they have bred unfavorable situations for the United States, proving that democracy is not always the cure for the disease. If democracy is not guaranteed to produce countries that we can cooperate with and if we are unable to accept when a democracy is not in our favor, then why continue to pour valuable resources into promoting this policy?This question is charge consideration in a world that is beginning to view international relations with the United States as a joke. The United States has developed a hypocritical image in promoting democracy. In 2004, Secretary of State Colin Powell invited the Organization for Security and Cooperation in Europe, an musical arrangement that the U nited States worked through to advocate democracy in previous communist states, to witness the presidential election.Members of the organization were stunned when witnessing minorities being asked to provide two forms of identification when only one was needed and African Americans being intimidated by Republican lawyers at the polls. Representatives from Belarus, one of the least democratic countries in Europe, took this opportunity to justify their own corruption by pointing out the United States lack of democracy and respect for human rights (Parry. 2005). If we impulse to see change in the rest of the world, then we must lead by example and take our own advice domestically.In 2009, 1. 75 billion dollars of the foreign affairs budget was specifically for promoting democracy, which included bloodlines for voter and civic education abroad. While this was a positive for those countries, a portion of that money should have been apply to fund programs such as these in our own edu cation system. According to a report done in 2000 by the American Council of Trustees and Alumni, students at cardinal of the top colleges in the United States managed to earn their degree without ever taking a course in American history.Our elementary educational system is as well as significantly frail in teaching world history, geography, and languages other than English (Johnson. 2003). The National Assessment of Educational Progress for civics most recently discovered that in grades four, eight, and twelve, only about 21% of students had proficient civic knowledge. Funding was increased to the Center for Civic Education, but in 2005, President Bush proposed a point that all funding for the CCE be reduced in light of the funds going to the war in Iraq and other programs overseas (Quirk. 2008).We are prepared to fund programs such as the CCE in other countries but are reluctant to do it for our own future leaders of democracy. The United States also funds programs abroad encou raging citizens to participate in their government democratically by voting. Unfortunately, when compared to other countries that we actively campaign this message to, the United States ranks twenty out of twenty-one in voter turnout (Quirk. 2008). We are obviously paying too much money and attention to the rest of the world in regards to education and democratic mesh because as everyone else continues to rise, we slowly decline.If we forget about our own citizens while focusing on others, what will happen to our own democracy? In conclusion, instead of making democracy promotion a top priority of our foreign policy, the United States should put democracy as an issue that needs attention domestically. If there are internal problems within our own country that are visible by foreign nations, the United States will never make progress in promoting democratic American-style values.Once the United States has tended to its own weak areas domestically and attempted to mitigate them, onl y then will our image as a world leader begin to take positive form again, and only then will it become easier for us to promote our values. We cannot lead by example if we are setting a bad example and we cannot clean up the world if we have not washed our own hands. Annotated Bibliography About. com US impertinent Policy. The Relationship of the United States with Venezuela. http//usforeignpolicy. about. com/od/countryprof4/p/usvenezuela. htm.This website provided straight forward information about the relationship status of the United States and Venezuela. It provided brief information on why and how this relationship was created and what sort of path that the Venezuelan president is taking. I believe that the purpose of this website is for basic questions of research but not for in depth research. It did provide other links that were relevant to the point, but I think that a website such as Wikipedia. com would be more reliable and have more detailed information. I was able to find this website through Google with the search terms being United States relationship with Venezuela.Bennett, Andrew, George Shambaugh. 2010. Taking Sides Clashing Views in American strange Policy. 5th ed. New York McGraw-Hill. This adjudge contains issues that are typically controversial in American Foreign Policy. The authors provide an introduction to each issue, both sides of the argument, and closing remarks on the argument. This book was the starting point of my paper because it is where my topic originated. The introduction to the issue actually contained more useful information for me to get started with rather than the actual argument itself.This edition of this book was published in 2010, which makes it a very reliable source. The authors specifically include a note to students explaining that these arguments are not one-sided and that the purpose of this book is to better educate people on these views and to encourage involvement. This book was a required tuition fo r the course that this paper is intended for. Bin, Yu. 2007. Making Democracy Safe for the World. Foreign Policy In Focus, (November 8), http//www. fpif. org/clauses/making_democracy_safe_for_the_world (accessed February 15, 2010). This name was right on target with why democracy is not perfect.It explains how the democracy-peace theory failed to consider the other side of the spectrum when preaching that democratic states are less likely to participate in warfare. The author makes sure to point out that democracy is not negatively correlated with warfare, but that nations transforming to democracy are vulnerable. I think it is good that the article gave examples of democratic tries that failed, resulting in the taking over by an authoritarian regime because it helped to prove a new democracys photo and that we should learn from the mistakes of history.This article was done 3 years ago, which is still recent, and right in the middle of the changing tides in President Bushs foreign policy popularity. This article was on a website called Foreign Policy In Focus, and I found this website through a required reading for my American Foreign Policy class. I used the key word democracy to find this article. Hook, Steven W. 2008. U. S. Foreign Policy The Paradox of World Power. 2nd ed. Washington DC CQ Press. This books purpose is to provide information on American foreign policy from the past to the present.Hook divides the book into chapters that are focused on the different components of foreign policy and in one chapter, there is a role that is dedicated to democracy promotion as a part of the foreign policy prescription. This section was helpful in comparing past approaches to this issue to current approaches to this issue in detail. I would use this book again as a quote if necessary when doing another paper in regards to foreign policy. I was able to use this book as a source because it was part of the required reading that was listed for my American Foreign Policy course. Johnson, Loch K. , Kiki Caruson. 2003.The Seven Sins of American Foreign Policy. PS Online, (January), http//www. aspanet. org. This article was assigned as a reading assignment in my American Foreign Policy course. The authors go into detail when explaining the seven wrongs that America commits in regards to foreign policy. They name ignorance, lack of empathy, isolationism, unilateralism, precipitate military action, presidential imperialism, and arrogance as the seven sins of United States foreign policy approach. The article provides examples of how each sin has been committed in order to show what needs to be changed and improved in foreign policy.The information on ignorance was particularly useful to me when explaining how education has declined in importance in the United States. Due to the detailed examples that are provided by the author, this article seems to be a reliable source. Jordan, James. 2007. Venezuela Democracy or dictatorship. Green Left Weekly, (November 29), http//www. greenleft. org. au/2007/734/38002 (accessed February 18, 2010). This article, which was in question and answer form, was done by James Jordan, who is the emergency response coordinator for the US-based Venezuela Solidarity Network.He provides answers to questions in regards to Venezuelas form of government and to what direct path that Hugo Chavez is taking their nation. I used this article to determine that Venezuela was technically a democracy in light of their continuous elections in favor of Chavez. The article comes from an online newspaper called Green Left Weekly, which is radical newspaper in Australia concerned with global issues such as the environment, human rights, and global peace. I found this article through Ask. com by asking if Venezuela was a democracy or not. Parry, Nat. 2005. U. S. Elections Undermine America in Eastern Europe.Foreign Policy In Focus, (September 30), http//www. fpif. org/articles/us_elections_undermine_america_in_eastern _europe (accessed February 10, 2010). This article shows the United States somewhat hypocritical image to the rest of the world in regards to democracy promotion. The author gives the 2004 presidential election as the example and describes what representatives of other nations witnessed as they observed the election. The author emphasizes that if America wants to be taken seriously when exporting American-style values, then America needs to practice these values.It is also emphasized that the 2004 election had a great deal of influence on the worlds perception of the United States. This article did a good barter in helping me to produce my final points of my paper. It was written in 2005 but given how close in time that it was written to the 2004 election, I believe that this article is reliable and is useful in pointing out work that needs to be done domestically as well as foreign. Quirk, Patrick W. 2008. Democracy promotional material Doublespeak. Foreign Policy In Focus, (Apr il 4), http//www. fpif. org/reports/democracy_promotion_doublespeak (accessed February 10, 2010).This article points out hypocritical practices of the United States especially in regards to education and democratic participation. It discusses how the United States funds many programs to improve these areas in other countries but is reluctant to fund programs in these areas for its own citizens, demonstrating that our own democracy could use some attention as well. The article provides statistics in voter turnout between the United States and other nations and also gives an example of how President Bush failed to recognize that the United States had areas to work on domestically.The author makes many good arguments in this article that most people probably do not think to consider. I also found this article on Foreign Policy In Focus. That website looks to be a great source of information on current and past events. Rosenbaum, Jason. 2007. Is Democracy Really In Americas Interests? ( August 7), http//www. theseminal. com/2007/08/02/is-democracy-the-worlds-savior/ (accessed February 9, 2010). This article discusses how democracy promotion could lead to adverse effects in regards to the interests of the United States.The author points out that even if the United States did a superb job of promoting democracy, it could still produce governments that did not favor the United States. He emphasizes that before the United States continues with its current foreign policy approach to democracy, we need to consider whether it is worth the resources if the outcomes are not more likely to be in our favor almost 100% of the time. I found this article through Google. com by scrutinizing for the cons of democracy promotion. U. S. National Debt Clock. http//www. brillig. om/debt_clock/ (accessed February 18, 2010). On this website I was able to find the exact amount of the United States national deficit. The amount was even divided by the number of people living in the United States to show just how much each person has weighing on their shoulders due to irresponsible spending by the federal government. The site goes on to say that the national debt increases everyday by more than 3 billion dollars. This website is not a government website so its reliableness is hard to judge, but by looking at the detail, the information seems valid.

Happy Workers Are Productive Essay

Managers encouraging employees to be to a greater extent proactive and flexible do make gains in performance and productivity. But this is at the expense of employee job satisfaction, according to the latest research in the journal Human Relations. Increased expectations from their employers may lead employees to perceive a less effective and more demanding work environment. Researchers led by Stephen Wood, from the University of Leicester, set out to test a widely held assumption that direct employee involvement methods can lead to high school levels of worker job satisfaction, which in turn lead to a better performing organization.Armed with data from the UKs Workplace Employment Relations lot 2004 survey, the researchers used statistical methods to look at in the effects of two distinct management models enriched job instauration and high involvement management (HIM). statistical analysis of data from 14,127 employees and 1,177 workplaces shows that HIM is directly and positi vely related to labour productivity, financial performance, and quality, but not to absenteeism.The researchers also found a direct human relationship mingled with HIM and job satisfaction and anxiety but surprisingly, it was a negative HIM may be a source of dissatisfaction with the job and of anxiety. In fact, the negative effect of HIM on job satisfaction depresses its overall positive effects on organizational performance. The enriched job endeavor approach to management also had a positive relationship with labour productivity, financial performance and quality but this was positively related to job satisfaction, though not workplace anxiety.Moreover, the job satisfaction explains how the enriched job design affects performance. The enriched job design approach offers employees discretion, variety and high levels of responsibility while the HIM model encourages wider organizational involvement such as team working, idea-capturing schemes or practicable flexibility (the abi lity to take on aspects of others roles). Enriched job design concentrates on the employees core job, while HIM is about organizational involvement, which entails workers participating in decision-making beyond the narrow confines of the job.HIM originated in the 1990s, and a lot of research has followed on how this approach improves performance. However, to date most of this research has focused on the outcomes for organizations, with little worry to the effect on employees satisfaction and well-being. According to the authors, HIM entails a qualitative change in demands, not a simple quantitative change in effort levels. It may be that managements approach toward encouraging employees to be proactive and flexible creates anxieties and dissatisfaction. Increased expectations associated with involvement may actually make employees more stressed.In enriched job design, individuals have greater responsibility and autonomy, possibly offering more choices and pleasurable experiences t hat contrast with feelings evoked by a pressured environment. Treating enriched job design and HIM as discrete has certainly been vindicated by our findings, as has taking a multi-dimensional approach to well-being, Wood says. The study offers further grounds for encouraging polity makers and managers to put job quality high on their agendas. Workplace data were collected by face-to-face interview with a manager in individually workplace, and through a survey of employees.

The Battle of Hastings: Duke of Normandy, Earl of Wessex, King of Norway

At the beginning of 1066, King Edward the Confessor ruled England. He had no children so there was uncertainty on who would rule next. There were three manpower who wished to be king. They were William, Duke of Normandy Harold Godwineson, Earl of Wessex, and Harald Hardraada, King of Norway. On January 6th, 1066, the day after Edward died, Harold Godwineson was crowned king. William saw this as a declaration of war, and said he would kill Harold. He instanter made plans to invade England. It took him two months to assemble his ground forces and navy.When they were ready to leave, the wind had been blowing the wrong direction so William had to wait another couple months before he could set sail. During this time Harold was preparing for William. Harolds phalanx mainly consisted of highly trained soldiers known as the Housecarls. It also consisted of Fyrds, peasants serving two months at war a year for the king, who did not have much skill. Harold had been waiting at the South Coas t for a long time now. His army were running out of nutrition supplies and everyone was getting wrestles. So he decides William is not coming and dismantles his army, returning to London.Harald Hardraada, with his Viking army, had now landed on the North East Coast of England and attacked Yorkshire. Harold hears the news, reassembles his army and head on foot to Yorkshire, deciding that William would not be coming. They walked 180miles in 5 days, which was a very fast speed on foot. The Vikings were unprepared and were slaughtered. This battle was known as the Battle of Stamford Bridge. On the 27th September, 1066, Williams army set sail for England, as the weather had changed and conditions were favourable. A day later they arrived at the South Coast, expecting resistance, except none came.There was no army waiting for them. He moved through English villages, burning the villagers to attract Harolds attention. William wanted to fight. Horses were at the nub of Williams battle p lan. His army consisted of more than 2000 mounted knights. He had, in addition, hired mercenary soldiers to fight on his side. Harolds army only fought on foot. They would not know how to respond to soldiers on horseback. Harold heard the news that the Normans had finally landed. He orders his army, who had many injuries and fatalities after the Battle of Stamford Bridge, south towards William.oer 7000 English soldiers together walked 250 miles. A long the way, they pass through villages, and Harold attempts to get peasants to join his army. He falsely claimed it was the Popes war, and that they would be instantly legitimate into Heaven. After hearing this many peasants joined. However, they had no experience. Harolds army lined up at the top a hill, forcing William to attack uphill. Harold is waiting for reinforcements to come and overhaul out. The men at the front of Harolds army, including Harold himself, form a vindication wall. William divided his troops into three groups.Hi s plan was to use archery to weaken the shield wall, then, when a hole appeared, would strike and break through. However the archers made little difference as they were shooting uphill. The Norman army then advances up the hill. The Saxons started throwing anything they could, including axes, towards the approaching army. The shield wall holds. When the Normans had reached the shield wall the cavalry tried desperately to break through the shield wall. Their attempts were useless. The left side of the Norman army falls back, and the Saxons on that side follow a foolish mistake.These Saxons were surrounded and all killed. Both sides returned to their previous battle positions. The front line of the Saxons was now shorter, allowing the Normans to attack from the side. The Normans charged again at the shield wall and this time it collapsed and the Normans broke through. By this time Harold was dead, so his army retreated into the wood behind. This ended the Battle of Hastings. The next day Harolds mother asked William for Harolds body in exchange for his body weight in gold, but William refused. He said that his body should be buried in the land that he sought to guard.

The Fall of the City

These were rounded by humbler dwellings made from matchboxes and the covers of exercise books. The streets and alleys were full of nobles, peasants and soldiers, their two- dimensional bodies scissors from written report, theirs faces and clothing drawn in crayon and lead pencil. From the turreted roof of the palace, hung a green, white and gold atrocious, the flag of the moguldom of Pauli Somber gray eyes glinted in teddys pale, triangular face. He shoved his workforce deeper in the pockets of his worn khaki shorts. He decided that what he realized was not the rattle of rain on the roof and window, merely the muffled thunder of distant cannon.The armies of the Emperor Gang of Donovan were attacking the fortifications on the Upland frontier Teddy inhaled deeply and held his breath, his thin chest pressing against his sweat shirt. His Majesty King Theodore l, resplendent In the red and black uniform of a generalissimo, emerged on the balcony of his winter palace In Thoroughbred, capital of the Kingdom of Pauli. Through the square low-spiritedstairs rode squadrons of lancers, dragoons and hussars, batteries of horse artillery behind them marched regiments of infantry. Grasping the diamond-studded hilt of his sword. King Theodore watched his army march out to give battle to the enemy.This would be the third war between Donovan and Pauli. The rootage had been fought in the year 2032 and had ended in the defeat of the Emperor Gang and his imprisonment on the Isle of Hawks. But he had escaped through the swindle of Kill, Duke of Enders, a general In the upland army, and In 2043 the Donovan had invaded Pauli a second time, aided by the renegade force under the command of Kill. This time, they conquered Thoroughbred and massacred the humans before being routed by King Theodore. On the day of victory, the Duke of Enders was roughs to Thoroughbred in chains and hanged in the city square.The Emperor Gang was as curse and cunning as the If Munch about whom Teddy had read in books. Tow, astride a black war-horse, he directed his troops as they beleaguer For Lion on the Ocarina River. Hopelessly outnumbered, the defenders rallied behind their commander, Duke Lanai of Carla, and prayed for the coming of King Theodore . . . Teddy FIFO He opened the door. Mien? he called sulkily. Come down here this minute and consume ready for supper How many times do I have to call you? Okay, okay, Im coming -?And be quick about it Im coming, I told huh She stood in the hall, a tall, stooped woman with tired, suspicious eyes. Seems to me that youre spending a lot of time in that attic. She wiped red, swollen hands on her apron. Mimi been into some mischief up there? He shrugged impatiently. I anti been doing nothing -? Just playing, he told her sullenly. Well, young man, you break out wipe that scowl off your face and march to the bathroom and get ready for supper. miss, maam, he enunciated carefully. During supper, he was scarcely aware of what he ate he was so deep in thought hat his pork chop tasted no different from his whipped cream and Jell.Mechanically, he obeyed his aunty when she told him to take smaller bites and to take his elbows off the table. He was pondering on the tactics that would have to be used by King Theodore in relieving the siege of the fort by the river. If the Upland army crossed the Tableland marshes, they might succeed in circle the Donovan, but there was the risk that their cannon would founder in the morass. On the other hand, if they scaled the Theodore mountains come across what youre doing, for heavens sake His aunt glared at him. Dont say huh when you react me. Look what youve doneYouve spilled cream all over yourself. Blushing, he rubbed at his sweat shirt with a makeup napkin. Hes got his head in the clouds again. His uncle laughed mirthlessly. Half the time, he doesnt know whether hes living on earth or on Mars. Out of the corner of his eye, Teddy looked at his uncles round, flo rid face and reflected on the resemblance to Kill, Duke of Enders. Well, hed better smarten up if he knows whats good for him, his aunt grated. If he doesnt, I know something that will smarten him, his uncle said. He laughed gain and reached for another helping of potatoes.Behind him, cloudy white wits of rain slid down the window. Suddenly, a cold shiver ran down Teddys spine. What if the Donovan attacked Thoroughbred while the king and his army were in the mountains? Old Gang was cunning as a serpent. If .. He spent most of the afternoon in the attic, his aunt said. His uncle gave him a disdainful look. He Just about lives up there, doesnt he? miss. I think its about time that one of us went up there and found out what hes been doing. No Teddy cried sharply. His uncle laid down his knife and fork. Look here mister, I dont same(p) your tone of voice.Have you been up to some of your monkey-shines up there? Mimi better not be, not if you want to be able to dumbfound down the res t of the week. The man resumed eating. After supper, Ill take a look and see Just what you have been doing, he said. As his aunt gathered up the dishes, his uncle went into the living room and sat down in his easy chair to read his newspaper. Teddy sat by the window and looked out at the rain. The drippy grass of the lawn had turned a darker green and foaming rivers of rainwater ran down the street. He shut his eyes. Here in the kitchen, he loud not hear the strumming of the rain on the roof.There was no rumble of Donovan cannon. He frowned and rested his chin in an upturned palm. Anyhow, the cannon were only playthings scraps of cardboard held together with cellophane tape. What did it national if his uncle saw them, or even destroyed them? But it did matter. Thoroughbred had been growing for a year and , often, it seemed more real that the town, the street and the home in which he lived with his uncle and aunt. Muffed better get at your homework. You wont get it done by sitting there mooning out the window, his aunt told him. Mien. He fetched exercise books and spread them on the table.His aunt and uncle did not mean to be cruel, he knew. From time to time, by their acts and words, they showed that they were fond of him. Twice that summer, his uncle had taken him trout fishing and on both occasions there had been something subtly warm between them. And sometimes he detected a hint of affection in his aunts voice even as she nagged him. But . His uncle stood in the doorsill between kitchen and living room, his shoulders shaking with laughter. Muffed never guess what that kid has been doing up there He shook his head in ender and amusement. Teddy flushed and stiffened.His aunt turned from the sink where she was drying the last of the supper dishes. Whats he been up to, now? mound never believe it, but that great big lummox has been playing with paper dames Paper dolls his aunt laughed dubiously. They anti paper dolls, Teddy mumbled. He pushed his chai r back from the table and stood up. They looked pretty much like paper dolls to me. Paper dolls and doll houses. And eleven-year-old boy The man choked, trying to restrain his laughter. The next thing we know, youll be wanting us to put skirts on you l never heard of such a thing.Paper dolls They anti dolls, I told you Teddys fists were clenched, his arms stiff by his sides, his voice shaking. His uncle pointed a warning finger. Dont get saucy now, mister. I know paper dolls when I see me. Once again he burst into laughter. His cheeks were the color of a tomato. Sit down and finish your homework, Teddy, his aunt said. To his surprise, her voice was not harsh it contained a suggestion of weary sympathy. He resumed his returned to the living room and picked up his newspaper. Paper dolls His uncle had said that he should be dressed in skirts and hair boons.And he could never explain they would never let him explain. Theodore, King of Pauli, and all his armies -? paper dolls He sl umped, doodling on the paper before him so that his aunt would think he was working. Yes, they were paper dolls. There was no king Theodore, no Emperor Gang, no Thoroughbred, no Pauli, no Donovan. There was only an attic full of preposterous cardboard buildings and undignified paper people. It was still daylight when he finished his homework. The rain had stopped, but water still poured from the elms along the street.When Teddy went through the paving room, his uncle did not speak, but he glanced up from his newspaper and grinned slyly. The boy was blushing to the roots of this hair as he opened the hall door and started up the stairs. The city was as he had left it. Yet everything had changed. Always before when he had come here, his flesh had tingled, his eyes had shone with excitement. Now there was only a taste like that of a spoilt nutmeat. He bent and seized the cardboard palace. Gritting his teeth and grunting, he tore at its walls. The corrugated board was sturdy he was cry ing by the time he finished tearing it to shreds.

Personal Responsability Essay

exposition of private responsibility and what it means to you The relationship between personal responsibility and college success A exploratory plan to practice personal responsibility in your educationThis week, using the Center for Writing rightness resources, provide the thesis statement and informal outline for your Personal Responsibility Essay assignment.Thesis assertionEven though someone with personal responsibility values the consequences of their acts having personal responsibility is also conditioned how to tell apart your time wisely, and recognizing what sacrifices will need to be make to meet deadlines, because a responsible person does their obligations and puts special attention to its compromises in golf-club to meet them. To be successful in college as a student, you must maintain good attendance, make substantial post in discussions, and turn all(a) of your assignments in on time.Informal OutlineIntroductory paragraphBeing successful in life it requires fetching personal responsibility for your actions. In couch to reach personal responsibility it is important to be pore on what you want to accomplish. Time management is a key element, as well as devising the necessary sacrifices in come in to meet deadlines. These values are essentially useful in college, as you are required to participate actively, maintain good attendance, and submit your assignments in on timewhen trying to achieve academic success.Body paragraph 1personal responsibility is also knowing how to manage your time wisely, recognizing what sacrifices will need to be made to meet deadlines on time in order to achieve college successBody paragraph 2In order to be successful as a student, you must maintain good attendance, make substantial post in discussions, and turn all of your assignments in on time.Body paragraph 3The most important reason why personal responsibility helps to manage your time wisely is because you learn to recognize what sacrifices will need to be made to meet deadlines. In order to achieve college success, a responsible person does their obligations and puts special attention to its compromises in order to meet them.ConclusionIn conclusion, although someone with personal responsibility values the consequences of their acts, personal responsibility also knows how to manage your time wisely, recognizing what sacrifices will need to be made to meet deadlines, in order to achieve college success for two main reasons. First, In order to be successful as a student, you must maintain good attendance, make substantial post in discussions, and turn all of your assignments in on time. But most importantly, a responsible person does their obligations and puts special attention to its compromises in order to meet them.

Case Study 1: What’s the Buzz on Smart Grids?

CASE STUDY 1 Whats the Buzz on Smart Grids? 1. How do smart gridirons differ from the current electricity infrastructure in the United States? Current electricity grids do not provide any training well-nigh how consumers actu bothy use zip fastener. That makes it difficult to develop more(prenominal) efficient approaches to distribution. The current system offers few ways to handle power provided by alternative nix sources. Without useful information, energy companies and consumers have difficulty making good decisions about using energy wisely. A smart grid delivers electricity from suppliers to consumers using digital technology to save energy reduce be increase reliability and transparency The smart grid enables information to flow back and forth amongst electric power providers and consumers and allows both consumers and energy companies to make more intelligent decisions regarding energy consumption and production. provides information that would help utilities raise prices when demand is high gear and lower them when demand lessens. helps consumers program high-use electrical appliances like thawing and air conditioning consumption times manipulation systems to reduce during of peak function. could possibly lead to a five to fifteen percent decrease in energy consumption. 2. What management, organization, and technology issues should be considered when developing a smart grid? Management Information feedback would allow consumers to see how much energy they are devour at any moment and how much its costing them. That would allow them to make better decisions about using appliances like air conditioners and furnaces. They could potentially lower their energy bills. However, governments and energy companies need to help consumers beat the intrusive feelings associated with the technology.Dashboard observe software must be easy for consumers to understand and use. Organizations There are some disincentives for energy companies associated with smart grids. Operating budgets and profits would be severely dissembleed if consumers greatly reduced their energy consumption. Implementation costs would be extremely high, even with federal government assistance. Consumer backlash is already straightforward in the few experimental cases to date. Without properly structuring the implementation, that backlash could grow against the energy companies.Technology Networks and switches for power management, sensor and monitoring devices to track energy employment and distribution trends systems to provide energy suppliers and consumers with usage selective information, communications systems to relay data along the entire energy supply system, and systems linked to programmable appliances to run them when energy is least costly, are all expensive and time consuming to retrofit into all the homes across the state of matter. Basically, the entire energy infrastructure would require retrofitting. 3.What challenge to the development of smart grids do you think is most likely to hamper their development? both(prenominal) challenges to the development of smart grids include Changing the infrastructure of the entire electric grid across the nation Installing two-way meters that allow information to flow both to and from homes and businesses Creating dashboards that are user-friendly Extremely high costs of retrofitting the entire grid infrastructure, estimated to be as high as $75 billion likely intrusiveness of new technology Perceived and real loss of privacy Potential economic impact on energy companies 4. What other areas of our infrastructure could benefit from smart technologies? Describe one example not listed in the case. One example that could benefit from smart similar to the electric grids is monitoring water usage in homes and businesses. Smart technologies could allow water utilities and consumers to Monitor water flows much like electric usage Turn off lawn sprinklers during the heat of th e day or based on predetermined schedules Use monitors in lawns and around plants and shrubs to prevent over- or under-watering Monitor evaporation rates Monitor fountains, and other water for usage pools, features of usage 5. Would you like your home and your community to be part of a smart grid? why or why not? Explain. Yes, I would like my home to incorporate the new smart grid technology because it offers to save energy, reduce cost, and increase reliability. Understandably, there may be costs associated with this production such(prenominal) as maintenance, installation, etc. However, I would be willing to pay a little extra up front if I would be saving a lot more throughout its usage. Not to touch helping the environment would not be a bad incentive.

Participative Leadership Essay

In taking the online quiz required for this assignment I make myself to be a participative leader. This type of leader fits me perfectly and I was not surprised to see the answer. I try to engage each(prenominal) team member in identifying necessary goals and developing procedures or strategies for make those goals .Nursing management is a challenging and difficult task. The style of the manager can be chief(prenominal) for employees as well as other members of the healthcare teams acceptance of change and in motivating them to achieve a high quality of care. From this view, participative leaders can be seen as a leadership approach that relies greatly on the leader functioning as a facilitator and mentor quite than simply issue orders or make assignments. Participative leadership theories recommend that the model guidance approach is matchless(prenominal) that births the involvement of each member of the team concerned into consideration.I encourage participation and contribu tion from members of the group. This helps them aspect more significant and committed to the decision-making process. In participative leadership, however, the leader retains the right to allow the participation of others and eventually has the terminal say for the best interest of the group and entice teamwork. Teamwork is established through effective communication and a shared vision that reinforces an environment of collaboration with a constant free-flow of ideas. The leader must communicate a clear vision of where the organization is headed and how the team is going to attain this goal.I find myself trying to take complete control and responsibility for the team. I have a hard time letting go and giving in to new ideas. I need to develop better listening and compromising skills. I am not a shy or quiet spoken person/leader. I do think I am fair, honest and take pride in maintain integrity. Taking a different approach and keeping an open mind would be a good place for me to s tart.I most definitely will be watching for the leadership skills needed for advanced practice nurses in my clinical phase of courses. I am open to suggestions now as a leader in management in my current role. I feel it is always most important to do what is safe and sound for the patients, the team and the organization. I am always watching the leaders of my organization and picking up skills I see as note worthy. Unfortunately, each organizations has leaders with attributes that should not be a part of leadership qualities.The most important quality that a leader can possess is honesty. The process of becoming a leader starts with honesty and builds into a trusting relationship between leader and followers. If this quality is lacking no amount of team building will be successful. Honesty is the building block of any fit relationship. Honesty is the most powerful weapon in business (Fralic, 2011, p. 447). Leaders must have a sense of ones own character and be able to accept no le ss than what is beneficial for the whole group(Fralic, 2011, p. 447) In order to function with total honesty and integrity each leader must have the mind set of what is beneficial for the whole group not unspoilt the select few or the leader (Fowler, 2010).

Should the Drinking Age Remain at 21 or Be Lowered to 18

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Education in Schools Essay

The Inspectorate wishes to convey the following for the hire of photographs Clonakilty Community College, Clonakilty, Co Cork Saint Marks Community School, T eachaght, capital of Ireland 24 Saint Mac Daras Community College, Templeogue, capital of Ireland 6W Scoil Barra Naofa, Monkst sustain, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16 2008 Department of fosterage and Science ISBN-0-0000-0000-X.De crisscrossed by chancy Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research building block Inspectorate Department of raising and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications sales Office Sun Alliance Ho go for Molesworth Street Dublin 2 or by earmark from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Cl atomic number 18morris Co Mayo 20 confine Foreword Executive summary xi xiii Part 1 gateway Chapter 1 ICT in autochthonic and post- original education in Ireland 1. 1 1. 2 1. 3.Introduction setting ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in tames some other ICT equipment in schools Expenditure on ICT and achievementful support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the valuation National survey of firsthand and post-primary headways and instructors 2. 4. 1 2. 4. 2 2. 4. 3 2. 4.4 Survey sampling methods Survey research methods Response rate compar readiness of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during formroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3.Outputs Junior and older human bodyes Quantitative terms white plague in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105.Introduction The ICT advisory service ICT and funding ICT primary(prenominal)tenance, technological support, and obsolescence Access to computing machines 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The expenditure of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9 .ICT peripherals Software drug ab go for of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The encyclopaedism platform The school web lay master(prenominal) findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2.4 The ICT centering committee The ICT co-ordinator The ICT plan The acceptable- engagement policy Teachers master copy growth Using ICT in classroom and lesson planning and zeal Planning for using ICT in pedagogics and training Principals priorities for ICT development Teachers priorities for ICT development Main findings Recommendations.4. 3 implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and statement and skill in schools ICT and doctrine and schooling in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 cxxxv 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3.7 Planning relative frequency of ICT manipulation Organisation of ICT manipulation Focus of ICT usage commit of resources and applications in the classroom superior of render Provision for students with particular educational inescapably by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6.Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main fin dings Recommendations ICT and training and encyclopedism in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2.2 Teachers ICT qualifications and skill trains Students ICT skill levels Timetabling of dedicate ICT lessons Curriculum and content of dedicated ICT lessons School principals support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational postulate v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations.168 168 168 clxx 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in pedagogics and schooling ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in command and learning 7. 3 Main recommendations for policy- put uprs and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations.AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies ships company of Ireland continuing sea captain person development Department of bringing up and Science European Computer D riving permit Expert Group on Future Skills Needs European Research Network for ICT in Schools of tomorrow Education Services Interactive (Project).European Union Further Education and Training Awards Council in-career development inform and converses applied science Information Society Commission Leaving Certificate (Established) Leaving Certificateuse Leaving Certificate Vocational course of study learning-support resource teacher managed learning environment National fighting Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and growing Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for Inter guinea pig Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary).School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Educat ion Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools shelves turn off 1. 1 confuse 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3.Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given age Proportion of schools having at least iodine glacial and one mobile data projector Comparison of survey sample.and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons sight, post-primary schools Quantitative terms utilise in the report Awareness and use of NCTE and ICT advisory service among teachers Teachers attending at NCTE a nd ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers use of network resources in planning and preparation for training Primary principals views on the strategical development of ICT Post-primary principals views on the strategic development of ICT Teachers priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either negotiate or advanced.Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either intermediate or advanced Inspectors observations on the use of ICT to facilitate teaching and learning in classrooms Teachers use of software and the internet to facilitate learning some frequently utilise applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills.Most frequently use d applications to promote the development of individual learning priority areas Comparison of inspectors ratings of the feeling of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6.3 Sample of inspectors comments on the spirit of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either intermediate or advanced Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either intermediate or advanced 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9.Commonly taught topics i n dedicated ICT lessons Principals descriptions of how ICT is used in some subjects Principals views on the push of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5.3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail spoken language by subject taught, post-primary schools.The primary school web site teachers responses The post-primary school web site teachers responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools inside the previous three years Staff ICT training in post-primary schools within the previous three years Principals and teachers views on ICT training requirements, primary schools Principals and teachers views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers.The most popular sections of Scoilnet among teachers Teachers ratings of Scoilnet Teachers views on what Scoilnet should co ntain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1.Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors rating of the quality of use of ICT in teaching and learning Students proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in s pecial-education support settings.Extent to which special-education support team members plan for the use of ICT Inspectors observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students use of computers Students ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as describe by teachers.Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 12 6 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword.Information and communication technology has brought pro install changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing indeed, the development of ICT and its applications to areas such(prenominal) as the integration of media, are continuing at even fleet rates than heretofore. In a relatively short period of time, ICT skills mystify become as inherent to living a full life as being able to read, write and compute. Ireland has been a confidential information player in the development of the ICT industry.We corroborate been a leading exporter of ICT hardware and software, and some of the key businesses in the industry acquit important bases here. Like other countries, we turn over also recognised that if our young s pate are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning.This report examines the extent to which ICT has been used in schools at some(prenominal) primary and post-primary levels and, to a greater extent(prenominal) than importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain.The report presents findings and recommendations that go aw ay be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I rely that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack psyche Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary.An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06.The objectives of the evaluation were to examine the extent to which ICT was used in primary and post-primary schools to label the impact of ICT on teaching and learning to assess the ICT skills of students at selected points in the education system and to ascertain their views on their experience of ICT in the ir schooling to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future routine of ICT in education to make recommendations for policy development regarding ICT in schools. xiv Executive summary.The evaluation methods comprised a national survey of primary (234) and post-primary (110) principals a national survey of primary (1,162) and post-primary (800) teachers case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) observations during classroom inspections (77 primary schools) observations during subject inspections (111 post-primary schools) a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure The student-computer ratio (SCR) in Irish schools is 9. 11 at primary level and 71 at post-primary level.Information available from the OECD suggest s that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 51. In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools ecumenicly spend considerably much on ICT than the sums made available through these grants schemes. The lack of technical support and nutrition is a probatory impediment to the development of ICT in schools. At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was arrange to be superior where the computers were located in the classrooms.At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. Schools were found to use a restrict range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools.At primary level, interactive whiteboards were present in a small number of schools. Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the alternate principal, an ICT co-ordinator, or a combination of these violence.Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. The majority (71%) of primary schools surveyed, but few than half (46%) of post-primary schools, were found to have a written ICT plan.These plans tend to quash more on infrastructural issues than on how ICT can be used to enhance teaching and learning. Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a overlap of the requirements of the Schools Broadband Access Programme a nd the safety-awareness initiatives of the NCTE.It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects.The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class radicals. School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically i mportant for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes.Teaching and learning Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either intermediate or advanced with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a rump of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary Where ICT is used in primary classrooms it predominates in core c urricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. temporary hookup most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and spread or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to bring on a document by themselves. The majority did not know how to create a innovation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. Only 18% of the post-primary lessons observed by the inspectors knotty an ICT-related activity.Students interaction with the techno logy was observed in only about a quarter of these instances. The most putting surface ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. The evaluation found th at fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document.However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation.Students unavoidable most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks.1 Social Studies I group includes History Geography Art, Craft, and Design and Music. Social Studies II group includes Religious Education Physical Education Civic, Social and Political Education (CSPE) and Social, Personal and Health Education (SPHE). xvii ICT in Schools ICT is widely used to facilitate the provision by schools of special education.Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%.Summary of key recommendations for policy-makers and p olicy advisors The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not in effect(p) all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9.11 in primary schools and 71 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 51 or less in all schools. Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provi ded with the capacity to regularly upgrade their own ICT infrastructure. The pedagogical dimension of the ICT advisors role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators.The technical dimension of the ICT advisors role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. eighteen Executive summary Support services should give priority to the integration of ICT in teaching and learning. thither is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine provide training needs and assist in organising appropriate professional development courses for teachers.Support ser vice personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners whitethorn be matched more appropriately with the technology available. There needs to be an gaind emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages.It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a grow of using ICT in their work . Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers.A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. key fruit recommendations for schools Schools and teachers should regularly review the use of ICT in their work.In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. Teachers should exploit the potential of ICT to develop as wide a range of students skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should cause to establish mechanisms to facilitate the sharing of good practice among members of the staff. Schools should endeavour to provide all their students with anappropriate and sincere level of experience of ICT at all class levels at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools Schools should plan for the maintenance and upgrading of their ICT systems. Computer rooms, where they exist, should be used to maximum effect.Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. Teachers should endeavour to integrate ICT more in their planning and preparation for t eaching. Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students needs. Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools Part 1 Introduction 1. 1 IntroductionInformation and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools.In Ireland, as in other countries, the debate about ICT in education con centrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and