Qantas in the Global Airline Industry

Rundown Globalization has advanced the development of exchange and the travel industry enterprises. This has expanded interest for movement and has profited the aircrafts from numerous points of view. Qantas has been a fruitful carrier that has developed to turn out to be universally recognized.Advertising We will compose a custom report test on Qantas in the Global Airline Industry explicitly for you for just $16.05 $11/page Learn More It serves both household and remote markets. Be that as it may, by 2009, the carrier started encountering money related obliges because of rivalry. It was additionally influenced by common catastrophes like pig influenza that dishearten voyagers. It is workable for this carrier to reestablish its situation in business by augmenting on the accessible assets and extending its business sectors. The carrier can serve both low and top of the line markets. This can be accomplished by converging with different carriers and separating its business sectors to focus on each market with the correct item. Given that the aircraft has a wide scope of items; it has an additional bit of leeway over contenders. This can be utilized to design deliberately and advance the company’s income age. As the universal business exercises increment, the interest for movement additionally increments. This makes carrier a good business for speculators. Foundation Information The carrier business has profited by globalization and the development that has been knowledgeable about exchange and the travel industry. The development in this industry is related with the worldwide economy that has improved the salary circumstances for the greater part of the center families. Rivalry is serious in the carrier business since the developing interest for movement has pulled in numerous financial specialists. Qantas began in 1920 with eight airplanes that flew globally until 1942. It was later nationalized until 1992 when it turned into a private organization.Adver tising Looking for report on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Its investors comprised of the British aviation routes and the Australian open. It developed in limit and shaped the Oneworld partnership with different aircrafts for it to share lounges, joint appointments, and various flyer focuses that improved the nature of administrations offered via carriers. The introduction of Virgin Blue brought a ton of rivalry and Qantas propelled a minimal effort carrier, Jestar, which could rival Virgin Blue at a similar level. Qantas extended and developed in limit. It has been granted different honors for being among the best carriers on the planet. Cutting cost turned into a significant perspective in the flexibly chain, proposing combining and focusing on the center business to defeat the monetary emergencies. The airline’s benefits are going down, and what's to come is erratic particularly with the current set backs like the pig pipe episodes (Hanson, Hitt, Ireland Hoskisson, 2011). This report will examine and investigate the issues influencing Qantas carrier. It will build up a procedure in which the organization can spare itself from crumbling, just as feature the pertinence of the issues being executed. Qantas’ center abilities Qantas has been developing in limit because of a portion of its viewpoints that keep it in front of its rivals. For example, the carrier works different administrations other than aircraft and travel. These remember taking care of things and registration administrations and traveler parlors and providing food administrations (Hanson, Hitt, Ireland Hoskisson, 2011). This is a solid point for this association on the grounds that the additional types of business are identified with voyaging, which is the center business.Advertising We will compose a custom report test on Qantas in the Global Airline Industry explicitly for you for just $16.0 5 $11/page Learn More The carrier has a preferred position of focusing on all movement needs of its travelers into one bundle. Along these lines, it is simple for Qantas to set up client reliability in light of the fact that the travelers will consistently have a need in one of the differing administrations and items that are advertised. Assorted variety is a viewpoint that pulls in clients and gives an association an upper hand since request increments with an expansion in the scope of items. The competition experienced from other specialist organizations is effectively diminished. This is accomplished by offering improved administrations that increase the value of the single assistance that clients would look for. The upkeep and fix business likewise offers the carrier a chance to keep up its airplanes economically and in this manner limit on the expenses of activity (Ferrel 2009). Qantas has been in activity for a more drawn out period when contrasted with other up and coming air crafts. This makes the brand notable both locally and globally. Such brand information among neighborhood and outside clients puts the carrier in front of the contenders. The item is broadly recognized in the market, and the carrier can exploit this to manufacture client faithfulness dissimilar to the contenders who need to set up a piece of the pie. The carrier has been in activity for quite a while along these lines it is familiar with the market needs. This can be utilized as a premise to overhaul the company’s items to fit the client needs and even surpass the client desires. Past encounters can likewise be utilized in arranging and building techniques that can be utilized to expand income later on (Lyons Booth, 2011).Advertising Searching for report on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Qantas is likewise in a situation to serve both prominent clients and clients who wish to spend decently (Brescoll, 2012). Given that the carrier is running a significant expense and an ease travel business, the aircraft can acquire business from all the business sectors (Hanson, Hitt, Ireland Hoskisson, 2011). This is an additional bit of leeway in light of the fact that the aircraft doesn't have a specific objective market since it can suit the two classes of voyagers. This demonstrates the prominent clients can even now be kept up while the association looks to draw in minimal effort explorers as well. At the point when an association has the upside of serving all the business sectors accessible in some random industry, it has the benefit of increasing a more extensive piece of the pie than the remainder of the contenders (Mintzberg, 2000). Qantas’ techniques for the medium-term future Qantas is in a decent shape, yet the circumstance may change later on since the vast majo rity of the income continuing it is generally from the offer of focuses, the stores, and other non travel business exercises (Hanson, Hitt, Ireland Hoskisson, 2011). The aircraft needs to design and build up systems of pulling in travelers and keeping up the expenses as low as could be expected under the circumstances. This is intended to guarantee that the aircraft keeps up great quantities of worldwide travelers. This can be accomplished by utilizing airplanes that devour fuel effectively while obliging a greater number of travelers. This ought to likewise be joined by a quick pivot in which planes take a long length noticeable all around. This guarantees less expenses are brought about, and the income produced increments. This technique can be accomplished in the transient given that makers are offering acceptable arrangements for new huge airplanes. Such a venture will enable the organization to eliminate its expense and increment its ability (Mintzberg, 2000). Qantas, being a s et up carrier, can profit by the changing examples in the manner individuals travel everywhere throughout the world. Travel is impacted by business and financial exercises, just as occasions and relaxation. Many individuals are heading out to work including the low salary workers. Qantas can exploit these changing patterns to give items that fulfill these movement needs. The aircraft can give flights that prohibit dinners and offer appealing bundles for business explorers so as to eliminate costs. This will make an objective market that is consistent since globalization has made voyaging a prerequisite for the worldwide associations. The costs coordinated towards trip specialist reservation can be evaded by amplifying the company’s items. This guarantees no additional administrations are redistributed prompting expanded income at low costs (Wu, 2009). The aircraft business has pulled in numerous financial specialists, and this has expanded rivalry for Qantas. The aircraft sho uld exploit its built up brand to offer administrations that make it particular (Lasevoli Massi, 2012). For example, it can build up its administrations and items to offer travelers solace and extravagance. This can be given in Qantas while the other unit, Jestar, offers minimal effort travel to medium salary workers. Furnishing relaxation travelers with the class they require while offering a greater business class limit through Jestar guarantees that the carrier exploits the two markets (Brescoll, 2012). Potential difficulties for Qantas and their answers While looking to extend its tasks and increment income, Qantas may encounter difficulties. For instance, to make its movement experience progressively agreeable and sumptuous, it should increase the value of its items (Hill Jones, 2013). This can be accomplished through contribution additional administrations like customized administrations that may build work cost. The aircraft can isolate the administrations to such an extent t hat Jestar focuses on the low salary voyagers while Qantas practices with the extravagance travelers who can pay for the additional help. Characterizing these types of administrations guarantees that the two markets are served by their requirements. Normalizing the airplane armadas for each class of travelers will prompt low expenses of upkeep and tasks (Wu, 2009). The airplane cycle is moderately quick, and providers are probably going to create new brands at a quicker rate than the carrier can coordinate (Hanson, Hitt, Ireland Hoskisson, 2011). The aircraft can converge with other entrenched carriers in order to stay aware of the market requests. This will give it an extraordinary money related influence to obtain new airplanes

Importance of data security and data safety Essay

To keep organizations from utilizing or giving private data to different organizations without the authorization of the individual who the information is about, organizations should secure the information. With the prominence of the Internet there are open doors for hoodlums to take their own information. So the administration set a law (information insurance act) which is utilized to secure people’s rights concerning how information is utilized and you likewise reserve the option to see such data and have any mistakes amended. Likewise association will need to keep information secret since it won't need its rivals to know how the business is going. Rundown the 8 standards of the Data Protection Act The Data Protection Act says the individual information should: 1. Be sufficient, important and not unreasonable. For instance school should keep understudies subtleties and subtleties must be exactly what is required and that's it. 2. Be handled as per the information subject right. For instance the individual that the information alludes to reserve the privilege to peruse the data about him/her and the association ought to give trim/her with data they need. 3. Be precise and be stayed up with the latest. There is an obligation to stay up with the latest, for instance to change a location when individuals move. 4. Not be kept longer than would normally be appropriate. For instance it is okay to save data for certain time allotment yet it is inappropriate to keep data about past clients longer than a couple of years all things considered 5. Be gotten and prepared for restricted purposes. For instance the association must utilize the information just in the manner it is depicted and it must not utilize it for some other reason. 6. Be secure. This incorporates keeping the data sponsored up into the clouds from any unapproved get to. It is inappropriate to leave individual information open to be seen by just anybody. 7. Not be moved to nations outside Europe without sufficient insurance. Except if the nation that the information is being sent to has a reasonable information security law 8. Be handled decently and legitimately. For instance on the off chance that you put your cash at bank nobody can move your cash without your consent. (a) What is the contrast between the Internet, Intranet and Extranet? (P8) Internet: Are open systems that permit the client to utilize any of its offices. Intranet and Extranet: resembles a private web. It resembles a site that is just available to the individuals from a business or organization. The diverse among Intranets and Extranet is: Intranet: Allow the individuals from association to get to the entrance the framework with an association. Extranet: Allow the individuals from association to get to the framework from various area yet just by the clients who have been given access rights. (b) * What is a program? Is program that can peruse pages, by downloading HTML code and that permits the program to decipher the code to the site page. A program shows site pages, monitors where you’ve been, and recollects the spots you need to come back to, the most utilized programs are Internet Explorer and Netscape Navigator. Portray the job of a program when utilizing the Internet, Intranet and Extranet Browser permits the individuals to get to data, see pictures, hear music and watch video, in the term of intranet and extranet the program permits client to share archives, get to databases and permit bunch work. * Describe the job of email when utilizing web interchanges. You can send email to an individual or to a gathering of individuals simultaneously, you can make mailing list with the goal that you can compose a message and send it consequently to number of individuals. Additionally you can send records, for example, pictures, word report and sound as connections to your message. (a) List significant dangers to an association that could occur while utilizing the Internet. (P9) 1. Hacking (use to take the individual subtleties and private records of organization) 2. The spreading of infections (use to demolish or harm the significant records of organization) 3. Web extortion (assuming acknowledgment card subtleties from clients) 4. Neuter product (is greatest danger in the PC framework which permits somebody to sign into your PC and use it for their own motivation) 5. Spam ( sending undesirable messages particularly business publicizing) Reason for task In this task, I need to do investigate and get data on the significance of information security and information wellbeing. M inquire about must be from ICT sources and non ICT sources and by utilizing the proof that I gather I ought to clarify the significance of keeping client data private, the primary arrangement of information assurance act, the job of programs and email in web correspondences, the contrast between web, intranet and extranet, the significant dangers to association from web lastly a banner that clarifies the significance of information wellbeing and information security. The task will likewise assemble key aptitudes portfolio proof. M5 Physical Security: Use of security watches, locks, strengthened entryways, windows and dividers relying upon what is being ensured. Utilization of ICT to uphold security section on entryways, and ensured territories of structures I. e. : swipe cards, unique mark ID, voice acknowledgment. Firewall: This is a security gadget, which goes about as a solitary section/leave point for data and access to a PC framework. All traffic must go through the firewall and in this manner a framework is secure from outer dangers. A firewall typically sits between the inside system of an association and access by the web. Infection Protection: It is normal for frameworks to have some type of hostile to infection programming introduced and running out of sight. All documents and gadgets acquainted with the framework would be filtered, any endeavors to change framework records would be blocked, and warning made to the client/framework head. Forestalling the utilization of floppy plates is a decent strategy for disposing of one wellspring of potential infection issues. Distinguishing proof of Users: An arrangement of client ID’s and passwords is a straightforward technique for forestalling unapproved work force getting to the framework. These ought to be overseen by the framework executive. With this, lone a few clients will approach certain projects and information thusly expanding the degree of security on touchy information. Furthermore, a few clients may just have the option to peruse the information and not compose the information. Different clients might not be able to erase or even to get to specific records. Encryption programming: the information might be encoded (coded) into a structure, which can at exactly that point be decoded by the proposed client. On the off chance that the information falls into an inappropriate hands, it will be inane. Reinforcements: To make preparations for the loss of information, reinforcements ought to be consistently made. These reinforcements ought to be put away in a different spot, ideally in a flame resistant condition. Passwords programming: Password assurance for the most part includes an individual composing in:  A User Name †to distinguish the individual.  A Password †to distinguish the individual. He ought to be the just one to realize what it is. PC infections: which are programs that pulverize the manner in which PC works without the information on the client, there are immense quantities of infections some are incredibly malevolent with the capacity to erase or harm documents and projects. A portion of the dangers that they cause to PC frameworks include:  Deleting information on the hard circle of the association PC framework.  Enabling programmers to capture the association framework and use it for their own motivations. How do infections spread:  CDs and floppy circles containing tainted archives. Messages containing tainted connections. Programmers: who increase unapproved access to PC frameworks to take and tainting information, additionally accessing budgetary data about the association business or their clients for the motivations behind extortion. Safety efforts may include†¦ Each client ought to be given a client name and a secret phrase.  Computer use might be logged.  Computers ought to be separated from a system when not being used.  Use a firewall †a PC running programming, which recognizes programmers dialing in to a system. Spam: approved clients downloading a website page or accepting an email with concealed dynamic substance that assaults the association framework or send touchy data to unapproved individuals. Association can quit spreading of spam by utilizing spam separating programming. Spy product: is programming that is set on association PC when the worker visits certain sites, it is utilized to furtively assemble data about the association utilization and sends it back to sponsor or other intrigued organization to following the association framework use . it can likewise back off or crashes the association PC Pop up: Many organization publicists on the Internet by utilizing windows that spring up in the center of PC screen to show a message. They may likewise open when you click a connection or catch on a Web website, and they may open either finished or under the window, you wish to see. Some spring up windows can contain unseemly substance or can be a route for representative of association to unintentionally download risky programming (called spyware or adware) onto association PC. Encroachment of copyright: Internet clients are not permitted to duplicate or print some web materials, for example, video, music, documents and photographs without the authorization of copyright holder and once in a while they may need to pay a permit to do as such. Burglary and extortion: credits card misrepresentation for instance individuals can take the subtleties on credits card and utilizing them wrongfully to purchase products. Sole merchant: A sole dealer is the genuine proprietor of a business, a sole broker likewise has boundless obligation. All the obligations of the business are the obligations of the proprietor. They can not issues shares . The entire importance behind † Sole† implies that she/he doesn't have accomplices. (e. g. electrical fix, picture surrounding, photography, plunging guidance, retail shops, and inns) Partnership A Partnership can be at risk for all obligations, it is anything but difficult to arrangement, but on the other hand is modest to shape. Framing association requires

Blog Archive A Sense of Community at UC Berkeley Haas and Stanford GSB

Blog Archive A Sense of Community at UC Berkeley Haas and Stanford GSB The Haas School of Business at the University of California (UC), Berkeley The Haas School of Business at the University of California (UC), Berkeley, is one of the smaller top MBA programs in the United States, with an average class size of between 250 and 300 students. Despite its small size, however, Berkeley Haas offers a diverse community, both regionally and professionally. Roughly 40% of each incoming class is made up of international students, and each entering class as a whole reflects a wide array of interests and professional backgrounds. Each of Berkeley Haas’s incoming classes is divided into smaller groups, called cohorts, and students remain in their cohort for the first semester, taking all core courses together. Within the cohort, students are further divided into study groups. Study group members work together to prepare for presentations and exams as well as to study cases, and these small groups help enhance and reinforce the relationships between classmates. Noted a second-year student with whom mbaMission spoke, “With everyone tryi ng to work out their identity at the start,” the cohort “makes everything less overwhelming.” Indeed, Haas offers a well-defined structure that supports a collaborative community. Stanford Graduate School of Business (GSB) Located just an hour’s drive from UC Berkeley Haas, the Stanford Graduate School of Business (GSB) is similarly well known for its close-knit atmosphere, though its typical class size is a bit larger, with approximately 400 students. However, the school’s relatively small class size allows it to provide students with individualized coaching. First-year students at the GSB are assigned a dedicated Faculty Advisor who helps them create a customized plan for fulfilling their General Management Perspectives and General Management Foundations (core) requirements based on their strengths, weaknesses, experiences, and interests. Students can also take advantage of career advisors, who can offer new perspectives on life beyond the GSB, and of Leadership Fellows, who work with first-year students through lab sessions and one-on-one meetings. For more information on Berkeley Haas, the Stanford GSB, or 15 other leading MBA programs, check out the free  mbaMission Insider’s Guides. Share ThisTweet Berkeley-Haas Stanford University (Stanford Graduate School of Business) Blog Archive A Sense of Community at UC Berkeley Haas and Stanford GSB The Haas School of Business at the University of California (UC), Berkeley, is one of the smaller top MBA programs in the United States, with an average class size of between 250 and 300 students. Despite its small size, however, Berkeley Haas offers a diverse community, both regionally and professionally. Roughly 40% of each incoming class is made up of international students, and each entering class as a whole reflects a wide array of interests and professional backgrounds. Each of Berkeley Haas’s incoming classes is divided into smaller groups, called cohorts, and students remain in their cohort for the first semester, taking all core courses together. Within the cohort, students are further divided into study groups. Study group members work together to prepare for presentations and exams as well as to study cases, and these small groups help enhance and reinforce the relationships between classmates. Noted a second-year student with whom mbaMission spoke, “With everyone tryi ng to work out their identity at the start,” the cohort “makes everything less overwhelming.” Indeed, Haas offers a well-defined structure that supports a collaborative community. Located just an hour’s drive from UC Berkeley Haas, the Stanford Graduate School of Business (GSB) is similarly well known for its close-knit atmosphere, though its typical class size is a bit larger, with approximately 400 students. However, the school’s relatively small class size allows it to provide students with individualized coaching. First-year students at the GSB are assigned a dedicated academic advisor who helps them create a customized plan for fulfilling their core requirements based on their strengths, weaknesses, experiences, and interests. Students can also take advantage of career advisors, who can offer new perspectives on life beyond the GSB, and of Leadership Fellows, who work with first-year students through lab sessions and one-on-one meetings. For more information on Berkeley Haas, the Stanford GSB, or 15 other leading MBA programs, check out our free  mbaMission Insider’s Guides. Share ThisTweet Berkeley-Haas Stanford University (Stanford Graduate School of Business) Blog Archive A Sense of Community at UC Berkeley Haas and Stanford GSB The Haas School of Business at the University of California (UC), Berkeley, is one of the smaller top MBA programs in the United States, with an average class size of between 250 and 300 students. Despite its small size, however, Berkeley Haas offers a diverse community, both regionally and professionally. Roughly 40% of each incoming class is made up of international students, and each entering class as a whole reflects a wide array of interests and professional backgrounds. Each of Berkeley Haas’s incoming classes is divided into smaller groups, called cohorts, and students remain in their cohort for the first semester, taking all core courses together. Within the cohort, students are further divided into study groups. Study group members work together to prepare for presentations and exams as well as to study cases, and these small groups help enhance and reinforce the relationships between classmates. Noted a second-year student with whom mbaMission spoke, “With everyone tryi ng to work out their identity at the start,” the cohort “makes everything less overwhelming.” Indeed, Haas offers a well-defined structure that supports a collaborative community. Located just an hour’s drive from UC Berkeley Haas, the Stanford Graduate School of Business (GSB) is similarly well known for its close-knit atmosphere, though its typical class size is a bit larger, with approximately 400 students. However, the school’s relatively small class size allows it to provide students with individualized coaching. First-year students at the GSB are assigned a dedicated Faculty Advisor who helps them create a customized plan for fulfilling their General Management Perspectives and General Management Foundations (core) requirements based on their strengths, weaknesses, experiences, and interests. Students can also take advantage of career advisors, who can offer new perspectives on life beyond the GSB, and of Leadership Fellows, who work with first-year students through lab sessions and one-on-one meetings. For more information on Berkeley Haas, the Stanford GSB, or 15 other leading MBA programs, check out the free  mbaMission Insider’s Guides. Share ThisTweet Berkeley-Haas Stanford University (Stanford Graduate School of Business) Blog Archive A Sense of Community at UC Berkeley Haas and Stanford GSB The Haas School of Business at the University of California (UC), Berkeley, is one of the smaller top MBA programs in the United States, with an average class size of between 250 and 300 students. Despite its small size, however, Berkeley Haas offers a diverse community, both regionally and professionally. Roughly 40% of each incoming class is made up of international students, and each entering class as a whole reflects a wide array of interests and professional backgrounds. Each of Berkeley Haas’s incoming classes is divided into smaller groups, called cohorts, and students remain in their cohort for the first semester, taking all core courses together. Within the cohort, students are further divided into study groups. Study group members work together to prepare for presentations and exams as well as to study cases, and these small groups help enhance and reinforce the relationships between classmates. Noted a second-year student with whom mbaMission spoke, “With everyone tryi ng to work out their identity at the start,” the cohort “makes everything less overwhelming.” Indeed, Haas offers a well-defined structure that supports a collaborative community. Located just an hour’s drive from UC Berkeley Haas, the Stanford Graduate School of Business (GSB) is similarly well known for its close-knit atmosphere, though its typical class size is a bit larger, with approximately 400 students. However, the school’s relatively small class size allows it to provide students with individualized coaching. First-year students at the GSB are assigned a dedicated academic advisor who helps them create a customized plan for fulfilling their General Management Perspectives and General Management Foundations (core) requirements based on their strengths, weaknesses, experiences, and interests. Students can also take advantage of career advisors, who can offer new perspectives on life beyond the GSB, and of Leadership Fellows, who work with first-year students through lab sessions and one-on-one meetings. For more information on Berkeley Haas, the Stanford GSB, or 15 other leading MBA programs, check out our free  mbaMission Insider’s Guides. Share ThisTweet Berkeley-Haas Stanford University (Stanford Graduate School of Business)

Personal Narrative- Daydreaming in Class Essay - 871 Words

Personal Narrative- Daydreaming There I sat, trying desperately not to drool in the middle of my daydream. Dare I say class was less than interesting and all I could think of was my bed? Instead of daydreaming of a hunky man, or even a bright future paved with a golden road of success, I was dreaming of my bed. It was an ordinary college dorm room bed: you never know how many people actually slept in it, or did something else in it, yet I still find comfort in its lumps and bumps. In the brilliance of my afternoon laziness I decided that daydreaming about my bed wasn’t silly at all. In fact I should commemorate my bed with a poem and a little cartoon drawing of it. Unfortunately I had forgotten my notebook so I began to doodle on the†¦show more content†¦What a brave artist! In my fascination with the brilliant prose scribbled on my desk I completely forgot about commemorating my bed. My mattress no longer seemed worthy of my precious day dreaming time. Instead I must dedicate the rest of the class period to deciphering these brilliant etchings. Discreetly tilting my desk so that I could look at the poem of interest at a better angle I suddenly catch the eye of my professor. My professor is a man who is fascinated with hearing himself talk. Therefore, I’m usually guaranteed a good hour of daydreaming and composing poetry. But today he seemed to actually notice that there were other people in the room, other than himself. Just my luck, the day I am truly inspired by something I see in class and my professor feels the need to step off his soapbox and actually notice. The professor’s darting eyes began to focus on the heads that seem to be bobbing up and down in a chorus of sleepy daydreaming. He looked at me as I continued to balance my desk in that perfect angle. Instead of saying anything, he merely nodded his head as if he knew exactly what I was plotting in my head, and continued walking around the room. Now what should I do? Should I continue my attempt at deciphering the scribbles on the desk or should I ac tually attempt to listen to what the professor was saying? While pondering over these questions I found my eyes gazing at the desk again. It was as if what was written on this desk was meant only for me. And,Show MoreRelatedHuman Nature in AP by John Updikes1243 Words   |  5 PagesJohn Updlikes, â€Å"AP† is a fictitious narrative that presents an insightful view on some facets of human nature. Our story takes place at an AP grocery store in a small Massachusetts town. We are taken into the mind of our 19-year old narrator, Sammy, who quickly leaves behind his innocence as a carefree teenager to become a man, with a realistic understanding of being an adult. 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It is likely that the point of telling the story, just as it has been passedRead MoreCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 PagesTheory Library * Contact This Blog This Blog  Ã‚  Ã‚   |    | ------------------------------------------------- Top of Form Bottom of Form    Home  » texts  » History amp; Class Consciousness: Preface by Georg Lukà ¡cs (1923) Thursday, February 3, 2011 History amp; Class Consciousness: Preface by Georg Lukà ¡cs (1923) Share   History and Class Consciousness Preface THE collection and publication of these essays in book form is not intended to give them a greater importance as a whole than would be due to

Exploring Love in Shakespeare’s Sonnets Essay - 4114 Words

In Plato’s Symposium, the discussion on the nature of love between Socrates and his companions in the house of Agathon clearly discerns key ideas that Shakespeare uses in the sonnets. Beauty, youth, and love are all topics of discussion in the conversations, and Plato’s ideas show up again and again when the sonnets are explored. In Symposium, Aristophanes gives a detailed description of a time when humans were not in their present physical form (Plato 353). His tale posits that the original form of humankind differed from the present in that â€Å"sexes were not two as they are now, but originally three in number,† to which he adds, â€Å"there was man, woman and the union of the two, having a name corresponding to this double nature,† which is†¦show more content†¦The eye and the heart are a synecdoche to this concept of reunition to the whole. The juxtaposition of the eye and heart in relation to love is a reflection of this Platonic idea of the search for the true match. Does the eye or the heart hold the true key to unlocking the potential of the soul, as it seeks its other half? Similarly, if the eye and heart are two separate parts of a whole body, how must they work together to create an accurate portrayal of love? Considering the relationship between the heart and the eye within certain sonnets as conceits about love, a philosophy on the meaning of love outlined in Plato’s Symposium emerges as the sonnets move from those on the fair youth to the dark lady. Continuing on the tangent of love, Symposium posits one more key idea that is central to understanding Shakespeare’s works, concerning the value of love to the mortal man. Plato describes the conversation between Diotima (a love goddess) and Socrates that reinforces Aristophanes’ creation myth. Diotima tells us, â€Å"lovers are seeking for their other half; but I say that they are seeking neither for the half of themselves, nor for the whole, unless the half or the whole be also a good† (Plato 372). This places beauty in the equation, for a lover only seeks that kind of love which will benefit himself or herself. This means that the search for a truth in beauty is complicated, and we only desire that which we considerShow MoreRelated Immortality Through Verse in Shakespeare’s Sonnet 18 and Spenser’s Sonnet 751681 Words   |  7 PagesImmortality Through Verse in Shakespeare’s Sonnet 18 and Spenser’s Sonnet 75  Ã‚     Ã‚  Ã‚   Desiring fame, celebrity, and importance, people for centuries have yearned for the ultimately unattainable goal of immortality. Poets, too, have expressed desires in verse that their lovers remain as they are for eternity, in efforts of praise. 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China Is Reaching New Levels Making It A Top Choice For...

Final Paper - China Mary Docksey Baker College Final Paper - China China is reaching new levels making it a top choice for many global managers. China accounts for more than a third of global growth over the past seven years. (Legarde, 2015) The country has worked hard in creating economic growth and although it has been slow it has been successful. They are gaining on economic and financial stability. As a relocation specialist I would inform the global manager and his family what they can expect when relocating to China. Moving to a foreign country can be very exciting but can also be a challenge if not properly informed. The culture varies greatly from that accustomed to, the main spoken language is Chinese, and healthcare is similar†¦show more content†¦There will be some adjustments to be had but overtime will be overcome. In China, it is expected and very common for the employer to find housing and pay some or all of the housing for the foreign employer. There will most likely not be central heating. This can easily be overcome by transporting or purchasing warm blankets and slippers. The family will be considered a guest and should become acquainted with staff of the building in which they are assigned. This will help in expediting repairs of the unit if needed. (ForeignerCN, 2014) For convenience opening a Chinese bank account is recommended and it is very easy. A passport is the only document needed. If the language is a barrier a bank closest to other foreigners will most likely be t he best chance to find English speaking employees. Another challenge that may occur is salary. Wages will be paid in yuan, and there may be challenges in having it exchanged for American dollars immediately. It is advised that finances are monitored closely and proof of payments are kept track of. This is especially true when exchanging currency. Always keep the exchange receipts. The average monthly cost of living in China is $1000. (ForeignerCN, 2014) This will be less depending on the allowance agreed upon the employer. The employer in China will assist the family with their move, housing and initial start in China. It is encouraged to help make

Comparing immigration policies

Questions: 1. Explain in plain English the practical implications of the decision of the Federal Court in Yelaswarapu v Minister for Immigration Anor? 2. What principles of statutory interpretations (if any) were utilised by the Federal Court in this case? Answers: 1. In this case the applicant is a person who had applied for a student visa and the respondents are the ministry of immigration as the first respondent and the Migration review tribunal as the second respondent[1]. The application of the applicant was rejected as tribunal found that the filing was not on time and it had no jurisdiction over the matter. The applicant had lodged a student visa application online on 14th may 2001 and the address provided by the applicant online was a purported postal address which was same as his residential address. The minister had refused to grant visa to the applicant as it found that the applicant was not able to satisfy condition 8516 and there was no concrete evidence that he managed to get enrolled in a full time course in Australia. The decision was attempted to be notified to the applicant through post but was returned on the grounds that the address was not correct. The letter was then sent to another address so that the applicant could be notified. The department forwarded an email to the applicant that they have made a decision regarding the application and it had been sent to wrong address due to administrative error. The application in reply request ed to send the letter again at the provided address. The letter was according to the request sent to the new address and an application was made for the review of the decision to the tribunal. The tribunal in this case had a view that the applicant was not able to file the application within time and he had been properly notified via email of the decision made by the immigration department. The applicant filed a review with the court of appeal against the decision made by the tribunal. Initially the court of appeal ruled that there was a judicial error in the part of the tribunal in ruling that it had no jurisdiction over the matter. The court determined that the only issue which exists between the party is that whether the decision of the tribunal court in relation to its jurisdiction was correct or not. The court in this case determined that the court book of the tribunal did not have all relevant information in relation to the communication which took place between the applicant and the respondent. The court ruled that in order to determine whether the the decision made by the tribunal in relation its jurisdiction was correct or not it has to be determined that whether the immigration department was able to notify the applicant of its decision in a proper way or not. The court of appeal had ordered the minister to file another supplementary notebook with the court in relation to the communication process. The court had evidence before it that the immigration department had made several attempts to notify its decision to the applicant. The court also considered the affidavit filed by the applicant that he had not received the letter and there was no objection on the part of the respond ants in relation to the affidavit. The ministers in this case argued that the notification letter was was sent to the applicant can be regarded as sufficient notification as provided by the provisions of the Migration Act 1958[2] and the migration regulation 1994[3] and therefore the decision of the tribunal that it lacked jurisdiction was correct according to the respondents. In response to the argument made by the respondent the applicant stated that the application made by him for the review of the decision was according to the provisions of Section 338(2) and was made within the prescribed period according to the provisions of Section 347(1) (b) (i) of the Act. in addition the applicant provided that his the application was made according to Regulation 4.10 of the migration regulation 1994 according to which an application can be made before the tribunal within a period of 21 days from the date on which the letter was actually received by the applicant. The applicant also argued on the basis of section 66(1) of the act that the minister has the duty to notify the applicant on whteher his application for the visa had been successfully or not. The court in this case reconsidered the process of communication of the letter of refusal by the departments of immigration to the visa applicant. The court in this case found that the applicant had failed to provide a genuine and correct address at the time of application where the ministry could have sent successful post. The ministry in this case had made not one but several attempts in order to notify the applicant that his application has been refused. The department of immigration had also complied totally with all the relevant section according to the Migration Act and regulations which are section 494B and 494C according to which the letter had to be dispatched within three days and through a registered post. The court in this case found that although according to law it has to be deemed that the letter is received by the applicant within 7 days from its dispatch if this literal meaning is given to the rule that it would defeat the intention of the parliament which actually wants the letter to be received by the applicant. It was also made clear by the court in this case that the visa application made by the applicant was valid even if the address provided in it was not correct. The court after considering all the relevant facts of the case ruled that even through the immigration department had made several efforts to notify the application of its decision the application was notified only when the applicant actually received the letter. Therefore the period of 21 days under which the application has to be made would start from the day when the letter was actually received by the applicant. Thus the court passed the writs of Certiorari and Mandamus for quashing the record of the migration court and to redetermine the application made by the applicant before it. 2. The statutory principles of interpretation may be defined as a procedure to determine if a particular statute is applicable to specific circumstances and if so, then what consequences it would lead to[4]. There are mainly three essential principles that are followed by the judiciary system for the purpose of interpretation. The court relies on the following rules for interpreting the statutes: The Literal Rule- this rule is applied to construe the literal meaning of the words of a particular statute. This rule has been explained in the Engineering case as an essential rule of interpretation and that any statute is to be interpreted in accordance with the intent of the parliament that has legislated it. The intent of the Parliament can be determined by examining the language that has been used in the entire statute[5]. The Golden Rule- this rule enables the court to modify or depart from the literal meaning of the statute in case when such meaning leads to absurd consequences or when the language of the statute is unambiguous. The Mischief Rule- the courts must interpret a statute in such a way so as to suppress the mischief underlying in the statute and to advance the relief or remedy[6]. In the context of the case of Yelaswarapu v Minister for Immigration Anor [2012], the Federal court has applied both the literal and the Golden rule of statutory interpretation. The tribunal rejected the review application on the ground that it lacked jurisdiction in the matter, as the review application was required to be submitted within 21 days after receiving the notice, which Mr. Yelaswarapu submitted after 44 days. The First Respondent contended that Mr. Yelaswarapu failed to provide a valid address in the form that invalidates the visa application. However, the Federal Court interpreted literally Section 25C of the Interpretation Act 1901 according to which when an act is prescribed by the Act then strict compliance of the form is not compulsory and substantial compliance is sufficient unless any contrary intention is determined. Again, when the first respondent contended that the Minister has complied with all the statutory provisions regarding serving the notice of rejecting the application and to check the validity of address was an intolerable burden. The Federal Court applied the golden rule and interpreted that Mr. Yelaswarupa has not deliberately concealed his address and it was a mistake. But he completed his application and the visa application was complete and valid thereafter. The court held that the applicant was not adequately notified about the notice and he submitted the application within time period before the Tribunal and hence is entitled to relief. References Blomley, Nicholas K. "Interpretive practices, the state and the locale."The Power of Geography (RLE Social Cultural Geography): How Territory Shapes Social Life(2014): 175. Gluck, Abbe R. "The Federal Common Law of Statutory Interpretation: Erie for the Age of Statutes." (2013). MacCormick, D. Neil, and Robert S. Summers.Interpreting statutes: a comparative study. Routledge, 2016. Migration Act 1958 Migration Regulation 1994 YELASWARAPU v MINISTER FOR IMMIGRATION ANOR [2012] FMCA 849 (21 December 2012) Bibliography Aas, Katja Franko.The borders of punishment: Migration, citizenship, and social exclusion. Oxford University Press, 2013. Beine, Michel, et al. "Comparing immigration policies: An overview from the IMPALA database."International Migration Review(2015). Brettell, Caroline B., and James F. Hollifield.Migration theory: Talking across disciplines. Routledge, 2014. Hawthorne, Lesleyanne, and Anna To. "Australian Employer Response to the Study?Migration Pathway: The Quantitative Evidence 2007?2011."International Migration52.3 (2014): 99-115. Schilling, Meredith. "Migration law [Book Review]."Victorian Bar News160 (2016): 96. YELASWARAPU v MINISTER FOR IMMIGRATION ANOR [2012] FMCA 849 (21 December 2012) Migration Act 1958 Migration Regulation 1994 MacCormick, D. Neil, and Robert S. Summers.Interpreting statutes: a comparative study. Routledge, 2016. Gluck, Abbe R. "The Federal Common Law of Statutory Interpretation: Erie for the Age of Statutes." (2013). Blomley, Nicholas K. "Interpretive practices, the state and the locale."The Power of Geography (RLE Social Cultural Geography): How Territory Shapes Social Life(2014): 175.

Romeo & Juliet Passion Slave Essays - Characters In Romeo And Juliet

Romeo Passion Slave The Role of Love in Romeo and Juliet The modern literature community recognizes Shakespeare as one of the most brilliant minds in the history of dramatic theatre. His unmatched ability to represent human behavior and emotion makes the love in Romeo and Juliet the driving force behind the play's success. Shakespeare incorporated many different types of love in order to capture the hearts of the Elizabeth Era. Juliet's nurse shows amazing concern for the young girl's well being. She, in some ways, takes the place of her natural mother (Examples of Love in Romeo and Juliet). Lady Capulet treated Juliet as a nave young girl with no knowledge and feelings of her own. Nurse recognized the maturity of Juliet and helped to make her truly content. During the entire traumatic experience of arranging a marriage between Romeo Montague and Juliet Capulet, the nurse aided the two young lovers in their quest to be together. She acts as a messenger from Romeo, Juliet, and the friar (Examples of Love in Romeo and Juliet). Despite the nurse's efforts the plans go array because of the arranged marriage between Juliet and Paris. At this time, the nurse shows her love for Juliet once again. She goes to Juliet's defense and stands up to Lord Capulet by saying: God in heaven bless her!/ You are to blame, my lord, to rate her so.(Act III, Scene 5, Line169-170). One is easily able to see the motherly care the nu rse shows for Juliet in Romeo and Juliet. The counterpart to the love nurse displays for Juliet as a mother is the fatherly love the Friar gives to Romeo. The prince exiles Romeo because of his murder of Tybalt. This leaves the young man alone and scared of his future. The only person available to aid Romeo in his sufferings is the Friar. He tells the fugitive Arise, one knocks/ Good Romeo, hide thyself (Act III, Scene 3, Line 71). This shows that Friar puts himself at risk in order to make certain no harm comes to Romeo He provides insight to the situation at hand and helps Romeo to see the next course of action. Another example of fatherly love was shown through Lord Capulet to Juliet. He saw that his daughter was in great grief over the death of Tybalt and the exile of her love Romeo. He lovingly tries to ease her remorse by finding a husband for Juliet. He presents the arrangement in an attempt to lighten the spirits of his daughter: Soft! Take me with you, take me with you, wife/ How? Will She none? Doth she not give me thanks?/ Is she not proud? Doth she not count her blest/ Unworthy as she is, that we have wrought/ So worthy a gentlemen to her bride? (Act III, Scene 5, Line 142-146) . However, his plan backfires and worsens the situation. Juliet rejects his proposal, which send Lord Capulet on a rampage. I believe that he cared deeply for his daughter. The reason for his anger and fit was a mere case of frustration. He had tried his best to help his daughter, and the attempt had failed. Capulet felt helpless as his daughter slipped further and further into depression. He thought that if she would give the marriage a chance, Juliet would find true happiness. Obviously he did not know the true motive behind Juliet's rejection, or he might have halted his efforts. The love of a mother and father figure is necessary for a character to mature. However, the character cannot be fully sound without input from a peer position. Benvolio provides this insight for Romeo. He tries to reason with the love-sicken Romeo after losing Rosaline. He is the one to convince Romeo to go to the Capulet ball in order to meet a lady more beautiful than Rosaline (Examples of Love in Romeo and Juliet). Benvolio allows Romeo to progress with his life instead of wallowing in his self-pity. He strengthened Romeo's character and gave him a more experienced outlook on love. Romeo also displayed friendly love throughout the play. The first instance of this is when he tries to prevent a fight between Mercutio and Tybalt (pg. 652, Line

The Joys and Pains of Teaching Seniors

The Joys and Pains of Teaching Seniors There is a certain attitude in high schools that Senior teachers often get off easy. Typically, their students finish sooner than the rest of the school. Further, the worst behaved students have often times left school for good by that point. Despite these positives, teaching Seniors is not always a bed of roses. So how do we keep students who are suffering from Chronic Senioritis motivated? I cant say I have all the answers, but I can give you some insights that might help you make it through the last day of graduation practice without losing your mind or your patience. Teaching Seniors requires a person with a special personality. You cant take things as seriously with Seniors because, honestly, you are dealing with at least four special circumstances: Non-college bound students who are doing fine and will definitely graduate. They know that by second semester they only need to pass (not excel) in your class and therefore they do not take it seriously. Note: If you teach an non-required elective, this is even worse.College-bound students who by their second semester have already been accepted to their University and know that it is VERY rare that students will be turned away based on their last semester grades unless they fail.Students who are in danger of not graduating and are doing everything they can to stay afloat and make that grade that will give them the required GPA.Students who have no chance of graduating on time. These can be divided into two subcategories: those that will take the required summer courses to graduate and those that wont. Further, the ones who wont are often under the false impression that somehow a miracle will happen and they will be allowed to graduate. (Whats really sad is that many schools allow the se individuals to actually walk across the stage - just not get a diploma. Why cant we teach our students the harsh reality of their poor decisions? They will learn them soon enough - so arent we doing them a disservice by not helping them learn coping mechanisms now? But thats another article for another day.) So with that said, you can probably see that your best and average students are usually not interested in giving it their all. The only people still interested in working hard are those who either do or dont have a chance to graduate on time. And they are most interested in getting work in that will raise their grades. What to do? You can choose to give up for the last semester and just show movies - loosely based on your topic. You can continue teaching as always hoping they will settle down and get back to the way they were first semester. Or you can change what you are doing and include interest building activities that could actually result in some thinking and learning. Ideas for Interest Building Activities: Have the entire Senior class work on a project that culminates near the end of the year. In my school, we always had a Mock Legislature. Kids spent time writing bills and then for two days, the bills went through committees. If they made it through the House committees then they had to go to the Senate committees. If they made it out of their, they had to go to the entire House and Senate. If they made it out of that, the Governor would determine if it was a worthy bill and either sign or veto it. Of course, the competition for the top spots (committee chairs, Speaker, Governor, etc.) would be advertised and students would have to apply and turn in resumes. etc. This kept kids motivated and interested in coming to school. Hold classroom debates Go back to Grade School. The oddest thing happens with last semester Seniors. They are eager to leave but they are also (secretly) afraid of leaving the safety of High School. Therefore, they seem to really enjoy activities in class that requ ire artwork, cutting and pasting, experimenting, even coloring. Make them curricularly-sound - they will enjoy it. Teach them about what they can expect in College. Spend a little time talking to them about college and about how to succeed. Teach them note-taking skills. Let them in on some truths - like how important it is to figure out each professor at the beginning of a course to know how best to turn in work that they will appreciate. Help them create goals. There is no greater gift that you can give them giving students a road map to making their dreams become reality. Play educational games. Some simulation games provide students wiht a real depth of understanding. Interact has an awesome line up of simulations throughout the curriculum. Even though something might be listed as for Middle School, it can still be used in the upper grade. In the end, motivating Seniors is more about changing your teaching style to keep their interest. This is not say that you have to be an entertainer but if you want to make the last months of school enjoyable each year, try one or more of these strategies and see what happens. Good Luck!

A clear and concise statement of the constitutional issue involved Essay

A clear and concise statement of the constitutional issue involved - Essay Example Following are some of the arguments why he still, though late has the right to demand justice at the U.S. Supreme Court. The Fifth Amendment to the Constitution of the United States refers that no person accused of crime may be compelled to bear witness against himself or herself as held in ‘State of New York, petitioner v. John SUGGS, respondent’ (2011). The Supreme Court of America has held that this rule is applicable not only on trials but also on police interrogations. Furthermore if the police officials want to question a suspect, he must be given the Miranda Rights. Here, Dylan was in the same situation of being in the police custody when he was questioned by the police officer Smith, and should have been given the Miranda Rights. Therefore, the very purpose of the Miranda Rights was violated while questioning Dylan. Again, the provisions of the 5th Amendment protect the appellant against the compelled self-incrimination and provides him with the right to a grand jury, where Dylan had been forced for self-incrimination. It has been stated in Bram v. United States (1897) that the de termination of the confession to be competent is done by applying the portion of Fifth Amendment, which states that â€Å"no person shall be compelled in any criminal case to be a witness against himself† (Bram v. United States, 1897). Fourth Amendment of the Constitution of United Sates, Citizenship Rights, Section (1), ratified in 1868, refers â€Å"No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the Unites States; nor shall any State derive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of laws† (The Constitution of the United States). The provision of this Fourth Amendment had been violated while questioning Dylan. The evidence was obtained from him by illegal means and by violation of the Federal Constitution rights. The

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 5

Philosophy - Essay Example He is separate from the mere idea of God, in the sense that all reality is contained with Him. On this idea of perfection, there is a hierarchy of perfection that begins with the purely subjective and ending with the ultimate reality, which Descartes equates with God. Descartes believes people experience an idea of the most perfect being and that existence is more perfect than existence in thought alone. Using both of these premises, Descartes concludes that the most perfect being (that is, God) exists in reality, not merely in thought. The argument is intuitively appealing, since people tend to see existence as more perfect than nonexistent. Despite this intuition, however, an entity cannot possess a characteristic (such as â€Å"being perfect†) unless that entity already exists. Accordingly, those things that do not exist cannot retain the property of perfect or imperfection. Existence serves as a precondition of perfection, not as something that occurs simultaneous to it. D escartes thinks that it is impossible to conceive of a most perfect being that does not have the characteristic of existence. Nevertheless, people, in fact, have the idea of this most perfect being. Descartes argument begs the question by basing all of existence on God and then using the premise that existence in reality is more perfect than existence in thought alone.

Research Utilization Project - Fecal Transplantation Essay Example for Free

Research Utilization Project Fecal Transplantation Essay Clostridium difficile (C-difficile) is a common bacterium that is a frequent cause of infection in the colon and effects numerous patients. Clostridium difficile increases the hospital costs associated with inpatient care, including identification of the organism as well as treatment. The most common cause of C-difficile infection is the elimination of normal intestinal flora caused by antibiotic use. Standard treatment of C-difficile infection includes the use of oral (Flagyl) and intravenous (Vancomycin) antibiotic therapy. The use of fecal transplantation to treat C-difficile infection is increasing in popularity. Research regarding fecal transplantation dates back to 1958; however, the efficacy of fecal transplant for the treatment of C-difficile are rapidly emerging with noted benefits for patients. The mere thought of presenting fecal transplantation for the treatment of a C-difficile infection is often dismissed because of limited available evidence and the concerns about using someone else’s stool to treat the infection. The necessity to educate patients with C-difficile is an additional challenge. Potential donors and recipients need to be assured of minimal risks associated with the screening and transplantation process. The ability to educate society on the results of evidence-based practice regarding the treatment of C-difficile with fecal transplantation should minimize concerns and enhance patient outcomes. The creation of a patient education programs is increasingly beneficial when multiple health care professionals and interdisciplinary teams are involved. Thus, a project objective in implementing an educational patient program for fecal transplantation is the creation of an informative brochure for potential use in the Endoscopy Department at Sharp Memorial Hospital by December 2014. The treatment regimen for initial and chronic C-difficile with fecal transplantation is inexpensive and noted as extremely effective. The articles reviewed consistently reveal efficacy rates greater than 85%. Fecal transplantation for the treatment of C-difficile continues to illicit multiple verbal and non-verbal responses and is not considered a standard of care for patients, families, communities, and hospital staff. The implementation of an informative educational brochure will minimize fears, hesitations, and reluctance for the treatment of C-difficile with fecal transplantation. The central theme of transplanting feces from a selected healthy donor to the recipient with C-difficile is often met with resistance. The fecal transplantation brochure will encompass aspects of fecal transplantation with the expectation of educating patients, families, and communities. Additionally, the brochure would enhance awareness of hospital staff providing an opportunity to educate units or departments. The application of Kurt Lewin’s change model for the implementation of an educational brochure for fecal transplantation will be employed. The current treatment modalities for C-difficile and the methods of transmission are increasingly becoming expensive for health care organizations. The financial goals of the organization are to decrease the rates of C-difficile and possibly entertain the concept of fecal transplantation. A dichotomous survey will be used to measure awareness and use of fecal transplantation for the treatment of C-difficile. The interdisciplinary team employed to create the brochure would prove beneficial in developing standardized procedures in performing fecal transplantations. The Southern California Society of Gastroenterology Nurses and Associates is an excellent venue for potentially validating and communicating the results. The two possible grant funding sources for the fecal transplantation brochure is the American Gastroenterological Association (AGA) and the American Society of Gastroenterology Nurses and Associates (SGNA). The creation and implementation of an educational brochure for patients considered for fecal transplantation would enhance community education and minimize fears in treating C-difficile with fecal transplantation. Keywords: fecal transplantation, clostridium difficile, fecal micobiota transplantation Problem Identification The traditional treatments for patients diagnosed with infections of the colon are antibiotics. However, many antibiotics kill the normal healthy bacteria of the colon. This results in an overwhelming increase in the risk for developing a C-difficile infection. Medicine. Net (2012) stated, â€Å"Patients taking antibiotics are at risk of becoming infected with C. difficile as antibiotics can disrupt the normal bacteria of the bowel, allowing C. ifficile to become established in the colon† (para. 1). The potential for implementing the use of fecal transplantations for the treatment of C-difficile among the general population is questionable. The mere thought of presenting fecal transplantation for the treatment of a C-difficile infection is often dismissed because of limited available evidence and the concerns about using someone else’s stool to treat the infect ion. Rohlke and Stollman (2012) stated, â€Å"Cure rates of 90% are being consistently reported from multiple enters. Transplantation [fecal] can be provided through a variety of methodologies, either to the lower proximal, lower distal, or upper gastrointestinal tract† (p. 403). An additional consideration is the perception of fecal transplantation within the community. The necessity to educate patients with C-difficile is an additional challenge. Potential donors and recipients need to be assured of minimal risks associated with the screening and transplantation process. Current research supports and discusses a comprehensive approach to identification and screening for potential fecal donors, donor preparation, and transplantation procedures. The procedure for donor selection and screening is comprehensive to prevent the transmission of infection. According to Hamilton, Weingarden, Sadowsky, and Khoruts (2012), â€Å"The [donor] history includes assessment of infectious risk, including identification of known risk factors for HIV and Hepatitis, current communicable diseases, and recent travel to areas of the world with a higher prevalence of diarrheal illnesses† (p. 3). In educating patients, families, and the community at large, the rigor associated with the screening process must be emphasized to reduce fear. The project objective in implementing an educational patient program for fecal transplantation is the creation of an informative brochure for potential use in the Endoscopy Department at Sharp Memorial Hospital by December 2014. The brochure will be created using a collaborative approach by employing endoscopic nursing champions. The goal is for the brochure to be patient specific and encompass appropriate information to decrease fears and answer questions associated with fecal transplantation. Additionally, the development of a patient posttest associated with the brochure will be created to evaluate the effectiveness of content delivery and adjusted accordingly to meet patient needs and desired outcomes. The proposed solution will minimize the ambiguity and fears associated with fecal transplantation for the treatment of C-difficile. Solution Description The proposed solution for teaching potential recipients and donors about fecal transplantation for the treatment of C-difficile is to diminish infection rates. By creating and implementing a comprehensive nursing educational approach patients and donors can be well informed on this innovative treatment modality. â€Å"In many areas of clinical decision making, research has demonstrated that â€Å"tried and true† practices taught in basic nursing education are not always best† (Polit Beck, 2012, p. 25). The ability to educate society on the results of evidence-based practice regarding the treatment of C-difficile with fecal transplantation should minimize concerns and enhance patient outcomes. The creation of a patient education program is increasingly beneficial when multiple health care professionals and interdisciplinary teams are involved. The importance of evidence-based practice is to ensure the evidence about fecal transplants has been collected, evaluated, and implemented to establish the best practice and approach. The main premise for patient safety is to ensure donors have been thoroughly screened to minimize the potential for the transmission of other diseases with feces. According to Rohlke and Stollman (2012) on donor selection, â€Å"There have not yet been any adverse events reported that can be conclusively or directly attributed to [fecal microbiota transplantation] FMT, and proper donor screening is essential to avoid transmitting communicable diseases from donor to recipient† (p. 406). Individuals with recurrent C-difficile infections are moderately self-educated regarding treatment modalities and are receptive to the idea of fecal transplantation. The emphasis on educating patients, families, and communities regarding fecal transplantation as the initial treatment regimen is the focus. Hospital and individual associated costs in administering antibiotic therapy for the treatment of C-difficile could be drastically reduced by using fecal transplantation as the initial therapy. Brandt (2012) stated in reply, â€Å"Do patients typically accept fecal transplantation as a treatment option? Yes †¦patients typically respond with interest, and they are generally positive about trying it and they do not typically react with disgust† (para. ). The current research base associated with fecal transplantation demonstrates high cure rates while minimizing the reoccurrence of C-difficile. Rohlke and Stollman (2012) stated, â€Å"Cure rates of 90% are being consistently reported from multiple centers† (p. 403). The review of current literature demonstrates that patient education for fecal transplantation is performed by a gastroenterologist and not the gastrointestinal (GI) nurse. Patient education provided to patients from physicians typically entails a one-way communication style. In this scenario, the gastroenterologist sends the information to the patient, and there is little discussion with the receiver. Thus, patients commonly seek out more information from the registered nurse. The ability to educate patients regarding fecal transplantation using the proposed brochure would facilitate a commonality and minimize fears. The feasibility of implementing the brochure into endoscopic departments would be perplexing and centered on nursing knowledge of fecal transplantation. Brodine and Kellogg (2013) stated, â€Å"All patients infected or colonized with C. ifficile must be educated about this bacterium, proper disease management, and transmission prevention. The nurse should use patient-centered communication—free of jargon and appropriate to the patient’s health-literacy level† (para. 13). The health care organization must employ educational programs specific to the needs of the patients and desired outcomes. â€Å"The Joint Commission recommends using the â€Å"teach-back† and â€Å"show-back† methods to educate patients; that is, ask the patient to â€Å"teach back† the information provided or demonstrate understanding by â€Å"showing† a skill†¦Ã¢â‚¬  (Brodline Kellogg, 2013, para. 3). The organizational culture at Sharp Memorial Hospital for nursing is centered on the American Nurses Credentialing Center (ANCC) Magnet Recognition Program ®. The nursing strategic plan is developed by nursing leaders with input from nursing staff based on the hospital strategic plan. Additionally, nurse leaders emphasize that innovation is a core value and part of the nursing process. Nurse leaders encourage innovation through training, resources, and role modeling (Beyond Excellence, 2013). The roposed solution of implementing patient education for fecal transplantation is supported by Sharp Memorial Hospital because it involves introducing new knowledge regarding innovative, evidence-based treatment modalities. Research Report Clostridium difficile infection remains a constant struggle for hospitals. The standard treatment regimen of antibiotics commonly results in relapses. Research on fecal transplantation is continuing to emerge as a promising alternative approach in treating chronic C-difficile infections. Numerous studies demonstrate positive outcomes with the administration of fecal transplant in the treatment of C-difficile (Rohlke Stollman, 2012). Fecal transplantation has shown through research studies to be a useful treatment for C-difficile infection via the restoration of intestinal normal flora (Brandt, 2012). The most common sign reported by patients diagnosed with C-difficile is chronic diarrhea. Johnson (2012) stated, â€Å"The administration of antibiotics can alter the balance of normal colonic flora to permit the overgrowth of pathogenic C. ifficile strains that produce toxins which cause diarrhea and associated symptoms† (para. 5). In an article published in the Alimentary Pharmacology and Therapeutics, the authors reported 17 of 22 fecal transplantations for the treatment of C-difficile were effective (Landy, Al-Hassi, MLaughlin, Walker, Nicholls, Clark, Hart, 2011). The substantiated results of the review article highlighted major differences in patients, donors, screening, methods of administration, and the definition of treatment responses (Landy et al. , 2011). The multiple factors highlighted in this review of treating C-difficile with fecal transplantation review across the spectrum using a standard approach is essential to supporting increased use of this treatment modality. Landy et al. (2011) stated, â€Å"Standardized controlled studies are necessary to ascertain the most effective treatment regimen as well as the most acceptable method of treatment† (p. 414). Grehen, Borody, Leis, Campbell, Mitchell, and Wettstein (2010) published a study, â€Å"to demonstrate the benefits of fecal biotherapy and the role of new therapeutic strategies for the treatment of gastrointestinal conditions† (p. 51). The study included 10 patients treated with fecal transplantation and monitored the progress of bacterial population of the colon pre and post transplantation for a 24 week period. Grehen et al. (2010) found the following: At intervals of 4, 8, and 24 weeks after the procedure, the bacterial populations in the patients’ fecal samples consisted predominantly of bacteria derived from the health donor samples. Comparisons of similarity at 4, 8, and 24 week samples to the donor-infused sample were made and each recipient’s baseline sample was statistically significant with Friedmen test. p. 551) Rohlke and Stollman (2012) noted that C-difficile rates continue to rise with greater intensity and severity. The treatment of C-difficile with fecal transplantation is an emerging and accepted intervention in patients with recurrent C-difficile. Rohlke and Stollman (2012) stated, â€Å"Cure rates of 90% are being consistently reported from multiple centers. Transplantation can be provided through a variety of methodologies, either to the lower proximal, lower distal, or upper gastrointestinal tract† (p. 403). The review by Rohlke and Stollman (2012) analyzed reports validating the factors of â€Å"donor selection, appropriate patient criteria, and the preparations and mechanisms of fecal microbiota transplant delivery available to clinicians and patients† (p. 403). The internal validity of the research articles reviewed demonstrates moderate samples were randomly selected. The current literature validated the need for more randomized controlled studies to determine established guidelines for the implementation of fecal transplantation. Additionally, the treatment regimen for initial and chronic C-difficile with fecal transplantation is inexpensive and noted as extremely effective. The independent variable of the effectiveness of fecal transplantation for the treatment of C-difficile remained a consistent theme. The articles reviewed consistently reveal efficacy rates greater than 85%. The external validity of the study articles revealed fecal transplantation processes are varied in the process of which patients are treated, the donor selection criteria, donor screening protocols, and the methods of delivery. The outcomes of the results reported are moderately consistent; however, the ability to generalize a standardized treatment pathway is ambiguous and larger multi-organizational and multi-disciplinary studies are essential. Rex (2012) found the following: Several studies of fecal transplantation have demonstrated high cure rates. The latest and largest to date is a retrospective case series involving 70 patients in Finland (mean age, 73; 86% outpatients). Overall, 94% of these patients had symptom resolution during the first 12 weeks after transplantation, including 32 of the 36 infected with the O27 strain of C. ifficile and all 34 of those infected with other strains. No immediate complications occurred. (para. 1) Fecal transplantation in the treatment for C-difficile has proven to be highly successful in a limited number of studies. In determining if fecal transplantation should be the standard of treatment for C-difficile infection, larger controlled studies are required. Additionally, a standard process related to donor screening, implantation techniques, transplant follow-up, and regularly documenting patient outcomes are essential in establishing standardized fecal transplantation protocols.

Censoring Our Students :: Argumentative, Legal Issues, Social Issues

â€Å"Students do not shed their constitutional rights to freedom of speech or expression at the schoolhouse gates.† --Justice William Brennan For many years it has been debated whether students have the same amendment rights as any other person in the world. Many would say that they do not. They would say that by taking away those state given rights they are protecting the students from being exposed to negative things. Unfortunately the only thing that is being accomplished by this overprotection is the lack of understanding of the world they will soon be facing. â€Å"Why not stand firm as a public institution that expresses and explores the complex range of human experiences? Why be diplomatic and apologetic about the fact that we do not shy away from difficult, challenging, and complex topics? (Durbin)† There isn’t a more appropriate statement. Why not stand firm? Prepare students for the real world. Teach them how to survive. By censoring out issues or only allowing limited discussions of high profile topics, students are not being exposed to life skills that are crucial to the real world. Therefore setting them up for failure.   Ã‚  Ã‚  Ã‚  Ã‚  The American public schools, for many years, have been faced with the problem of censorship. Many such problems have been fostered by groups who question the use of instructional materials that do not meet their moral, religious, political, cultural, or ethic values (Sherrow 38). By censoring topics such as homosexuality, religion, sex, racial issues, and other taboo topics it is not allowing the growth and expansion of student’s minds.

Narrative and Group Essay

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions Group reading: pages 7–22 Group activity: narrative hooks – group card SC2 What makes an effective narrative hook? Each group shares one example of inference Narrative hooks sheet Character, inference and deduction Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6 Strategy checkcard Prompts sheet Photocopies of pp. 9–44 Structure: mind-mapping, seeing patterns Identifying and tracking themes Author’s viewpoint and intentions Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5 None 6 Select one group to demonstrate. What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86 Access to the Internet 7 Narrative style at word, sentence and text level 8 9 10 11 *Hear a voice as Authorial voice. How is read author ‘heard’ in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text Group reading: rereading pages 64–70 Group activity: groups choose one plot event and explore how the language features work within this – group card SC7 Teacher with guided group – guided card SC2 Group reading: pages 87–94 Group activity: find examples of author’s voice – group card SC8 Photocopies of pp. 64–70 Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: †¢ established the ground rules for group and guided reading; †¢ looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: †¢ read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you. Now you are going to: †¢ look at the narrative hooks used by the author. Whilst you are reading: †¢ think about the strategies you are using (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group reading Read together pages 7–22 (see group task first! ). Group task 1. One pupil recaps on pages 1–6. 2. Divide yourselves into two groups of three and label yourselves Group A and Group B. Group A – using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B – using the Narrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone Cold? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 Evaluate own reading R18 Prose text Resources: Strategy check-card, Prompts sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks. Now we will: †¢ explore how the characters are developing. Group reading Read pages 23–38 together. Whilst you are reading: †¢ think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. Link’s character Evidence Explicit/Inferred Shelter’s character Evidence Explicit/Inferred Share your findings around the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9–44, highlighter pens As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place. Now you are going to: †¢ explore the characterisation in more depth. Group reading Read pages 39–49 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 39–44 a nd highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about: i. unters and predators (how people perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poverty (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group – what can we infer and deduce about: i. how Link seems to feel about his new life? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5 Objectives: R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ begun to explore themes and how the characters contribute towards them. Now you are going to: †¢ continue to trace developments, including themes. Group reading Read pages 50–63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the story so far, key characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3. Up until page 56 the narrator is still heavily reliant upon Ginger to show him all the tricks he will need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and make another mind-map in your journals on what you think Link really learns from: i. his encounter with Captain Hook and time on the boat; ii. his walk through Camden Lock market and feelings when Ginger meets his friends; iii. hearing about Doggy Bag’s way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author: ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold). For discussion: i. Is it possible to live such a life in our modern times? ii. Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Access to the Internet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ explored themes and how the characters contribute towards them. Now you are going to: †¢ explore the role of the author. Group reading Read pages 64–77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2. When you have done this read the interview given by Robert Swindells about his reasons for writing at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your group’s impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64–70 As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes. Now we will: †¢ explore the author’s narrative style. Group reading Paired rereading of pages 64–70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character developed since arriving in London? 2. The pages you have just read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperation>meeting paper seller>Link can’t sleep> The all-night caff>meeting Toya>Link’s resolution (the New Me)> Arrival of new girl>forgetting Ginger>Link’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions. Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70–86. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes. Now we will look at: †¢ authorial voice – ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold) Group reading Read together pages 87–94. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets. To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension slowly builds; iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4. Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at: †¢ the resolution. Group reading 1. In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94–100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s): Robert Swindells Guided card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9–44 Highlighter pens Stone Cold by Robert Swindells, pages 39–44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 39–44 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 9–44 independently. Individual pupils are asked to highlight what is learned about each of the following: †¢ Punters – begging and how it makes you feel; †¢ Pain – the physical damage sleeping rough can do; †¢ Predators – the dangers faced by the homeless; †¢ Problems – the mind games played at night; †¢ Partnership – Link’s gratitude towards his pal; †¢ Poverty – proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain. What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? Review reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework: Read pages 44–49. Text focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text: developing response Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s): Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 64–70 Text focus: Stone Cold by Robert Swindells, pages 64–70: narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far – how has Link’s situation altered? How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently. Give pupils photocopies of pages 64–70 and ask them in pairs to consider the techniques the author has used in order to imply: †¢ a growing tension; †¢ that Link deserves the reader’s sympathy; †¢ the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text – developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils). Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major character from Link’s environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from today’s session. Homework: Read pages 78–86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3