IDS Policy Essay Example | Topics and Well Written Essays - 500 words

IDS Policy - Essay Example These systems could be any workstation, server or other network peripherals such as a router. The IDS system runs as a service or a process and has the ability to detect the network traffic on the host system. To save the system from past threats a "threat signature" database is present to make sure that the system is not vulnerable to those threats. Microsoft, Cisco and Tripwire etc. are some of the companies that deal in these IDS systems. (Spafford, Zamboni, 2000) 2. Network Based IDS: These are systems that confine and analyze packets on the wire. Network based IDS are used to protect the entire systems on the network unlike Host base IDS which are built for a single system. After confining the packets on the network they send it to the IDS console for inspection. Major vendors include Cisco and Symantec. As Gem infosys is a small software company having just 10 PC's and a broadband connection should not face much difficulty with the IDS system. But sometimes IDS solutions can bring out bogus alarms that may result in incorrect distribution of information. Inadequate potential and bad configuration choices are the major factors for this kind of problem. On the other hand many products need to be kept updated and well managed to avoid problems such as well updated sensors. Proc

Government office and its customer service Essay

Government office and its customer service - Essay Example However, the government has been criticized because of its inefficiency that arises from influences of the politicians that are interested in keeping power via investment. The DPS has been too aggressive because it is one of the significant partners in the government. This was criticized because it caused delay in the privatization of the national telecoms carrier. Further, it caused inefficiency in the tobacco company that forced serious restructuring of government. The DPS’s ethnic of the Turkish constituency has a significant interest in the tobacco sector, and during 2007, it was criticized of frustrating the sale of tobacco under the successor government. According to Cohen, Eimicke, and Heikkila (10), the government, especially DPS has been moving to modernize its capability to offer fast, high quality customer service, but it lags behind the private sector. The government is viewed as wasteful and corrupt when offering the resources required in a different office. This has affected the credibility and even the possibility of efforts to organize, legalize and plan the customer services. Meanwhile, the government has lost its image as an institution where people can do well and serve their fellow customers. The government employees have suffered an essential decline in status in the recent years due to increase of negative perception from public. It has been criticized because it lacks methods to convince customers to effect change and improve their lives via working in government offices. The government’s forceful effort to attack the pentagon has not significantly changed the common perceptions of government. According to Cohen, Eimicke, and Heikkila (5), the focus on tax cut and downsizing the customers have increased the criticism of government because it finds more difficult to respond to crisis of persistent public problems. This is caused by the inefficiencies in the government budgeting and

Translation And Its Role In India English Language Essay

Translation And Its Role In India English Language Essay Questions such as, what is translationà ¢Ã¢â€š ¬Ã‚ ¦wherein lies its complexity? have been asked ever since literature stopped being restricted to one target readership and moved beyond the boundaries of language. The term translation technically connotes the art of recomposing a work in another language without losing its original flavour, or of finding an analogous substitute. Its complexity lies in it being like the transfer of perfume from one bottle to another. As careful as you are, some fragrance is lost but the challenge remains to capture the essence. All things in nature are subject to change and so is all cultural matter. Translation is always a shift, not between two languages but between the two types of cultural matter. India is a linguistic galaxy of unparalleled richness. Few contexts could be better suited than the Indian for a discussion of the processes of translation within a spectacular stellar setting. How does one common idea of India make itself available to a Bengali, Tamil or a Marathi in any way save that of translation? Translation provides a cognitive map of Indias linguistic world in all its interrelatedness as well as estrangement. All texts and all readers are both monolingual and multilingual. A text, obviously written literally in one language in a given manifestation faces a multi lingual reader and thus reaches out to a much larger base, unifying experiences and opinions as it expands. English has to be admitted as a vast reservoir of translation in contemporary India. It may no longer be a colonial language, but it is increasingly a conduit language. This filter language, as Khubchandani terms it, has today a certain inescapable presence. More English translating have been published in India in recent times than ever before, but our awareness of the need to ensure quality in translation has not heightened the same extent. Who should judge a translation somebody who can read the original or somebody who cannot? A person who was able to read the language, and enjoyed the original may find no translation satisfactory, whereas someone who cannot is likely to regard readability in English is the prime requisite. It seems unarguable that the only way in which the ideology of unity can be explored in a multilingual society like ours is by accepting both the need for, and the problems of, translation. The Sanskritised term we currently use for translation in many Indian languages is  anuvada   which literally means after speech so it seems wrong in the first place to discuss it in an Introduction. It also stands in contrast to  anukaran, which implies aping or slavish imitation, but there ought to be a more to the word than just the suggestion that it could involve creative license of a kind? Any discussion of translation leads automatically to the question: who is an ideal translator? The writer himself, or someone who has not been involved in the primary creative art? The task of the translator is to unfreeze the shapes that thought took in one language and refreeze them into another. A translator must take into account rules that are not strictly linguistic but cultural. Translators, even when trying to give us the flavor of the language, are in fact modernizing the source. As far as translators in India are concerned, most Indians who grow up in urban conditions and go to school and college tackle shifts from one language to another so often and so comfortably that translation seems second nature to them. TRANSLATION STUDIES The Pedagogy of Translation  by Vanamala Viswanatha Translation Studies is a young discipline still in the process of mapping its territory. Attempts have been made to define its boundaries and develop its terrain by scholars working in disciplines as varied as Anthropology, Comparative Literature, Culture Studies, Linguistics and Literary Theory. Viewing translation as a transaction between two languages, the dominant linguistic paradigm has treated it merely as a matter of transfer from the Source Language to the Target Language. There can be two ways of translating: Transliteration and Transcreation. Transliteration or literal translation is word-to-word, phrase-to-phrase or sentence-to-sentence carrying over from the Source Text into the Target Text. This means that the words and terminologies would either require exact equivalents in the Target Language or would have to be put as it is into the Target Text. It may be ideal for texts falling under technical registers. But they would prove extremely difficult when done on cultural texts. The aim of the translation is to reproduce meanings of the Source Text and the immediate effect it produces on the native audience for the readers and audience of another culture in whose language the text is to be translated. But, say, every Hindi word cannot have a counterpart in English because of its vast language and cultural differences in certain connotations and structures. Hence, the literal translation of cultural/literary works would be like forsaking the duty of a translator. On the other hand, transcreation or cultural translation means a partial or complete freedom to the translator in dealing with the Source Text. The translator has to render the Source Text in a recreated form in the Target Language. It involves reading every word and sentence carefully, but it is not only or simply a literal rendering. Another step in translation is termed as Transfer. It is the stage in which the analysed material is transferred in the mind of the translator from the Source Text to the Target Text. The final stage is restructuring the transferred material. The basic structural elements have to be transferred to the Target Language. It has to be ensured in the process of transformation that the same effect the Source Text had should be achieved for the Target Text for its readers. When the translation produces the same effect as on the original audience then the translation can be considered equivalent to the Source Text. PROBLEMS OF TRANSLATION The translator has to deal with the problem of finding equivalent words and expressions in the Target Language, which though cannot be substitutes for the expressions in the Source Language, but can come close to it, can raise similar feelings and attitudes in the readers and audiences of the Target Text. Literary and cultural texts suggest rather than describe meanings. Cultural meanings are very specific and their connotations vary with words in other languages. Therefore, it is really difficult to expect equivalence between the texts of two languages separated by two different cultures. The translator has to interpret and analyse the connotative and suggestive of the Source Text and on the basis of his knowledge of the culture of the Target Text; he has to recreate the meanings in the new language. Figures of speech, extended metaphors, idioms, proverbs and allegories pose a great challenge to the translator. Even translating dialogues, forms of dressing, different kinds of food can be difficult when it has strong cultural roots. For example, words like saree, churidar, pan, pallu  cannot have an English counterpart. In India, there is a specific word for every familial relationship. For instance,  chacha, mama, phupha, tauji  are all called uncle in English, similarly nana-nani  and  dada-dadi   are simply grandparents. Also, the suggested meanings of these relationships can never be translated into any other language. To show how the differences in cultural facts can cause difficulties in the translation of metaphors we may look at the symbolic meanings of certain words in different cultures. Owl in English is the symbol of wisdom whereas it symbolizes ill-fortune in Persian and is associated to superstitious beliefs in India. Also, pig, hog and swine are different words for the same animal but these small variations can create big differences in metaphorical meanings: Sam is a pig. Sam is a hog. Sam is a swine. The languages which do not have separate words for these different categories would fail to represent the difference between the discoursal value of the above metaphors. Thus, a literal translation may lead to Target Language metaphors with different and sometimes completely opposite discoursal values.   TRANSLATED WRITERS We are now going to talk about a few writers who have brought out very vividly the different cultures of India through their writing in vernacular languages. The languages we are going to focus upon are Hindi, Urdu, Marathi, Bengali, Assamese, Tamil and Kannada. It is the voice of this marginalized section writing in vernacular languages, especially of the women regional writers, which needs to be heard. This is possible only through translation, which gives them recognition all over the world. RABINDRANATH TAGORE Tagore was the first Indian Nobel Laureate. He won the Nobel Prize in 1930 for his translation of the  Gitanjali. His best known works are  Gora  and  Ghare Baire. His works verse, short stories and novels are acclaimed for their lyricism, colloquialism, naturalism and contemplation. Of Tagores prose, his short stories are perhaps most highly regarded indeed he is credited with originating the Bengali language version of the genre. His short stories mostly borrow from the deceptively simple subject matter: common people. The translation of his works into various languages has given people across cultures a glimpse of the world of the Bengali common man. Given below is Robi Duttas translation of his poem Urvashi: No mother thou, no daughter thou Thou art no bride, O maiden fair and free O inhabitant of Nandan Urvasi! GULZAR Sampooran Singh Kalra  better known as Gulzar is an  Indian  poet,  lyricist  and  director.  Gulzar  primarily works in  Hindi-Urdu  and also works in Punjabi, several dialects of Hindi like  braj bhasha,  khadi boli,  Haryanvi  and Marwari. Gulzar has received many awards including the Padma Bhushan and the  Academy Award  for his song Jai Ho. He has been widely translated into English and other languages. During the Jaipur Literary Festival, Pawan Varma, an eminent IFS officer who has translated Gulzars poetry, said that he faced a difficulty translating phrases like tip tip and tap tap and Gulzar replied abhi to humne kabutar ki gutar goon shuru bhi nahi ki hai. Sunjoy Shekhar, who has also translated Gulzar calls himself a smuggler trying to surreptitiously smuggle the feelings evoked by Gulzars lyrics across an impermissible, alien wordscape. To give a flavor of the translation of his poetry, given below is a song of his along with its translation: basa cand kraoD,aoM saalaaoM maoM saUrja kI Aaga bauJaogaI jaba AaOr rak, ]D,ogaI saUrja sao jaba kao[- caaMd na DUbaogaa AaOr kao[- ja,maIM na ]BarogaI tba zMDa bauJaa [k kaoyalaa saa TukD,a yao ja,maIM ka GaUmaogaa BaTka BaTka mawma Kiksa~I raoSanaI maoM maOM saaocata hUM ]sa [emailprotected] Aga,r kaga,ja, po ilaKI hu[- naj,ma khIM ]D,to ]D,to saUrja maoM igaro tao saUrja ifr saoo jalanao lagao In a billion years when The suns fire dwindles And ash blows across its surface Then the moon will no longer wane And the land not rise When like a cold, burnt out piece of coal This earth revolves Lost in its gyre Trailing a dying, sepia glow I think then If a poem written on a piece of paper was to waft along And perchance land on the sun The sun would ignite again. AMBAI C. S. Lakshmi was born in  Coimbatore,  Tamil Nadu  in 1944. Some of her works   A Purple Sea  and  In A Forest, A Deer  (2006) have been translated English by  Lakshmi Holmstrà ¶m. In 2006, she (along with Lakshmi Holmstrà ¶m) won the Vodafone-Crossword prize. For her contributions to Tamil literature, she received the 2008  Iyal Virudhu. Her work is characterized by her feminism, an eye for detail, and a sense of irony. Exploration of space, silence, coming to terms with ones body or sexuality, and the importance of communication are some of the recurring themes in her works. VIJAYDAN DETHA Vijaydan Detha  also known as  Bijji  is a noted writer from  Rajasthan  and a recipient of  Padma Shri  award(2007). He has also received several other awards such as  Sahitya Akademi Award  and  Sahitya Chudamani Award. He has more than 800 short stories to his credit, which are translated into English and other languages. He is co-founder of  Rupayan Sansthan  with late  Komal Kothari, an institute that documents Rajasthani folk-lore, arts and music. His literary works include Bataan ri Phulwari (garden of tales), a fourteen volume collection of stories that draws on folk-lore and spoken dialects of Rajasthan. His stories and novels have been adapted for many plays and movies including  Habib Tanvirs  Charandas Chor  and  Amol Palekars  Paheli. He once said If you do not want to be a mediocre writer, you should return to your village and write in Rajasthani. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  SALMA Born in 1968 in Tamil Nadu,  Salmas first poetry collection shocked conservative society where women are supposed to remain silent. In 2003, Salma along with three other Tamil women poets faced obscenity charges and violent threats. Salma is now head of the panchayat (local level government body) of Thuvarankurichi, near Trichi in Tamil Nadu. The government of Tamil Nadu has appointed her Chairperson of the Tamil Nadu Social Welfare Board.   Her novel, translated as Midnight Tales  focuses on the inner world of Muslim women in the conservative society of Tamil Nadu in south India. It gives us an insight into what actually goes on in the households of this section of the society and brings it out very effectively. The novel was also long-listed for the Man Asian Prize of 2007. Translating these texts into more widely spoken languages like Hindi and English has taken their voice to a much wider range of readers.

Physics of Skiing :: physics ski skiing

The sport of skiing has been around for thousands of years, originally existing solely as a form of transportation. Today the sport is entirely dependent upon the laws of physics, and has even had advancements through reliance on physics. There are two types of Nordic Skiing. These are Classic (or diagonal) and Skate Skiing. Usually these two forms are raced separate. To be fair, there are actually two slightly different forms of skate skiing; V1 and V2. As these can get very very complicated and precise in the technique, I will focus mainly on classic skiing, which is also the type of skiing that most people are familiar with. Cross-Country Skiing is the most basic form of skiing, even preceding downhill skiing. Primitive skis may have even been used about 3000 B.C. in Norway. There have been cave drawing found that seem to depict men on skis. Skiing has its roots in Scandinavia; Vikings used skis as a form of transportation in the 10th century A.D. Early skis were made of wood, and even the word ski comes from the Norse word skith a stick of wood. Norse skies were very rudimentary, little more than snowshoes. Glide was little to none. It was not until the early 1800s when Sondre Norheim changed the face of skiing and gave skis glide that the sport was introduced to the world. Competitive skiing started in the late 1800s, again in Norway. In the 1932 Winter Olympics at Lake Placid, Nordic Skiing as we know it was added. Today the sport has evolved to be both extremely competitive and leisurely. In the past 30 years the sport has changed dramatically, adding skis made of synthetic materials, and utilizing waxes for improved speed. Physicists have been at the front line of all this; from determining the coefficent of friction for both the wax and the ski, to helping skiers change their technique based on the laws of physics. To maximize speed, Nordic skiing is more about form than probably any other sport. Brute strength and athletic prowess certainly have their advantages, but these pale in comparision to proper technique. While the shape of classic skis is slightly different than that of skate skis, the real difference is that classic skis have a "kick zone." This is a spot directly underneath the foot that has kick wax applied to it. Kick wax is a sticky poly-hydrocarbon that in theory is only supposed to provide a sticky surface from which to push back from.

Critical Incident Assignment Essay

In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory. In addition, I will make reference to four approaches of analysis which have been outlined by Tripp (1993). Tripp’s four approaches focus on the why challenge, personal theory, thinking strategies and dilemma identification. I will examine these four approaches and discuss the ways in which I can develop my teaching practice. Moreover, I will outline further recommendations for my future practice which will be suggested throughout this assignment. Pollard (2008) points out that reflection can help to develop the quality of teaching and it provides children with valued learning experiences. In addition, being reflective allows one to analyse and consider ways to improve their professional development. Nonetheless, Cottrell (2005) argues that there can be barriers to critical thinking because some may assume that it is a negative activity. Therefore, one may feel that it is only necessary to make positive comments rather than seeking for areas of development. Consequently, this does not lead to or provide constructive criticism for areas to become a better practitioner (Cottrell, 2005). However, in my opinion, I think that it is important to reflect on and be critical of my teaching practice for the reason that I can learn from what I have done, and consider ways to progress in my future practice. Tripp (1993) advocates that reflective teaching is crucial because it enables one to evaluate the decisions that they have made, and consider ways to develop and progress in their professional development. During my first placement, I was confronted with a critical incident which led me to make a decision based on my professional development. During my maths lessons, child x (an English as an additional learner) continuously shouted out without putting his hands up whenever I asked the class questions. His disruptive behaviour unsettled my teaching as well as the children’s’ learning which I found quite difficult to deal with. Every time that he shouted out, I immediately informed him that I would not accept his answer because he did not have his hand up. Nonetheless, he would take that opportunity to continue to shout out without putting his hands up. This limited their ability to focus and listen to the lesson that I was teaching. Consequently, to minimise the possibilities of child x disturbing further lessons, I decided that he would sit with the teaching assistant (who spoke the same language as child x) so that he would become less disruptive. Upon reflection, I think that I should have firmly implemented the behaviour management strategy by being stricter. In addition, I could have immediately given child x a warning for shouting out. Nonetheless, I have realised that I did not have as much confidence during my first placement as I would have desired. During my dilemma, it was at that point that I had think about and question my teaching strategies to consider reasons behind child x’s disruptive behaviour during my lessons. Thinking strategies Tripp (1993) highlights that thinking strategies help reflective thinkers to gain a deeper understanding of a critical incident. When we think about critical incidents, we must consider non-events which reinforce the idea that when something has happened, this usually means that other things have not happened. In relation to my critical incident, I considered what had happened with child x rather than reflecting what had he did not do. Nonetheless, as I reflect on this critical incident, I have realised that if I thought about what did not happen with child x, it may have revealed why he was being disruptive during my lessons. In addition, the thinking strategy helps me to reflect upon the good and bad points of my critical incident. I was pleased to see that child x was optimistic to participate in my lesson as he showed great enthusiasm. Nonetheless, my incident also reveals the pessimistic point of my incident. Although child x was engaged in the lesson, his behaviour was disruptive and he interrupted my teaching which did not benefit the pupils learning. Due to the fact that I am a reflective thinker, I could have thought about possible alternatives and considered the incident from the child’s point of view. For instance, rather than moving child x next to the teaching assistant, I could have considered how he felt and the reasons why he did not put his hand up during class discussions. If I chose to make an alternative decision, what would the outcome be? I continue to ask myself a series of questions. After my maths lessons, I proposed a series of questions to myself: why does he call out during my lessons? Why do I have the expectation that he should put his hand up? Should I have imposed a different solution rather than have child x sit next to the teaching assistant? Could I have handled the situation more effectively? I continued to ask myself a series of questions which enabled me to reflect on what I did and why I did it. Although I may not be able to find a solution to my critical incident, I aim to explore and analyse it by reflecting on my teaching practice. Dewey (1933) in Pollard (1998) highlights that reflective practice enables teachers to constantly monitor, assess and review their own practice which allows teachers to learn from what they have done and develop in their professional skills. In addition, as previously outlined, my array of enquiries fits in with one of Tripp’s (1993) approaches which is called the ‘why challenge’. This form of analysis allows one to continuously ask questions: ‘why? ’ (Tripp, 1993, p 46). The ‘why challenge’ Tripp (1993) conveys that the answers to questions that practitioners have, does not necessarily reveal or lead to a conclusion that one is seeking for. Nonetheless, asking ‘why’ allows one to reflect and think about their practice and consider possible outcomes that could have arisen. Moreover, Tripp (1993) points out that when we ask questions, our ideas or actions can create either some form of reification or a normative statement which underpins a subjective point of view based on personal beliefs and opinions. ‘We are operating from a deeply held belief which may not be appropriate to our or consonant with our other beliefs’ (Tripp, 1993, p. 46) When we enquire about a particular situation, we tend to build our answers based on our former beliefs. With regards to the critical incident which took place between child x and I, I had to explore why I expected him to put his hands up to answer my questions? I expected that all children should put their hand up during class discussions because my former experiences in the classroom led me to the assumption that it was the norm for children to do so. Additionally, I think that the ‘hands up’ policy maintains order in the classroom rather than permitting all children to shout out all at once. My rules and beliefs, reinforces a normative statement because it is what I believe ‘is necessary’ (Tripp, 1993, p. 8). On the other hand, current research and ideas have opposed to children putting their hands up in class. Professor Dylan William (The Telegraph, 2010) advocates that asking children to put their hands up isolates other students during class discussion. However, School X highlights that no child is excluded and that they are all encouraged to move toward their full potential (School Policy 2011). Moreover, my beliefs and opinions led me to believe that all children should put their hands up and must not shout out in the class which led to a dilemma that I encountered during my teaching. Dilemma Identification Tripp (1993) conveys that incidents contain dilemmas that teachers are frequently confronted with. In his reading, Tripp recommends Berlak and Berlak as they propose that the great stress in teaching is having to make decisions throughout their teaching career. Pollard (2008) continues that teachers use their professional judgement to determine the most suitable form of action to take in any particular situation. During my critical incident (at SEA), I found myself in a predicament when child x constantly shouted out in class. When he disrupted the other children’s learning, I had to immediately decide on how I would deal with this situation. My immediate response was to have him sit next to the teaching assistant. My reason for placing child x with the teaching assistant, was because English is an additional language for him, therefore, I thought that it would be easier to place with an additional adult that spoke the same language as him. Nonetheless, reflecting back on this critical incident, there were many alternative routes that I could have taken rather than moving child x. I could have given him a warning to ensure that he was aware that I would not tolerate his disruptive behaviour. Moreover, I could have removed child x from the classroom in order for me to continue with my lesson. Nevertheless, being faced with a dilemma does not allow much time to contemplate, particularly within a class of 28 pupils. I did what I thought was the ‘right’ thing at that point which was to have him set next to another adult in the classroom. The series of dilemmas that I was confronted with was a emanding experience which I expressed within my reflective journal: ‘I found it difficult to deal with child x, he does not put his hands up during classroom discussions†¦ I need to decide how I am going to deal with his behaviour’ (U1100711 Reflective Journal, 24th November 2011). Upon reflection of my dilemma, I made a decision based on my values. This relates to Tripp’s (1993) ‘Personal Theory Analysis’. ‘Dilemma identification is useful†¦ because why we chose one resolution rather than another enables us to identify the values inherent in our professional judgement’ Tripp (1993, p. 9) Personal Theory Analysis Tripp (1993) proposes that teachers use their professional judgement to deal with dilemmas that they are constantly confronted with. My personal beliefs and values encouraged me to make the decision to move child x nearer to another adult. I thought that if child x sat next to an adult that he is more familiar with, he will be less disruptive in my lessons. Tripp (1993) conveys that teacher’s should also make decisions based on what is best for that child’s well-being. Therefore, I believed that rather than shouting at this child for being disruptive, my values and professional judgement assumed that it was beneficial for child x as well as the class if I remained calm and placed him with the teaching assistant. In addition, I had to consider the reasons as to why child x thought that it was necessary to distract his peers in the classroom: he was doing it to gain attention; he was trying to prove that he knew all of the answers; English is an additional language for him, and so on. All of these possible reasons must be taken into consideration rather than just assuming that he is a ‘naughty’ child. As confirmed by Tripp (1993), these examples convey that teachers are challenged with a series of dilemmas and decisions that they must make based on personal theories and professional judgement (1993, p. 53). Although I was faced with a number of challenges during my critical incident, it was crucial for me to make a decision based on my theoretical and moral judgement. To conclude, it is apparent that teachers are commonly confronted with critical incidents which consequently place them in a dilemma that is often dealt with based on professional and personal judgement. As formerly outlined, the critical incident and dilemmas that I was faced with, allowed me to reflect, analyse and critique on my teaching practice. Consequently, I have found that reflective teaching has enabled me to think about the decisions that I have made and contemplate ways in which I can become a better and effective teacher. After my first placement, I have learnt that I should enforce different teaching strategies to deal with a child’s behaviour rather than placing with another adult in the class straight away. For my future placements, I aim to enforce the behaviour management strategies more rigidly. Moreover, I intend to be more of an assertive and effective teacher in the future. Commentary – â€Å"Reflecting on what we do is essential to the development of professional judgement, but unless our reflection involves some form of challenge to and critique of ourselves and our professional values, we simply reinforce existing patterns and tendencies† (Tripp, D. , 1993, p. 12) The purpose of this assignment is to explore the implications of critical reflection within the context of my critical incident. I will analyse a range of relevant literature, national strategies and theories which will be used to critically evaluate the significant issues in relation to my teaching practice. Moreover, I intend to engage in a wider reading surrounding my critical incident in order to progress my professional development and to subsequently become a more effective teacher not only during my teaching practice, but throughout my teaching career. Tripp (1993) states that it is crucial to challenge and be critically reflective of one’s practice as it is enables us to improve and progress in our professional development. Moon (2004) contributes to Tripp’s theory as she claims that our thinking allows us to learn from our previous experiences. In addition, this theorist (2004) points out that we can improve our professional development as a result of thinking critically. Nonetheless, the aforementioned theories have been challenged as Zeichner and Liston (1996), suggest that reflective teaching can be considered as an idealised and unrealistic practice due to the high demands and heavy workload that teachers are confronted with on a daily basis. They continue that teachers do not often have the time to critically reflect on their practice for the reason that the classroom environment is fast-paced and busy which can make it difficult for teachers to reflect. On the other hand, I believe that critical reflection is essential for practitioners. This is because as I continue to engage with a wider reading of critical reflective activity, I have gained a greater understanding of how to deal with complex situations more efficiently within the classroom. My practice has enabled me to critically reflect on a variety of teaching styles that I adopted during my first placement. For example, I encouraged ‘talk partners’ during carpet time, reinforced children to work collaboratively, modelled examples on the interactive whiteboard and encouraged the pupils to display their work to the rest of the class. Adopting different teaching strategies has given me more confidence to develop my teaching practice and become more self-assured in some aspects of my teaching. Nonetheless, upon reflection of my first school placement, I found it quite difficult to deal with challenging behaviour whilst I was teaching. Pollard (2010) suggests that trainee teachers find it quite challenging to maintain discipline and order in the classroom, particularly if the children have established a relationship with their own teacher from the beginning of the year. Subsequently, it is essential for me to explore behaviour management theories in order to reflect and consider ways to progress in my professional development and be able to effectively deal with challenging behaviour in the future. Moreover, throughout my placement, I found that my reflective journal has been a useful tool as it has enabled me to reflect on ways to develop my classroom practice and improve my professional development: â€Å"Working in an inner-city and multi-cultural school has been a positive and challenging experience for me. I have been exposed to different teaching strategies and have witnessed various ways that the pupils respond to the staff which is useful for my professional development. † (U1100711, UEL Reflective Journal, 22 October 2011). Ghaye (2011) conveys that reflective practice is a purposeful and meaningful activity because it reinforces us to gain better knowledge and understanding of our practice. Moreover, although I was faced with many challenges throughout my first school placement, my reflective journal enabled me to consider reasons why I made the decisions that I chose to make during my critical incident. In addition, whilst on my placement, it was crucial for me to familiarise myself with the School X’s behaviour policy so that I was aware of what was expected of me during my placement. The School’s behaviour policy underlines the consequences of inappropriate behaviour and points out that there are five levels of intervention. School X uses a staged approach which is recorded on a stage chart in each classroom from Years 3 to 6. In their response to poor behaviour, this approach is variable, depending on the age of the pupil. Pollard (2010) points out that behaviour management is a continual concern for teachers due to the large numbers of children in the classroom. Furthermore, teachers constantly have to make quick decisions based on their professional judgement. Likewise, Roffey (2011) suggests that many teachers (particularly teachers with limited teaching experience) may not have much confidence when confronted with complexities within the classroom. She conveys that some teachers may not know what to do when they are placed in challenging situations which in turn, can have a negative effect on the children’s learning in the classroom. On the other hand, school and government policies emphasise the significance of the holistic approach to teaching and they have highlighted the importance of good behaviour in schools.

The Demographic and Psycho-graphic Market Segmentation

The criteria used to develop the market segment for R.J. Reynolds Tobacco Co.†s new brand of cigarette called â€Å"Dakota† is mainly that of demographics, and psyhcographics. The target market in this case appears to be poorly educated, virile white females age 18-20, who enjoy being around their boyfriends and doing whatever their boyfriends are doing, for example going to â€Å"Hot Rod shows, Tractor Pulls, cruising, and going to parties†. This target market was most likely selected for two main reasons. The first is because of the enormous profits to be gained from this particular group and the second is because of this group†s lack of education and low self-regard. The marketing strategies used in this article clearly define demographic and psychographic market segmentation. Demographic segmentation consists of gender, age, income, family size, family life cycle, occupation, and education. The target market in this article consists of females, age 18-20, single, with no more education than high school. This matches most of the criteria for demographic segmentation. Psychographic segmentation consists of identifying certain lifestyles based on the consumer†s values, activities, interests, opinions, and demographics. This article conveys that these women are Strivers, which means they are unsure of self and need approval from others. This group also seems to be search of some type of relief from their current lives (relief seekers). All of this data provides an idea of this groups values as well its activities and interests. Which makes this targeted group so vulnerable to tobacco companies marketing efforts. This market was selected because of its size and growth, and also probably because of this group†s lack of education. This group of females† aged 18-20 are the only group of Americans whose rate of smoking continues to increase. The reason why this group†s rate continues to grow is because they really don†t know better and if they do they really don†t care. This creats a wonderful opportunity for lucrative profits from the tobacco companies. This form of marketing is called concentrated marketing, which focuses on one segment of the market. Marketing companies perform market research by collecting and analyzing data and turning this data into usable information. This Information includes demographics as well as phycographics. These young women already have the desire to consume cigarettes and R.J. Reynolds is making sure they consume their particular brand of cigarettes instead of others.

leonardo essays

leonardo essays Geniuses come few and far between in history. Hippocrates came in the late BC period. Einstein came in the late 1800s-early 1900s. Leonardo came in between the two of them, but is not recognized as well as they are. He was a brilliant human being. He was a master in the fields of painting, designing, engineering, and science. Most people know him merely as an artist, and some know him as an inventor, but not too many people know him for what he really was. This is because his life and his accomplishments are not taught, as in depth as they should be. During the height of the renascence, a genius was born in 1452 in the small town of Vinci, near Florence. He would become a great artist, engineer, inventor, and a scientist. His name was Leonardo, a name that would soon be associated with the word brilliant. He was born to Piero, the lawyer of the town, and Catarina, who gave Leonardo to his father, and left them both for a man of her social class. She is not mentioned in Leonardo's notebooks, as he was probably too young to remember her. Leonardo grew up feeling different from the other children. He had a strange curiosity that was lacking in the other children. He would buy birds from the markets, and set them free, because he thought it was wrong to keep them locked up in cages. He also had a strange curiosity about the world around him. He kept collections of "snakeskins, odd stones polished by water, birds' eggs, the skeletons of small animals, insects stuck on pins, tadpoles, and strange plants," in his room because they fascinated him. Leonardo would draw the things in his collection in a notebook. When his father saw the notebook, he thought that there was a possibility that Leonardo had a chance to become an artist. Piero went into Florence once a month on business and one time he brought some of his sons work. He showed it to his friend Andrea del Verrocchio. He saw more than just mere t...