Important Qualities in the Life of Jesus :: Religion

Significant Qualities in the Life of Jesus Since the time Jesus was conceived, he has consistently been great. There have never been any defects that had to do with him. He had various attributes and characteristics that were exceptional about him including blessedness, immaculateness, reliability, tolerance, beauty, nobility, love, trustworthiness, heavenly nature, and boldness. There is nothing that is more remarkable than that of the triunity, which comprises of God the Father, God the Holy Spirit, what's more, God the Son. This report manages God the Son, which is Jesus. Jesus has every one of these characteristics and we should be following in His strides. Most Christians make a decent attempt to have these incredible qualities, in any case, there is no conceivable way that we could accomplish such an objective. It is unimaginable for people to arrive at that objective. It says in the Bible For everybody misses the mark concerning the brilliance of God.. That in that spot is sufficient confirmation to show that we are not deserving of his essence. God is of the Spirit. He isn't made of issue and brain, and he does not have a physical nature. Some believe that God is that of a human. There is no conceivable way this could be, on the grounds that in John 4:24 Jesus speaks God is soul, and the individuals who adore him simply venerate in soul and truth.. Despite the fact that Jesus had substance was of the Spirit he despite everything had matter. He had substance which is matter. In this substance was significant characteristics. God despite everything has these characteristics despite the fact that He does not have tissue. These attributes would fit for either God the Father, God the Son, or God the Holy Spirit. They all work in the triunity and have these characteristics despite the fact that one may show it in an alternate way than the other. In the thirty-three years of Jesus' life, He had three significant qualities that are something we as a whole should attempt to follow: Loveliness, Steadfastness, and Forgiveness. All the time when individuals consider Love, they consider Jesus. In John 4:8,16 it says that God is love. This is a reword however it is still expressing something that is significant. That stanza shows that Jesus had (what's more, despite everything does) benevolence and sympathy for us. Another refrain that shows that God's adoration as obvious is John 3:16, For God so cherished the world that he

Animal Farm- Themes / Language and Meaning free essay sample

Subjects Language and Meaning In Animal Farm, his moral story of the Soviet Revolution, Orwell analyzes the utilization of language and the disruption of the significance of words by indicating how the ground-breaking control words for their own advantage. As a columnist, Orwell knew the intensity of words to serve whichever side the author supported. In the novel, Snowball is a speedy talker who can generally clarify out of any circumstance. At the point when the feathered creatures article to the adage, Four legs great, two legs awful, that the pig shows the sheep, he clarifies that the fowls wing is an organ of impetus and not of control. It ought to in this way be viewed as a leg. The winged creatures don't generally comprehend this clarification, however they acknowledge it. Orwell especially remarks on the maltreatment of language with his character Squealer, a splendid talker, who goes about as an informal head of publicity for the pigs. Like Joseph Goebbels, who bore the title of Nazi gathering clergyman of publicity and national edification during World War II, Squealer could transform dark into white. This is additionally suggestive of the official paper of the Communist Party of the Soviet Union, Pravda, which was frequently used to revise the past. (Incidentally, its title implies Truth. ) When an awful winter powers a decrease in food proportions to the creatures, Squealer considers it a rearrangement. In an extremist state, language can be utilized to change even the past. Squealer discloses to the creatures that Snowball had neverâ€as a large number of them had accepted hithertoâ€received the request for Animal Hero, First Class. God and Religion In the novel religion is spoken to by Moses, the agreeable raven. The ministry is introduced as an advantaged class endured by people with significant influence as a result of their capacity to appease the majority with guarantees of remunerations in the after? life for enduring suffered on Earth. Moses is managed uncommon treatment not accessible to different creatures. For instance, he is the main creature not present at the gathering called by Old Major as the book opens. Afterward, the peruser is told different creatures abhor the raven since he doesn't accomplish any work, actually, the pigs give him a day by day proportion of brew. Like Lenin, who roclaimed religion was the sedative of the individuals, Orwell considers sorted out to be as another corruptible establishment which serves to keep the majority serene. Moses lectures the presence of a secretive nation called Sugarcandy Mountain, to which all creatures went when they kicked the bucket; in that removed land it was Sunday seven days every week, clover was in season all the all year, a nd protuberance sugar and linseed cake developed on the supports. Human Rights In Animal Farm, Orwell remarks on the individuals who degenerate the possibility of human rights by indicating how the animals manage the issue of fairness. In section one, Old Major interferes with his discourse speaking to the creatures for a Rebellion against the people by requesting a decision on whether wild animals, for example, rodents and bunnies ought to be remembered for the announcement All creatures are companions. In spite of the fact that now, the creatures vote to acknowledge the rodents, later differentiations between various sorts of creatures become so typical that the seventh instruction of Animalism is authoritatively changed to peruse, All creatures are equivalent, yet some are more equivalent than others. Various social orders have verifiably casted a ballot that segments of their populaces were not equivalent as a result of their confidence, their skin shading, or their family line. Class Conflict Orwell saw first? hand how being an individual from a lower class singled him out for maltreatment at St. Cyprians, a school which pulled in the vast majority of its understudies from the British high society. He had like wise perceived how the British decision class in Burma had manhandled the local populace. In Animal Farm the animals start by declaring the equity everything being equal. The raunchy society before long gets isolated as particular treatment is given to the pigs. To start with, only they are permitted to expend the milk and the apples which Squealer claims they would prefer truly not to take, yet should to safeguard their quality. Afterward, different creatures are informed that they should stand aside on the off chance that they meet a pig descending a way, and that all pigs had the benefit of wearing green strips on their tails on Sundays. At this point, not so much as a clarification from Squealer is vital; the pecking order in thesociety is well? set up. A sharp comment by Mr. Pilkington of Foxwood, who speaks to Great Britain in Orwells parody, puts the creators dislike for classes in context. At the point when Mr. Pilkington and different ranchers meet with Napoleon in the books last scene, Pilkington gags with delight as he says to the pigs, If you have your lower animals to fight with, we have our lower classes. Orwell realized that with power came the maltreatment of intensity and just a watchful populace could forestall such maltreatment. Governmental issues Orwell utilizes Animal Farm to communicate his profoundly held political feelings. He expressed in his 1946 paper, Why I Write, each line of genuine work that I have composed since 1936 has been composed, legitimately or in a roundabout way, against autocracy and for Democratic communism Although the novel is written in direct reaction to his severe dissatisfaction that the Russian Revolution, rather than building up a people groups republic, built up a basically extremist express, its proceeded with pertinence is conceivable in light of the fact that his analysis remains against all authoritarian systems. The main insurance the normal resident has against a comparable oppression creating in his own nation is his refusal to aimlessly follow the group (like the sheep), the disavowal of every single misleading clarification by promulgation sources (like Squealer), and tireless thoughtfulness regarding all administration action, rather than dependably following people with great influence (like Boxer). Truth and Falsehood In the novel, the creatures are regularly compelled to analyze the significance of truth in their general public. Over and over, truth turns out to be essentially what Snowball, and later Squealer, lets them know. Any inquiries concerning past occasions that don't appear to coordinate the pigs variant of those occasions are either limited or clarified away. For instance, when a portion of the creatures are executed after they admit to different violations against Napoleon, a portion of those left alive recall that the Sixth Commandment of Animalism was No creature will slaughter some other creature. At the point when Clover asks Muriel to peruse the edict, be that as it may, it is found that it peruses, No creature will murder some other creature without cause. By one way or another or other, the storyteller remarks, the last two words had sneaked out of the creatures memory. Likewise, when the pigs get into an instance of bourbon and become inebriated, Muriel gazes toward the stable divider where the Seven Commandments had been composed and sees that the Fifth Commandment peruses, No creature will drink liquor to abundance. She figures the creatures more likely than not overlooked the last tw o expressions of this edict too. She comes to accept that the first occasion of the composition of the precepts on the divider didn't occur the manner in which she and different creatures recollect it. With this topic Orwell challenges the Soviet statesâ€and any extremist statesâ€method of controlling general conclusion by controlling reality and, specifically, revising history. Animal Farm Style Point of View The third? individual perspective customarily utilized for tales and fantasies is the one Orwell decides for Animal Farm, his story of an animal resistance to people where the pigs become the ground-breaking tip top. The narrator for this situation, as is likewise run of the mill of the tale, tells the peruser just what is expected to follow the story and the absolute minimum about each character, without clear analysis. Orwell centers around the bewilderment of the straightforward beastsâ€the ponies, winged animals, and sheepâ€in the substance of their control by the pigs, inspiring compassion from the peruser. Setting Animal Farm happens at an undefined time on a British ranch close Willingdon, a town that is referenced uniquely in passing. The homestead is first called Manor Farm, later renamed Animal Farm and, at last, Manor Farm again. Manor†which can mean the land administered by a master, the place of a ruler, or a mansionâ€associates the ranch with the upper, or administering, class. Orwell centers completely around exercises occurring at the homestead, aside from a short scene in Willingdon when Jones requests that his neighbors help him. By maintaining a restricted center, Orwell makes the area in England irrelevant. Storyteller The storyteller in the novel capacities as a narrator, telling a tale Orwell gives the tale unexpected hints by utilizing a credulous storyteller, one who will not remark on occasions in the novel that the peruser comprehends to be bogus. After Muriel reveals to Clover that the fourth rule of Animalism peruses, No creature will rest in a bed with sheets, the storyteller announces: Curiously enough, Clover had not recalled that the Fourth Commandment referenced sheets; yet as it was there on the divider, it probably done as such. Both the peruser and the storyteller know reality of the matterâ€that the expressions of the decree have been changedâ€but the storyteller doesn't let it be known. The pressure between what the storyteller knows however doesn't state and what the peruser knows is emotional incongruity. Emotional Irony With sensational incongruity a group of people, or peruser, comprehends the contrast between reality of a circumstance and what the characters think about it, while the characters stay uninformed of the error. For example, Squealer clarifies that the van where Boxer was taken to the medical clinic once in the past had a place with a pony slaughterer. He further clarifies that the veterinarian who presently utilizes it didn't have the opportunity to cover up the pony slaughterers sign on its side, so the creatures ought not stress. The storyteller says: The creatures were hugely calmed to hear this. The peruser, who accepted reality when the van initially seemed to divert the pony, feels doubly offended by Squealers clarification Fairy Tales The pixie story, o

Whats on a desk

What’s on a desk I’m typing this entry as I’m over 10,000 feet in the air, flying over what I think is either Indiana or Illinois. By the time you read this, I’ll be in Columbia, MO, hanging out with my little brother and his dog. Winter break as officially started for me, so life is pretty good right now. But in the last month, since coming back to MIT from Thanksgiving break, I… 1. Had two exams 2. Had two final projects 3. Had two final exams, both of which were yesterday. It’s funny how slowly three hours passes by while you’re on a plane, yet so fast when you’re taking a final exam and all you want is a few more precious minutes to figure out that damn structure elucidation problem… Anyway. The point is I’ve done a lot of work â€" good work, the kind where I do it and then I’m like, “Whoa! I know stuff!” â€" in the past month, but as a result, my desk at home has suffered. It was kind of a bath of crap (my roommate, Sneha ’13, can attest to this. She’s had to live with the mess for the past month). But last night, as I packed my things, I managed to clear off what is supposed to be my workspace (although I rarely use it as one â€" I avoid doing work in my room as much as possible). They say a person’s desk reveals a lot about their minds. Well, let’s have a tour of the clean, organized and happy version of mind. Away we go! A. There is a running joke in my family (and among friends) that I’m actually Irish. This is because I’m obsessed with Irish culture, music, people, history, etc. And I was also born on St. Patrick’s Day. This was a sign that my mom sent me last year. The Nerd Pride pin is just… well… I really don’t feel like I need to justify that one. It is what it is. You’ll also spot a sticker that pretty much sums me up in the most succinct and accurate way possible â€" Warning: May Contain Infantile Humor. Aaaaand then there’s a current draft of My Life Plan. B. I like that these pictures are some of the first things I see when I wake up and get out of bed in the morning (besides my alarm). The picture that the arrow points to is one from my freshman year, taken with my brother and the Punch Brothers, a modern bluegrass-jazz-alternative fusion groups and one of my favorite bands of all time. I ended up seeing them three times in three different cities that year. C. My baby! Just kidding, I’m not that attached. Actually I am. Nooo technology! I hate you but love you so much! D. One of the neat-o things about Simmons Hall (the dorm I live in) is that every year we have a couple of residential scholars that live with us â€" usually these are visiting professors/really cool grown-ups. As a part of their “residency,” they put on events at Simmons for the MIT community. Often times these are discussions, performances, or guest lectures. Katharina Ribbeck, who is a residential scholar and is a visiting professor in course 20 (biological engineering), happens to be pals with Mark Bathe, who is a professor in course 20, who happens to have a sister who is a professional sculptor. So while the past residential scholars events have been things like, “Let’s watch the Republican presidential debate and then talk about it!” (side note: these events are actually pretty cool), Katharina’s was “Lets invite an artist over and OMG arts and crafts time let’s play with clay!” I started out making a cup, and then I decided to be all creative and turn the cu p into a tree trunk, but then the trunk ended up looking like a cup with a bunch of tails instead of a trunk with roots, so then I decided to turn it into a volcano, but that didn’t work, so then the next logical manifestation of this progression was obviously an octopus. Behind the octopus cup is another mug that my brother painted for me this summer, among other random desk trinkets. E. A picture ripped out this article that was featured on the front of the New York Times. It’s funny â€" while I never disliked watching sports, I wouldn’t have considered myself an avid fan of any sports teams or athletes (with two exceptions â€" I loved Kurt Warner and Mark McGwire just like every other good Missouri kid in the late 90s). I’m thinking it was a combination of my little brother’s fanaticism and a weird sense longing for nostalgia after leaving home that suddenly piqued my interest in following sports once I got to college. Or maybe I just enjoy getting a peek at life outside of MIT every now and then. In any case, go Cards! And just for the record â€" LaRussa and Pujols, I forgive you. Barely. F. The lighting in Simmons is notoriously crappy. Which is exactly why I have TWO desk lamps. G. One more downside to Simmons is that since it’s the only dorm on Vassar St. (all the others are on “dorm row,” which runs along the Charles River), half of the rooms get a pretty nice view of campus/Boston, and the other half gets the lovely view of train tracks and the backs of various biotech companies in Cambridge. Guess which view I got? (Hint: not the former) H. I use a paper planner. I know I’ve mentioned it before, but technology and I have a weird relationship, so I tend to stick to what I know (which is not Google calendar, my iPhone’s calendar, or any other organizational device that is acceptable to use in the 21st century).

Manchester DBQ - 1490 Words

When Manchester first built its big mechanized cotton machine, it became the leading textile manufacturing city in the whole world. Much of its population in 1850s was made up with the working class and immigrants from parts of Britain and even Europe. In 1851, it was granted a royal charter after Queen Victorias visit. The Reform Bill granted Manchester representation in parliament and middle-classmen the right to vote. All this was due to the exponential growth of Manchester during the Industrial Revolution. According to the Encarta World English Dictionary, Industrial Revolution was the period when U.K. went through social and economic changes that involved widespread adoption of industrial methods of production. The specialization of†¦show more content†¦They spend 12 to 14 hours each day shut up in a low-ceiling rooms they are all sickly and emaciated, their bodies thin and frail, their limbs feeble, their complexions pale, their eyes dead. This is the horror that Flora Tristan witnessed; people were working more than half a day with no food, clothes, and the working conditions were full of toxic air and other harmful substances. Her standpoint in this statement can be said as being non-biased as she is a socialist and thus, she cares (Doc. 7). People reacted violently to these conditions, which forced the government to pass the Ten Hours Act, which limited the number of hours a worker could work to ten hours a day. This resulted in better condition of the workers. William Abram, a journalist and historian, noticed, the condition of the factory laborers has been vastly improved (Doc. 10). This shows the result of the reaction of the people. The point of view of William Abram is factual and accurate as he is a journalist and a historian, and his work is to provide people with the truth. As witnessed by Frances Kemble, actress, poet, and dramatist, people were [s]houting No Corn Laws when she arrived in Manchester during the inaugural of railway. Th is shows the reaction to the wages that workers got before some reforms in Manchester (Doc. 4). Document 10 also states that the [w]ages thanksShow MoreRelated2002 Ap Euro Dbq: Manchester Essay1067 Words   |  5 PagesThe Effects of Industrialization on Manchester, England 1750-1850 England in the 18th and 19th centuries changed dramatically as a result of the Industrial Revolution, which had many effects on the social structure of England and increased the gap between the rich and the poor. Because of this, industrialized English towns such as Manchester were both criticized and admired by poets, politicians, journalists, and outsiders, who were particularly from France. The most powerful points of view wereRead MoreEssay about Manchester Dbq Ap Euro908 Words   |  4 PagesDuring the nineteenth century, Manchester became one of the most industrialized cities in the world. Although the industrialization of Manchester was very efficient and successful for the modernization of man, the city’s growth also raised many issues in society. The growth of the city had negative and positive effects. Although the huge population growth in Manchester in the 1800s, delighted many people, for they though this had led to advances in manufacturing and other industries -the increaseRead Moreindustrialization dbq1447 Words   |  6 Pages Industrialization DBQ Q: Identify the issues raised by the growth of Manchester and analyze the various reactions to those issues over the course of the nineteenth century. __________________________________________________ The spread of industrialization rapidly altered and changed the city of Manchester during the nineteenth century. Of course there were positive effects that stemmed from this, but negative effects due to the growth of industrializationRead MoreJust Whatever1974 Words   |  8 PagesA P European History Test Prep DBQ Free Response Questions For DBQ’s Always: 1. Provide an appropriate, explicitly stated thesis that directly addresses all parts of the question and does NOT simply restate the question. 2. Discuss a majority of the documents individually and specifically. 3. Demonstrate understanding of the basic meaning of a majority of the documents. 4. Support the thesis with appropriate interpretations of a majority of the documents. 5. Analyze point of view or bias in atRead MorePositive and Negative Effects of Industrial Revolution Essay1043 Words   |  5 PagesDBQ- Positive and Negative Effects of Industrial Revolution The Industrial Revolution began in England in the late 1700’s. The Industrial Revolution was a time of new inventions, products, and methods of work. The results of the Industrial Revolution led to many short and long-term positive and negative effects. These results have been assessed from many viewpoints such as the factory workers, the factory owners, the government, and other people who observed the conditions in industrial cities

Polygamy A Socially Sanctioned Marriage - 1234 Words

Marriage is a publicly sanctioned union between two or more individuals. Marriage can be defined by how many people are involved, their sex and the roles they carry on. Polygamy is a well-known type of marriage and can be found in today’s society. Polygamy is a culturally sanctioned marriage involving more than two people. Most Americans today are used to monogamy, which is believed to be the traditional form of marriage between two individuals. Many Americans think that the majority of marriages practice monogamy but, studies show that polygamy outnumber monogamous cultures, therefore there are more marriages that practice polygamy than monogamy (Grabianowski). Polygamy can differ in many different cultures. In the Islamic tradition a†¦show more content†¦For example, Oprah did an interview with a wife in a polygamist relationship, in the interview Valerie stated, We have had jealousies and there have been those times and we can t sugarcoat it and say that, Oh, it s so perfect and we love it and we love everyone. You know, we all have our hard times just like any other people†¦ We have a really good system where we work together with one another† (Ling). This shows that jealousy plays a huge role in polygamist marriages. To avoid complications many polygamist families, create a schedule to regulate which nights the husband sleeps and spends time with each wife. A polygamous family can create and unusual environment for children to be raised in. It could influence them to be in a polygamous relationship as well as expect men to be dominate in their future relationship. Being raised in a polygamous family can also create insecurities and conflict with females as they are exposed to it daily from their mothers. Polygamy in the United States is illegal in all states including Utah where most polygamists are located. â€Å"Few polygamists try to legally marry more than one wife. They may marry other wives in church ceremonies, but no marriage license exists† (Grabianowski). Because of the strict laws against polygamy, polygamist make sure that they do not officially marry more than one wife at a time. They usually marry and then divorce all but one wife and continue living and sleeping with them all. In the interview withShow MoreRelatedIslam Is A Religion Based On The Interpretation And Application Of Fundamental Scriptures2330 Words   |  10 Pagestheir movement by highlighting their rights and freedoms within Islamic scripture. They opened the gates of ijtihad to reevaluate scripture pertaining to their rights in a marriage free from the nuisances of male scholars. Religious tools in extracting knowledge within the folds of Islam allowed women to challenge existing marriage norms and gender roles based in culture and accommodate to modernity by reinterpreting Islamic scripture through a feminist lens. Islam is a religion that has transformedRead MoreReligious Arbitration : Australia And Canada2958 Words   |  12 Pageslaws in Canada. Around then, there is another concern of Sharia law in Ontario, which is the potential abuse of ladies rights associated with the Islamic convention. One of the predominant issues in question was polygamy. The finding as to polygamy and Islamic law shows that polygamy can be limited and even disallowed without abusing the Qur an. These revelations of Sharia law are most valuable for the Ontario government on the off chance that they are willing to return to the issue of religiousRead MoreMarriage Pattern of the Gbandi Tribe3370 Words   |  14 Pageswestern marriage. I BENEDICT S. KPEHE belong to this tribe. Here in I will discuss the mate selection and marriage pattern of tribal group in Liberia taking the Gbandi tribe as case study. Marriage,  in the Gbandi tribe and any other tribal group in Liberia is socially  recognized and approved union between individuals, who commit to one another with the expectation of a stable and lasting intimate relationship. It begins with a ceremony known as a wedding, which formally unites the marriage partnersRead MoreMarrige and Divorce11102 Words   |  45 Pagestopic of our study is â€Å"Marriage and Divorce†. In this term paper we have gone through different articles, journals and research papers. 1.2 Objectives of the Study The principle objective of the study is to know the effect of divorce in the children. The specific objectives of the study are as follows: 1. To assess of marriage in our society. 2. Effect of marriage in the society. 3. To investigate divorce cases to find out the reason behind this. 4. Effect of marriage in the children. 1.3Read MoreMarriage Is The Foundation Of A Civilized Society Essay3333 Words   |  14 PagesMarriage is the foundation of a civilized society. The relation once formed, the law step in and binds the parties to various obligations and liabilities arising therefrom. Marriage is an institution in the maintenance of which the public is very interested. It is the foundation of the family and in turn society, without which no civilization can exist. A marriage celebrated, whether before or after the commencement of the Hindu Marriage Act, 1955 (Act) cannot be dissolved by a decree of divorceRead MoreUcsb Human Sex Soc 152a Final Study Guide4110 Words   |  17 Pagessex 3. Demographically affect sexual attitudes a. Sex, age, education, region, race/ethnicity, religion (read on pg. 198-200) Americans’ Attitudes Have Changed Over Time 1. Decline in percent of population who thinks sex before marriage is always wrong 2. Public opinion towards extramarital sex sex has become more negative Casual Sex Has More Appeal to Men than to Woman 1. M more likely to consider one night stands morally acceptable 2. Hooking up – the new normRead MoreCustomary Law7483 Words   |  30 Pagescertain regions precisely Yoruba, Igbo, and Hausa. â€Å"Customary law is rooted in the history, tradition and culture of the people that sometimes it is interchangeably used with custom†. a) Land holding in various parts of Nigeria. b) Inheritance. c) Marriage. A. LAND HOLDING The case of land holding is one of the cruxes in which local government through bye-laws and traditional rulers through customary laws have been made to resent each other the most. This is as a result of the inconsistent provisionsRead MoreSocial Institution3293 Words   |  14 PagesCharacteristics †¢ Purposive †¢ Relatively permanent in their content †¢ Structured †¢ A unified structure †¢ Necessarily value-laden An institution is a relatively permanent structure of social patterns, roles, and relations that people enact in certain sanctioned and unified ways for the purpose of satisfying basic social needs. Functions †¢ Simplify social behaviors for the individual person †¢ Provide ready-made forms of social relations and social roles for the individual †¢ Act as agencies of coordinationRead MoreEarly Marriage9846 Words   |  40 PagesEarly Marriage in South Asia A DISCUSSION PAPER Contents INTRODUCTION 2 THE PREVALENCE OF EARLY MARRIAGE 3 CAUSES OF EARLY MARRIAGE 5 CONSEQUENCES OF EARLY MARRIAGE 8 RESPONSES TO EARLY MARRIAGE OF CHILDREN 16 Introduction Early marriage affects millions of children through the world. It is widely practiced in the countries of South Asia where every year millions of girls-preteens and teens- become the wives of older men. Young girls are marriedRead MoreMarriage12231 Words   |  49 PagesAND ITS BACKGROUND INTRODUCTION Marriage is one of the deepest and most complex involvements of human relationships. It is a corner stone of society and a very necessary part of the social system. It is a crucial and sacred bond between two personalities merging into one for ideas, attitudes, habits and likes and dislikes. In Philippines marriage is considered a lifelong partnership. It is the foundation stone on which the family is built. Basically marriage is a social and legal contract. People

Film Reveiew †American Beauty Free Essays

I chose this film due to its difference to conventional filmmaking, as instead of glorifying the main characters, the area and plot, it shows fault and illustrates the main characters as sad and unhappy. I chose to do this review on the opening minutes of the film describing in detail the camera shots and plot, as it would seem to the viewer watching for the first time. The opening scene is a medium shot of the main character’s daughter lying on a bed talking. We will write a custom essay sample on Film Reveiew – American Beauty or any similar topic only for you Order Now The screen is fuzzy, to give the impression of looking through a video camera. The daughter is talking to someone behind the camera, giving the impression of talking to the viewer or audience. She is talking about how much she dislikes and hates her father (Lester, the main character). This gives the impression of watching a personal film and the viewer is involved, as it appears at first that the character is talking to the audience until the hidden person filming speaks. The scene ends when the character behind the camera offers to kill the girl’s father. The screen goes blank and the film title appears in medium red print on a black background, central to the screen. This sudden change from shot is to represent the plot to end a life, as the transition to a blank black screen. The next shot after the title is a top shot of a typical suburban American street on a slow zoom in towards the road. There is a narrative, male voice over of the main character Lester, describing his death. This would appear to fit with the previous scene of the daughter talking about murdering her father This creates a feeling of curiosity and suspense throughout the film, for the viewer, who is waiting to see what could have created such a gap between father and daughter. This effect of giving away the ending in the first scene is very effective in creating constant suspense throughout the film up to the dramatic climax. It has been used in many films and plays including William Shakespeare’s play Romeo and Juliet. Gradually when the camera zooms in the shot switches to a bird’s eye view of the main character lying in his bed, alone. This first shot of him shows him as lonely or incomplete even though he has a family. The camera then changes to a close up of his face, which appears sad and disorientated, further showing his dislike for his current lifestyle. There is then a jump cut to a pair of slippers on the floor next to the bed, being filmed from under the bed. This shot represents an ordered and scheduled lifestyle as the slippers must have been placed neatly next to the bed the previous night. The next frame switches to a medium long shot of the main character (Lester) masturbating in the shower. The effect of this is to shock the audience yet at the same time inspire pity at his frustrated and dull life as he continues to narrate over the film about himself, showing little embarrassment. The next scene is a close up of a Rose flower, which is then cut from the plant by a pair of pruning sheers. The Rose is constantly seen throughout the film, as well as rose petals, however rarely alive. They are usually in vases or on show. The roses, I feel, represent the lifestyle of the family. The rose looks perfect and appears very beautiful however it is dead. The family are similar, as they appear to have everything most people want, their health, nice house, money yet they are not happy. The roses are a constant theme throughout the film, I feel to remind us of the families unhappiness. The next frame sees the camera switch to a medium long shot of Carolyn (the main character’s wife) holding the freshly cut rose in her hand. This shot represents that she too was once alive but is now dying inside like the rose. All in all I found this film extremely interesting and thought provoking, I would recommend it to anybody who enjoys twisting plots, amazing acting and some of the most brilliant (and strange) characters in modern day cinema. The slow unravelling of the plot keeps you guessing until the very end of the film, as well as challenging modern day society and depicting modern day family life and the hypocrisy of Suburban America. How to cite Film Reveiew – American Beauty, Papers

Analysis of Investment Proposition on Cochlear Limited

Question: Discuss about theAnalysis of Investment Proposition on Cochlear Limited. Answer: Introduction Cochlear Limited is a biotechnology-based company with listings in the Australian Securities Exchange and global operations in all five continents. CEO Chris Smith heads the company with its board of directors headed by Chairman Rick Holiday-Smith (Cochlear.com. 2016). Cochlear Limited provides hearing solutions through its implantable surgical and non-surgical hearing products. The company has extensive sets of patents and applications numbering over 1000 upon hearing aid and sound processing technology. The companys major manufacturing base is located in Australia and Sweden while supplies and distribution chains in over 100 countries with its headquarters located in Sydney (Cochlear.com. 2016). The companys global operations are mainly segmented onto three different sets of geographical areas comprising of Europe, Middle East and Africa (EMEA), Americas (both North America and Latin America) and Asia Pacific. The company generated a revenue of A$ 925 million for the financial peri od ended 31.12.2016 (Markets.ft.com. 2016). Product Line of Cochlear: The company provides solutions ranging from minimal degree of hearing constraints to sensory-neural hearing loss. Its primary products comprises of cochlear implants, bone conduction implants and acoustic implant solutions. In terms of its products that are to be surgically implanted, Nuclear 6 is of primary significance owing to its ability to restore hear-ability in cases of complete hearing loss in both ears. The Cochlear Hybrid offered by the company provides hearing solutions for people unable to hear high frequency sounds through providing simulations using electronic synapses. The Hybrid processor offered by Cochlear assimilates and synthesizes external sounds and converts them into electrical and acoustics outputs for the patients ears. The company develops the Cochlear Baha by taking into account people with high quantum of conductive hearing loss and one-sided deafness. Baha comprises of titanium hearing aids that are implanted surgically at the back of patients ears (Bloom berg.com. 2016). Financial Analysis and Forecasts: In terms of revenue generation, the company has displayed steady growth over the past four financial periods with reported revenues of A$ 752.72 million for 2012-13, A$ 804.94 million for 2013-14, A$ 925.63 million for 2014-15 (Markets.ft.com. 2016).The revenues for the period 2015-16 was to the tune of A$ 1.13 billion. The revenues generated in the current year displayed a increase of 22.14% over the past year, thereby highlighting efficient sales management and product pricing strategy. The forecasted revenues for the years 2017 and 2018 stands at 1.244 billion and 1.37 billion respectively at the average growth rate of 10.17%. Figure 1: Current and Prospective Revenues of Cochlear Limited (Source: Markets.ft.com. 2016) The beta of a particular stock showcases the degree of volatility that the stock experiences as compared to prevalent market volatility. A beta that equals 1 displays same degree of risks as experienced by the market whereas a beta that is lower that 1 shows lesser degree of volatility and therefore is less susceptible to financial risks. On the other hand, a beta that is above 1 shows a high degree of volatility coupled with high prospects of returns. Figure 2: Stock price volatility between June 2016 and October 2016 (Source: Bloomberg.com. 2016) Cochlear limited has a beta of 1.2, which specifies the fact that in case the financial markets raises by a margin of 100, the stocks of Cochlear will rise by 120. This also reiterates the fact that a fall in the market by margin of 100 will result in shares of Cochlear falling by 120 points. For investors that are seeking to earn high degree of returns, Cochlear presents prospective investments. Whereas in case of risk averse investors, including Cochlear in their investment portfolio may result in increasing the levels of portfolio risk The company has a market capitalization of A$ 7.234 billion as of October, 2016 with the total number of shares outstanding at 57.42 million. The company has an Altman Z Score of 2.989, thereby leading to an inference that the company is unlikely to be filing for bankruptcy in the near future based upon financial metrics. It is because an Altman score of 1.8 is considered the threshold below which the probability of filing for bankruptcy increases substantially. Whereas, on the other hand, a corporate entity with Z score of 3 or above has low or negligible probability of going bankrupt or filing for insolvency. Therefore, based on the parameters as regards to credit risks it can be construed that the company is likely to display satisfactory levels of solvency during the financial periods. Dividend yield is considered another parameter for taking investment decisions because of the fact that it displays whether the stocks of a particular company are overpriced or not. Hirshleifer, Hsu and Li (2013) mentions that stocks with high dividend yields are overpriced as compared to those having a low degree of dividend yields. Risk averse investors seek investments with low dividend yield thereby at a dividend yield of 1.8% it can be inferred that the stocks of Cochlear are underpriced. However, at dividend of A$ 1.2 for each outstanding share it can be displayed that for investors seeking returns from their investment in Cochlear, the companys stocks are not an attractive proposition. Conclusion and Recommendations: The analysis upon the revenue generating capability of Cochlear Limited shows that at average revenue growth of over 10% the company has efficient operations and sales management. The genre of providing hearing aid solutions has lesser degree of competition for Cochlear globally. The Altman Z score of nearly 3 shows the fact that the company has virtually negligible risks of going bankrupt. Thereby, investors can be advised towards including shares of Cochlear onto their investment portfolio based upon their degree of solvency. Moreover, analysis of the stocks beta, belonging to Cochlear, shows that the beta stands at 1.2 which therefore displays the fact that the companys stocks are subjected to high degree of volatility. Based solely on the beta levels it can be construed that the stocks posses high degree of risks with probability of gaining high degree of returns. Overall, judging by the different sets of parameters it can be concluded that in case of investors seeking lesser degree of risks in their investments Cochlear can be construed as a attractive investment proposition. This is owing to high revenue growth, satisfactory levels of dividend yield and sustainable degree of returns despite a beta of above 1. References and Bibliography: Allen, E.J., Larson, C.R. and Sloan, R.G., 2013. Accrual reversals, earnings and stock returns.Journal of Accounting and Economics,56(1), pp.113-129. Bloomberg.com. (2016). COH:ASE Stock Quote - Cochlear Ltd. [online] Available at: https://www.bloomberg.com/quote/COH:AU [Accessed 31 Oct. 2016]. Cochlear.com. (2016). Cochlear Hearing Implants | Official Website | Cochlear International. [online] Available at: https://www.cochlear.com/wps/wcm/connect/intl/home [Accessed 31 Oct. 2016]. Fama, E.F. and French, K.R., 2012. Size, value, and momentum in international stock returns.Journal of financial economics,105(3), pp.457-472. Google.ca. (2016). Cochlear Limited: ASX:COH quotes news Google Finance. [online] Available at: https://www.google.ca/finance?cid=671051 [Accessed 31 Oct. 2016]. Hirshleifer, D., Hsu, P.H. and Li, D., 2013. Innovative efficiency and stock returns.Journal of Financial Economics,107(3), pp.632-654. Intelligent Investor. (2016). COH. [online] Available at: https://www.intelligentinvestor.com.au/company/Cochlear-Limited-COH-249441 [Accessed 31 Oct. 2016]. Markets.ft.com. (2016). Cochlear Ltd, COH:ASX summary - FT.com. [online] Available at: https://markets.ft.com/data/equities/tearsheet/summary?s=COH:ASX [Accessed 31 Oct. 2016]. Sorescu, A. and Sorescu, S.M., 2016. Customer Satisfaction and Long-Term Stock Returns.Journal of Marketing,80(5), pp.110-115.

7 Most Common SAT Math Mistakes and How to Avoid Them

7 Most Common SAT Math Mistakes and How to Avoid Them SAT / ACT Prep Online Guides and Tips I spent several years tutoring students in SAT Math, and many found the section frustrating. The first test-takers for the new SAT in March felt the same. Some struggled because they felt their strong suit was English and were irkedby the content, mental math, and the pacing of SAT Math. Others found that although they considered themselvesexcellent math students, they struggled to finish and get the score they want. No matter what group theyfell into, students tended to make the same seven mistakes on the SAT Math section. In this guide, I’ll tell you what those mistakes are, give you examples, and let you know to avoid making these mistakes in the future. Mistake 1: You Didn’t Write Out All of the Steps Some students hate writing out their work for math problems.I know; I'mone of them.Trust me, while SAT Math problems may look simple since they only require you to know basic math topics (i.e. no advanced calculus), these problems are actually quite intricate, requiring you to go through many steps to get the correct answer. If you don’t write out all of these steps, you can accidentally end up with the wrong answer.This is especially important in the non-calculator section where you’re not able to rely on a calculator to help you find the correct answer. Together, we’ll work through this no-calculator SAT Math question and write out all of the steps: To determine what the price per pound of beef was when it was equal to the price per pound of chicken, you need to first find the value of $x$ (the number of weeks after July 1) when the two prices were equal.The prices were equal when $b=c$; that is, when $2.35+0.25x=1.75+0.40x$. $$2.35+0.25x=1.75+0.40x$$ You can find the value of x by reducing. $$2.35(−1.75)+0.25x=1.75(−1.75)+0.40x$$ $$0.6+0.25x=0.40x$$ $$0.6+0.25x(−0.25x)=0.40x(−0.25x)$$ $$0.60=0.15x$$ $$x={0.60}/{0.15}=4$$ Then, to determine b, the price per pound of beef, substitute 4 for $x$ in b=$2.35+0.25x$, which gives $b=2.35+0.25(4)=3.35$ dollars per pound. Therefore, D is the correct answer. When I initially attempted this problem, I didn't write anything down, and I accidentally added 1.75 to 2.35 instead of subtracting 1.75 from 2.35. Therefore, I got the wrong value for $x$, 27.33. Thankfully, when I plugged that into $b=2.35+0.25x$, I found thatmy answer wasn't one of the answer choices, so I caught my mistake. However, I'm lucky because I would have answered incorrectly otherwise. You don't want to miss questions because you didn’t write out all of the steps.This is arguably the easiest mistake to fix.Write out all your steps, and you’ll never accidentally get a question wrong because you skipped a step! Mistake 2: You Forgot Formulas The SAT gives you some formulas at the start of each Math section.However, the College Board doesn’t provide you with all of the formulas you need to know to answer every question in the SAT Math section. Luckily, here at PrepScholar, we’ve created a complete list of all the formulas you need to know for SAT Math.Create flashcards to help you memorize these formulas.However, memorizing alone is not enough.If you have the formulas memorized, but don’t know how to use the formulas, they’re useless to you. The best way to practice using formulas is to do as many SAT Math problems as you can. Let's work through this SAT Math question that you couldn’t answer without knowing formulas and how to apply them: If you didn't have your trigonometry formulas memorized (SOHCAHTOA), you would have no idea how to answer this question. It's impossible to answer this question without at least knowing the formulas for the sine and cosineof an angle. Memorizing formulas is not only necessary to answer certain questions correctly, but it can also be a time-saving shortcut. If you were a formula whiz and knewthe complementary angle relationship for sine and cosine, which is $sin(x °)=cos(90 °Ã¢Ë†â€™x °)$, you'd know immediately that the answer is $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$ or $0.8$. However, if you didn't know that formula, but knew the sine and cosine formulas, you could stillsolve this problem by constructing a diagram using the given information.It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is ${4}/{5}$. If $sin(x)={opposite side}/{hypotenuse}$,then the opposite side is 4 long and the hypotenuse is 5 long: Since two of the angles of the triangle are of measure $x$ and 90, the third angle must have the measure $180 °Ã¢Ë†â€™90 °Ã¢Ë†â€™x °=90 °Ã¢Ë†â€™x °$. If we know that $cosine={adjacent side}/{hypotenuse}$, then,using the figure, $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$or $0.8$. SAT Math may make your brain hurt! Mistake 3: You Didn'tKnow Functions Functions are one of the trickiest topics in SAT Math.This is not because they'remore difficult than other topics, but rather students are simplyless familiar with functions than they are with other math concepts.The good news is that you'll easily master functions withpractice and familiarization. Let's work through thisSAT quadratic function question together: To figure outwhich answer choiceis the equation of the graph,you shouldstart by finding the y-intercept. Youcan see in this graph that the y-intercept is 2, which means you can eliminate C and E since C had a y-intercept of -2, and E has no y-intercept. The vertex of the graph is at $x=0$, so the function is not shifted to the right or left of the y-axis. This means that, in your quadratic equation $ax^2+bx+c$, your b value has to be 0. If it were anything other than 0, the graph would be shifted left or right of the y-axis. Let's look at the remaining answer choices, A, B, and D, to see which one had a b=0. A does so that might be the correct answer, but let's rule out B and D. Answer choices B and D are squaring expressions, so let's FOIL them in order to see the equation properly. Answer choice B gives us: $$y=(x+2)^2$$ $$y=(x+2)(x+2)$$ $$y=x^2+2x+2x+4$$ $$y=x^2+4x+4$$ This equation has b=4, not b=0, so it can't be the answer. You can also eliminate D; when foiled, it gives us: $$y=(x−2)^2$$ $$y=(x−2)(x−2)$$ $$y=x^2−4x+4, so b=-4$$ Therefore, A is the correct answer. If you're still struggling, check out our full guide to functions. Remember, you'll master functions with practice, so take as many SAT math practice tests as you can. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Mistake 4: You Panicked atan Unfamiliar Question Format SAT Math problems are often asked in strange waysthat you've never seen in math class. When confronted with these unfamiliar question formats, many students rush to move on to the next question thinking they'll come back to it, or they'll just try to guess the answer.Even though you’ve reviewed all of the math content areas and knew your stuff, you don't think you know how to answer the question. There is no easy solution to this issue.The only way to learn how to approach SAT Math questions is with practice. SAT Math questions are unlike the math questions you’re used to seeingin your math class, so to get familiar with the SAT Math question style, you should take as many practice SAT tests as you can. Let’s work through this convolutedSAT Math problem together: At first glance, this question looks overwhelming with a chart and a large paragraph. Don't let that scare you. Read carefully, and try to identify the important information as you read the question by circling or underling.Ask yourself: What am I solving for? What information am I given? How can I use this given information to find the solution? We're trying to find the probability that a right-handed student selected at random is female. We're told that there are 5 times as many right-handed females as there are left-handed females, and there are 9 times as many right-handed males as there are left-handed males. Also, we know the total number of left-handed students is 18, and the total number of right-handed students is 122. To solve this problem, you need to create a system of equations using two variables ($x$ and $y$) and the information you’re given in the question.Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information in the question, the number of right-handed female students will be $5x$ (since there are 5 times as many right-hand females as there are left-handed females) and the number of right-handed male students will be $9y$ (since there are 9 times as many right-hand males as there are left-handed males) . Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x+y=18$$ $$5x+9y=122$$ When you solve this system of equations, you get $x=10$ and $y=8$.Thus, 50 of the 122 right-handed students are female.Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is $0.410$.The final answer is A. Don't run away from a weird question! Mistake 5: You Solved for the Wrong Value Because SAT Math questions can be convoluted, it's sometimes difficult to figure out what the question is asking you, which leads some students to solvefor the wrong value.Take for example this SAT Math question: This question throws a lot of numbers and letters at you. It gives you angle and side measures and mentions a similar triangle. Some students might accidentally solve forthe measure of the sides of DEF. Don't let the numbers and letters distract you. Make sure to identify what you're being asked: what is the valueof$sin F$? To find$sin F$, we need to start with thegiven information: Triangle ABC is a right triangle with right angle B.Therefore, AC is the hypotenuse of right triangle ABC, and AB and BC are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB=√{(20^2)-(16^2)}=√{(400)-(256)}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of angle F equals the measure of angle C. Therefore, $sinF=sin C$, and $sinF={3}/{5}$.The final answer is ${3}/{5}$or $.6$. This problem has an easy fix: take the time to read the question fully, circle the important information, and make sure you know what you’rebeing asked before you start doing any work. I know you don’t have a lot of time on the SAT Math section (that was one of the chief complaints from the new SAT test-takers), but you need to read each question completely and make sure that you know what you’re being asked.You’ll get better at this with practice. Most SAT Math questions will have an answer choice that will seem correct if you misread the question.I know it’s rude and sneaky; the SAT is trying to tempt you to answer incorrectly.Don’t fall prey to the tricks! Read the question correctly, and you’ll be on the track to get the right answer! Mistake 6: You Used Your Calculator Incorrectly Calculators are both wonderful and horrible.You only get to use your calculator on one part of the SAT Math section, but for that part, you need to use your calculator carefully.When you’re rushing to answer SAT Math problems, you might accidentallytype the wrong number(s) into your calculator, leading you to the wrong answer. This isone of the better mistakes to make. Because if you type the wrong number(s) into your calculator, you’ll likely find no matching answer in the SAT answer choices, andyou’ll realize you made an error.However, even if you catch the error, you’ve still wasted valuable time that you could have been using to answer more SAT Math questions. Moral of the story: take the time to check that you’ve copied the numbers into your calculator correctly before running the calculation. Don't let your calculator become your enemy! Mistake 7: You Didn’t Pace Yourself With only 25 minutes to answer 20 questions in the no-calculator section and only 55 minutes to answer 30 questions in the calculator section, you need to learn to pace yourself.However, not every student should attempt the same pacing. You should plan your pacing based on your target SAT score. In both math sections, the questions progress from easy to hard and then re-set on the grid-in portion from easy to hard. No matter what your target score is, you should always attempt the easier questions: the first half of the multiple choice and grid-ins. If you're aiming for a Math section score above 700,then you're going to need to answer all or almost all of the 58 Math questions. That means you will need to get your pacing under oneminute per question for the easier questions to conserve time for the harder questions. If you're aiming for a Math section score below 700, then you can skip some questions.Focusyour time on trying to answer the easier questions correctly (the beginning questions of the multiple-choice and grid-ins).Consider bubbling in a random letterfor the harder questions since there is nopenalty for guessing. Note: if you use this strategy, make sure that you’re answering enough questions to reachyour target score.No one is perfect, so count on answering a few questions incorrectly. For example, if you’re aiming for 600 in Math, then you shouldattempt at least 45 questions before bubblingin random answers for the other 13 questions. That way, if you answer five of the 45 incorrectly, you can still get 600. Give yourself acushion. To really master yourpacing on the SAT Math section, you need to take a lot of practice tests under realistic testing conditions.For a more in-depth explanation on pacing, check out our guide to help you beat the clock and maximize your SAT math score. What’s Next? Now that you know the most common mistakes on SAT mathmake sure you’re prepared for all of the math topics you'll see on the SAT.All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from trig to radians, coordinate geometry to systems of equations and much more. Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Anxiety Disorder What Student Should Know

Anxiety Disorder What Student Should Know Mental Health Issues. Anxiety Stress and anxiety are a common part of life for most people. However, when your anxiety impedes your ability to perform everyday activities and causes immense stress and fear, probably you have a mental disorder. According to the Anxiety and Depression Association of America, it is the most common mental issue that affects 40 million individuals aged over 18. 75% of them experience it before they turn 22. Unfortunately, only one-third of these people seek help. Specialists know about different types of anxiety disorders, such as:Generalized anxiety disorder (GAD): severe one that impedes everyday activities Obsessive-compulsive disorder (OCD): irrational fears, thoughts, and obsessions that result in compulsions and repetitive behaviors Panic disorder: fearfulness, frequent bouts of panic and terror Posttraumatic stress disorder (PTSD): alarming symptoms after witnessing a shocking event Social anxiety disorder (SAD): everyday feelings of irrational fear, anxiety, and embarrassmentSymptoms Symptoms of all types of anxiety disorders can be mistaken for stress or other physical ailments. In order to treat them properly, these disorders have to be diagnosed correctly. The common symptoms of anxiety disorders that need attention of a specialist include:Excessive everyday stress Trouble concentrating Fearfulness Irritability Shortness of breath Muscle pains Headaches Frequent diarrhea or upset stomachIn case you regularly experience these symptoms, you should see a specialist in your campus. They will determine how serious is your anxiety and assign a treatment, if necessary. Recognizing The Signs Its essential to timely recognize the symptoms of anxiety in yourself or your friend to implement actions and treat it. Remember: in case your or your friends anxious feelings are brief and occasional, it doesnt necessarily mean an ailment. But if they persist and worsen, the professional help is required. How to Notice Signs of an Anxiety Disorder in a Friend? See if your friend has any of the following signs:Living in a constant fear of failing socially or academically Being extremely anxious and embarrassed in social situations Having difficulty with concentrating Being overwhelmed with stress or guilt Having panic attacks Being unable to cope with a recent tragic eventIn case you see any of these symptoms in your friend, provide him with your support. Talk to him, listen attentively and help find professional assistance. Never criticize or judge him. If your friend doesnt want to seek treatment, consult a specialist yourself to see how you can help. How Do You Notice Signs of an Anxiety Disorder in Yourself? If your anxiety is minor and caused by your exams, probably you dont have to worry. But you have to distinguish the difference and correctly detect the alarming symptoms, such as:Having the symptoms that impede your school and social life Avoiding social activities Having anxiety or troublesome thoughts daily Being riddled with guilt Having irrational fears Experiencing sudden panic attacksIn case you have any of the above mentioned signs, dont hesitate to consult a healthcare provider. Remember that you have to be serious about your mental wellness. Anxiety Resources People who need help in coping with their anxiety disorder might consider the assistance provided by the following organizations:Anxiety and Depression Association of America aims to prevent, treat, and help better understand anxiety and depression; offers special mobile applications for coping with the disorder American Psychological Association aims to benefit society by contributing to the psychological awareness and giving insight into the innovative treatment of anxiety disorders Anxiety Resource Center offers a blog, a large amount of education materials and newsletters to keep you aware of innovations in treatment and prevention of anxiety Social Anxiety Association provides information on the treatment of anxiety, advice on finding a specialist, updates on relevant researches and links to support groups Beyond OCD aims to support individuals who suffer from OCDPersistent anxiety can be an alarming sign. So pay attention to yourself and your friends to get timely help. Remember that your mental health is in your hands.

Summary Case Study Example | Topics and Well Written Essays - 500 words - 2

Summary - Case Study Example The main issues that are addressed as far as the issue of insurance is concerned are the aspects of provision of healthcare especially on the emergency department and the provision of emergency services. This research established that up to 40% decline in the emergency department visits as well as a 61% decrease in the inpatient admissions was attributable to the lack of insurance cover. This paper borrows from other research work in order to establish credibility and coherence with the findings from other works. Some of the findings have indicated that up to a quarter of all the young adults in the United States were confronted with lack of health insurance at this stage. The use of healthcare facilities has also been strongly linked with the subscription to medical insurance services. The individuals that have the cover have the highest propensity to consume health services. This means that the unsecured would have adopted a different healthcare scheme if they had a healthcare insurance cover. This paper explores the quasi-experimental status that results to variations in the status of insurance services depending on the strategies that are utilized by the insurers in ensuring that the dependents are eligible for the insurance services. The research to establish these variations was based on records obtained from California, Arizona, Iowa, New Jersey, and Wisconsi n for the emergency department. On the other hand, the records for hospital admission were obtained from hospitals in the above areas plus also Texas. In the attempt to establish the health insurance variations, data was gathered from various centers. This data was mainly obtained from the National Health Interview Survey, the inpatient hospitalization records, and administrative records relating to emergency department records. The obtained data was related to a model in order to demonstrate the relationship between the utilization of care and the provision of health insurance. The model

Case study Tetra Tech EC and risk management case

Tetra Tech EC and risk management - Case Study Example The Task initiation Procedure was quite instrumental in ensuring that this happens. The most important factor that makes Tetra Tech successful in risk management is prior planning. Implementation of Tip ensures that all the potential risks are identified and the cost and ways of mitigating these risks created. This goes together with the fact that the company would inform its clients of all the potential risks involved and created a room for negotiation if after digging up the conditions were not as anticipated. This ensures that the company is able to share the risk of unpredicted conditions with the clients and thus reducing its losses. This was unlike in the previous situations where the initial contract was bidding all the way even when the conditions were observed to be worse than anticipated. In the lesson learnt portion, it has been stated that it is not important to write lesson learnt in writing as it makes them as discoverable. I think this is a statement of failing to acknowledge mistakes and errors that may have been made. This is very dangerous as it may lead to a repetition of the same mistakes. Mistakes are supposed to build up ones experience that makes them more competent to deal with future obstacles. Don Rogers can manage the lesson learnt through making his subordinates understand the importance of using past experience in solving future problem. This would be through creating a record that shows past and present performance with an analysis of what made it succeed or fail. Recommendations on how the limitations should be mitigated should then be given. In cases where a project succeeded, the factors that led to this success should be identified and ways in which they can be made to work better be analyzed. This would lead to the creation of a list on what to do and what not to do when dealing with a certain situation. In my view, Don Roger had done a

School Development Planning Process | Research Study

School Development Planning Process | Research Study School Development Planning is an ongoing process that helps schools as complex communities to meet the dual challenge of enhancing quality and managing change. (DES, 1999:9, Online). In recent years schools started giving more thought to how the planning and management of change need to be taken more into account and carefully planned. Decentralisation, a common characteristic of quite a few of the national educational systems worldwide such as the USA, Canada, England and Wales (Anderson, 2005) and in Malaysia, Honk Kong, Singapore, China and Korea has opened doors to development and effectiveness in schools (Bolam, 2006:77). Over the years, the education scene in Malta has likewise witnessed a paradigm shift from an essentially centralised system to one that encourages self-government. One of the most effective implications of this shift is that of a systematic and whole school approach to development planning enhancing freedom [and] allowing institutions to shape the possibilities provided by greater autonomy (Lumby, 2007a:86). Moreover, Bush and Coleman, (2006) argue that, placed in a competitive environment, self-managing schools have to meet the students needs efficiently if they are to achieve survival and success. While increasing autonomy (Karstanje, 1999), self-managing schools are encouraged to shoulder more responsibilities and promote their own identity and character. One of the most beneficial implications of this shift is that a School Development Plan (SDP) can be tailored by the same school. Considering that, the Maltese Education Authorities are at present discussing at length the process and the implementation of a national reform in the education system, the topic seriously appears to be of great interest. This study may be expected to serve as an eye-opener to the strengths and weaknesses of the SDP being currently implemented at St.Helen Girls Secondary School. Consequently, the study might be envisaged to be an asset to the school, before it actually starts to negotiate the tailoring of a new SDP as will be suggested in the education reform to take place. The purpose of this study is to investigate the SDP as an effective tool to enhance appraisal and collegiality among the teaching staff and to promote improvement among the learners. The Literature review shall briefly justify the need for and the process of development planning in relation to what literature has to say about the subject. Furthermore, the following research questions will be discussed and analysed, mainly: What is the importance of a SDP to the school? How is the planning process carried out? Who is involved in the planning process? Is the SDP opening doors to school improvement? After conducting a case study through qualitative and quantitative research, an analysis will emerge, based on a questionnaire distributed to teachers and an open-ended interview with the Head of School. The research findings will be analysed and compared to the literature findings. Finally, suggestions will emerge in respect to what can be done in order to evaluate, maintain and/or change what has been done during the past seven years since development planning has started to be organised in an official way at St.Helen Girls Secondary School. Literature Review Introduction All schools should have a vision of where they hope to go and what they hope to achieve. This implies that a school plan should aim at leading the whole school community in the direction for improvement and growth. With its insistence on schools to have their own SDP, the Maltese National Minimum Curriculum (NMC) came into effect on the 1st of October 2000. Following is a brief description of the SDP both as a process as well as a product. It examines the concepts of development, improvement, collegiality and appraisal through effective planning. What is the importance of a SDP to the school? A school without planning is like a boat without a rudder. We cannot achieve goals unless we plan ways and means of getting there. (Bezzina, 1999:58) In order to keep on course, schools require a clear sense of direction, expressed in vision and mission statements and aims and objectives, as well as an effective strategic plan and good efficient action plans (DES, 1999, Online). The SDP can be a great asset to the school in various ways. Bezzina claims that it: helps in giving the school a sense of direction establishes aims and priorities identifies the needs to be done in order to bring about improvement identifies staff needs monitors the effectiveness of the teaching-learning process evaluates the success of the changes made, and implements any changes to the planning cycle (1999:35). The SDP is a means whereby the vision, believed by Jenkins to be the strategic intent which guides planning (1991:38), is transformed into reality through clear priorities, targets and actions. It is an instrument, through which schools are able to articulate their needs and also their priorities (Ministry of Education, 2001:14). Moreover, it is meant to indicate the institutions capacities and limitations and thus open doors to school improvement. An English publication defines the SDP in that: It will be based on the schools analysis of current levels of performance, its assessment of how current trends and future factors may impact on the school and set out priorities and targets for improvement for the period ahead. (DOE, 2005:1, Online). This implies that the concept underpinning a SDP is that each school would undertake, on an on-going basis, a limited number of small-scale development projects, which the staff identifies as significant priorities. The SDP has at its heart the learning of all students while raising standards of attainment. It is a process of learning and growth for all those involved in it. Moreover, it allows schools to organise their programmes of innovation and change with much greater efficiency and success (Hargreaves and Hopkins, 1991). Furthermore, the SDP is highly beneficial for schools since it is worked out by those who put their heads together in a common effort to develop a realistic strategy as to how the educational goals are to be reached (NMC:85). How is the process of School Development Planning carried out? The School Development Plan Initiative (SDPI) in Ireland considers the Mission, Vision and Aims of the plan to be the core of the SDP process (DES, 1999:16, Online). As depicted by Hargreaves and Hopkins (1991), Bezzina (1999) and Nathan, a SDP is made up of four stages, mainly: Audit when the school analyses its strengths and weaknesses and assesses its own needs Planning and decision making generation and evaluation of options Implementation putting the plan into action, and Evaluation checking the success of implementation and reviewing targets (1996:61) This entails that the SDP works in a cycle. Furthermore, the SDPI suggests three features through which the SDP is accomplished, mainly through: Initiation: where the school decides to embark on school development planning,  ensuring that there is commitment to it among members of staff and preparing for participation. Familiarisation: when the school community is learning how to carry out the whole process. Embedding: when school development Planning becomes part of the school life and of the normal way of doing things at school. (DOE, 1999, Online). The Irish Document (1999) further argues that the SDP process needs to be systematic, collaborative, ongoing, progressive, enhancing and flexible to work properly. It therefore involves a systematic approach to the planning work, which draws the whole school community together in shaping the schools future. This needs to be an on-going process, rooted in a school culture where policies and plans are continuously being developed, implemented, evaluated and revised according to the schools aims and the changes which continuously take place in the community. It is also flexible since it offers a framework for collaborative creativity and each school is free to adopt the framework to suit its own particular needs. Who is involved in the planning process? Nathan (1996) maintains that, to a large extent, the work entailed in the school plan is performed by the Head of school and the SMT. However, Bradley (1988) argues that a partnership in which people work together will lead to the successful achievement of their goals. This is also depicted in an English publication. The document highlights parental, pupil and staff involvement in the planning process as one of the factors that will help schools achieve high standards and improve the quality of learning and teaching (DOE, 2005:6, Online). Through partnership, the educational needs will be identified and action will be taken accordingly (DES, 1999:15, Online). Bradley (1988) further claims that partnerships are encouraged when they are willing to yield to some of their autonomy. Their sense of joint ownership strengthens and encourages partnership and is extended beyond the planning process into the actual implementation of the activity. Parent participation is seen as very important in schools. According to Braithwaite (1994) 22 Actions are involved in the Australians SDP process, among which is parental involvement. The NMC (2000) claims that parents should be seen as partners in the education of their children, so much that it believes in site-based curriculum development, where teachers and administrators can work alongside with parents and the local community to be able to respond to the needs of that particular school. In explaining how a shared vision is achieved, Lumby (2007a:89) holds that notwithstanding the principal leading the planning process, all staff [should] share in the re-creation and adjustment of vision. Furthermore, Jenkins considers staff involvement as the most useful part of the planning process (1991:38) in not only arriving at plans but also in raising the chances of their successful implementation (Lumby, 2007a:98). While being a threshold to school improvement, Newton and Tarrant declare that Evaluation needs the co-operation of the whole organisation to be effective and accurate. (1992:33). Is the School Development Plan opening doors to school improvement? Bush and Coleman say it quite simply: The origins of school development planning lie in the move towards school improvement and effectiveness (2006:75). The SDP enables the school community to develop a clear vision of what the school is about and where it is going, a shared sense of purpose, a common set of goals and consensus on the means of achieving them. It characterises the school as a learning organisation that focuses on meeting the professional needs of teachers in order to meet the educational needs of pupils. The Irish National Progress Report 2002, states that This focus is essential if SDP is to achieve its core purpose: school improvement. (DES, 2003:55, Online). As seen by Law and Glover (2000), school improvement is the result of a three-stage process: establishing targets, planning to attain them and finally monitoring and evaluating them. Moreover, studies conducted by Gray et al. lead an improving school to be measured and defined as one that increased in its effectiveness over time (1999:137). It is also worth mentioning that, an English publication states that Appraisal should support development planning and vice versa. (DES:1991) According to Jones (1993:12), improvement in the teaching and learning is guaranteed when appraisal is considered an integral part of the SDP. Likewise, through their research, Horne and Pearce maintain that integrating appraisal into the SDP resulted in a way of improving the quality of education for the pupils and of raising standards (1996:62). One reason to which Davies attributes an ineffective school is to the teachers lack of punctuality resulting from a low motivation that keeps the teachers lingering in the staffroom till the last minute (1994:35). This implies that lack of appraisal may lead to low motivation in teachers, which in turn will result in ineffectiveness. Furthermore, in discussing the issue about strategic planning, Sergiovanni compares the Traditional with the Alternative rule of planning. He suggests that the latter brings about school improvement in that it emphasizes first the means appraising people involved, then the ways allowing them to discern what needs to be done, and finally the ends in that they themselves will decide on and attain aims (2009:95). Conclusion Dalin and Rust believe that: A good school is one which itself learns; it is a learning school, a living institution that changes in order to remain an institution that stimulates learning. (1996:7) This implies that, the changes that take place in a school, must support the preservation of what has worked well in that school, to be able to give it stability and reputation. The schools SDP is a means of implementing change. It must, in the process, provide a way of dealing effectively with new developments so as to ensure school improvement whereby, all stakeholders are empowered to make decisions and engage in planning their own educational future. Investigation Introduction The first part of this section presents the aim and objectives of this study. Some methodological considerations are then examined. Subsequently, the research instruments are considered. Finally, this section gives an account of the ethical framework considered, the school context, the procedure and the data analysis used. The Aim and Objectives of this Research This research was undertaken in an attempt to investigate the effectiveness of the process of school development planning of the school under consideration. Also, the research project has more specific objectives, mainly to investigate: the importance of a SDP to the school how the process is carried out who is involved in the planning process whether the SDP is opening doors to school improvement. Methodological Considerations There are two approaches to academic research that can be adopted by a researcher quantitative and qualitative (Bell, 2008; Briggs and Coleman, 2007). In this study, an educational case study (Bassey, 2007:142) was used, conducted through both qualitative and quantitative research. According to Bassey, one of the strengths of case study research is that it is carried in its natural context [it] entails being where the action is (2007:143). The case study is aimed at improving educational action (Bassey, 2007:142) and which has theory seeking and theory testing as an end point (Basset, 2007:147). This leads to a theoretical structure that not only provides sound data and limits assumptions but also attempts to tease out why a situation is good, bad or mediocre (Bassey, 2007:154). In this research project, an interview with the Head of School was carried out in order to seek insights rather than statistical perceptions of the world (Bell, 2008:7). One should say that the major advantage of qualitative approach is adaptability (Bell, 2005:157) as it emphasises direct human experience. On the other hand, the major disadvantage is that it is time-consuming and generalisation is much more limited (Bell, 2005:157). In an attempt to take advantage from the strengths of both qualitative and quantitative approaches, Triangulation is used to cross-check findings (Bell, 2005:116). In this manner, the findings are compared in order to determine the accuracy of information (Bush, 2007:100) rendering them more reliable. The Research Instruments used for Data collection The Interview with the Head Teacher (HT) An approximately one hour-long unstructured interview was carried out with the HT. Although it takes a great deal of time to analyse, the unstructured interview was deemed best for this research as the interviewee is free to talk about what is of central significance (Bell, 2005; Ribbins, 2007). The interview consisted of ten questions aimed to elicit detailed information about the HTs personal view of the SDP, how the process is managed and who is involved to participate and whether the SDP is opening doors to school improvement (see Appendix 1). The face-to-face interview (Ribbins, 2007:212) served as a means of getting the real feelings of the HT, regarding the content, the process and the implementation of the SDP. The Teachers Questionnaire Quantitative research was also used in a questionnaire consisting of ten closed statements and one open-ended question (see Appendix 2). In order to select a group which is as representative as possible (Bell, 2005), stratified sampling was used (Fogelman and Comber, 2007). In fact, the questionnaire was distributed to eighteen teachers one teacher from every subject being taught. The respondents were asked to tick one of three options: Yes, No, or Do not know. Statements 1-8 were intended to investigate positive perceptions on the SDP while statements 9 and 10 were intended to bring to light any negative perceptions, if any. Moreover, an open-ended question was set in order to give the respondents the opportunity to give their personal views on SDP matters at school. This question placed each teacher in a position to reflect and answer freely, thus reducing the interviewer effects regarding emotionality and free response (Cohen et al., 2000). Procedure and Ethical Considerations An appointment was made with the HT of St.Helen School (a pseudonym used to maintain confidentiality) and the date for the interview was agreed. Permission to carry out the research was informal, due to the fact that the investigation was carried out in ones own institution. The interview with the HT was carried out onsite (Busher and James, 2007:110) and in the Heads office. At the beginning of the interview, the Head of school was shown the set of questions prepared for the interview as well as other relevant material that proved the interview was required for the research. Though very time-consuming to transcribe, the interview was recorded to ensure data collection and maintain eye contact with the interviewee (Bell, 2005). The HT was given assurance of confidentiality. It is also worth mentioning that the questionnaires were anonymised so as to assure protection to the participants. Moreover, the respondents were made aware of what the research was about and also of its purpose (Bell, 2005:156) (see Appendix 2). Consent for answering the questionnaires was granted freely and without force. The School Context The investigation was carried out at St. Helen Girls Secondary School one of the 22 church schools on the island operating at secondary level. A profile of the school is given in the Table below. ST.HELEN GIRLS SECONDARY SCHOOL PROFILE Year founded 1999 Secretary Clerk Affiliation Church Librarian Student Admission Feeder Area Counsellor Student Population 364 Guidance Teacher Number of Classes 15 Spiritual Director Average Class size 24 Pastoral Care Team No. of Assistant Heads 2 Discipline Team Teaching Staff 37 P.T.A. Classroom Support Staff 4 Student Council Ancillary Staff 3 Eco School Council Table 1: School Profile Conclusion This section has served the purpose of describing and giving an explanation for the methodology used in carrying out this research supported with all the necessary ethical issues arising from the same research. Following is an analysis of the findings that emerged from the investigation. Analysis Introduction This section includes the significant features that emerge from the Teachers Questionnaire as well as the Head Teachers Interview. Both research tools were based on the following research questions: What is the importance of a SDP to the school? How is the process of development planning carried out? Who is involved in the planning process? Is the SDP opening doors to school improvement? The presentation and discussion of the findings that follow, aim at providing answers to these questions. Presentation of Findings Teachers Questionnaire The questionnaire, consisting of ten statements and one open-ended question was distributed to 18 teachers. All questionnaires were collected. Following are the results for statements 1-10 of the questionnaire. Open-ended question The teachers questionnaire ended with an open-ended question asking the respondents to comment in general about the SDP at their school. Only 6 (33.3%) out of 18 respondents answered this question. Four respondents agreed that the SDP is of utmost importance both for the teaching staff as well as for the students improvement. They claim that at their school, the SDP is discussed thoroughly most especially during the Staff Development Days. However, they argue that it is hardly mentioned during the rest of the scholastic year. Another respondent states that more time should be allocated to see if everything planned has been carried out, and if not, why. Similarly, another respondent argued that the SDP should be more carefully monitored and evaluated, and that while it is frequently very cautiously planned, however, it is not adequately implemented. The Head Teachers Interview Following is a summary of the Head Teachers responses to the Interview (see Appendix 1). The Head Teacher (HT) of the school under investigation holds that the SDP conducted since 2002 plays a very important role in the life of every school. Asked about who is involved in the process, the HT mentioned various stakeholders. Regarding the process, the HT states that it takes place in different stages. The difficulties encountered during the process are time and the staffs interest and cooperation. However, since the latter has become an annual process, nearly all teachers help in formulating objectives and action plans. The HT declares that the SDP definitely provides a framework for evaluation and improvement; otherwise it will be of no value. Finally the HT expressed her hopes that the SDP will lead to open wide the doors to school improvement. Analysing the Findings The following section is an attempt to go into the main concerns and interests raised during research. After being collected and classified, the research findings will be discussed and analysed in relation to the research questions and compared to the literature review. What is the importance of a SDP to the school? As shown in Table 2, all 18 teachers interviewed consider the SDP as important to their institution. Moreover, in an attempt to answer the open-ended question at the end of the questionnaire, one teacher claims that the SDP is of utmost importance both for the teaching staff as well as for the students improvement. As suggested by Bezzina (1999), another teacher claims that the SDP is important to enhance the students potential and that it must be used to tackle all their needs. While Bezzina acknowledges that a SDP encourages team effort (1999:37), the Irish document holds that it is a great benefit to the whole school community (DES, 1999, Online). Similarly, the HT holds that: It is a great opportunity to enhance teamwork, collaboration and collegiality among the whole school community, that is, the Senior Management Team, the staff, the students and their parents, and all those who rightly give their share. (Interview with HT). Also, this implies that the style of leadership of the HT at St.Helen is participative (Coleman, 2005a:18), as the issue of decision-making is shared with other stakeholders. Moreover, the HT confirms what is suggested in the DES document (1999, Online), mainly that the SDP gives the teachers a sense of direction as They all know what the school is after (Interview with HT). Who is involved in the process? Bezzina claims that A SDP calls for a co-ordinated effort, a belief in each others worth, and a sincere willingness to work together to achieve set goals (1999:36) Similarly, Lumby maintains that even though the principal may lead in the process, all staff is responsible for the recreation and adjustment of vision on a daily basis (2007a:89). This is evident at St.Helen, so much that the HT mentions the following as stakeholders: Staff Members, P.T.A Members, Ladies Circle, the School Handyman, Parents, Students Council and Students. Moreover the participation of groups such as the Pastoral Team, The Green/Eco-School Team and Discipline Team is encouraged. The HT claims that, All these groups give their contribution. Different meetings are held with different groups on different topics; they all do their utmost to achieve goals. (Interview with HT) Teachers Participation Although The Principal plays a prominent role in the leadership and management of the planning process (DES, 1999:26, Online) 83.3% of the questionnaire responses claim that teachers participation is encouraged in the planning process. Researchers like Bush and Coleman (2006) and Lumby (2007b) hold that the involvement of staff might cause difficulties. However, Early (2007) maintains that staff involvement in becoming increasingly important for school success. Moreover, the above mentioned Irish document states that The whole-hearted participation of the teaching staff is crucial to the success of the planning process and that the whole staff should be actively involved to enable all members of staff to participate in discussion and decision-making (DES, 1999:27, Online). In fact, 55.6% of the responses show that the teaching staff is committed to the SDP. Also, this implies that the staff should be made aware of what the SDP is, why it is inevitable and how it is to be organised. If not, there will be the risk of having staff members who are uninterested, sceptical of the whole process and determined to resist change (Lumby, 2007b:97). In fact, this might be the case with a couple of teachers who joined the school only recently and who in the questionnaire (11.1%) expressed their doubt whether the SDP is threatening to the school or not, while another (5.6%) does not know whether or not the SDP is an added burden to the school (see Table 11). This implies that while the rest of the respondents (94.4%) are rooted in the three features constituting the SDP process (DOE, 1999, Online), these newly recruited teachers are not. According to the HT, the teachers are called in for SDP consultation through questionnaires and also on Staff Development Days. In addition to this, some teachers volunteer to work together in teams and in collaboration with the SMT in order to analyse audit results as well as to prioritise and draw strategic plans (Interview with HT). The response of 83.3% of the respondents shows that at St.Helen teacher participation is quite evident. Nevertheless, the HT feels that some teachers still need to be reminded to give their contribution. Also worth mentioning is the fact that, once a month or twice in a term, the HT holds subject meetings with teachers in order to sustain continuity and on-going monitoring (Interview with HT). Parent Participation Epstein (1992) states that parental involvement is an asset to their childs education in that the school equips them with the necessary tools to help them. While learning more about educational programmes they also get familiar with how the school functions. The NMC also holds that parents or guardians should be involved as partners in their childrens education (NMC 1999:31). Although this idea is confirmed by the HT, however it is not so in style with 44.4% of the teachers who have doubts as to whether or not the SDP has brought about greater parental involvement (see Table 8). This also implies that the teachers at St.Helen are not yet embedded with parental involvement in the SDP process (DOE, 1999, Online). Student Participation The HT believes that feedback from students is an essential input to the school (Interview with HT) so much that Hargreaves holds that they play an active role in implementing the plan and have an interest in the outcomes (1989:17). This implies that the students are to be involved throughout the whole process. This is likely so at St.Helen where the SMT takes into great consideration any suggestions proposed by the student council especially when they have to do with any aspect of the SDP. Also, a questionnaire is distributed annually to the students so as to ascertain their views (DES, 1999, Online). How is the process of development planning carried out? The HT gave very vivid and clear explanations of how the school goes about the process of development planning. As expressed in the Irish document (DES, 1999, Online), the HT maintains that it takes place at different stages, mainly at three Staff Development Days together with monthly afternoon staff meetings. On such days, the teachers are grouped according to their subject, interest or specialisation, and so they are more motivated to contribute to the discussions which usually focus on the strengths and weaknesses of the targets implemented. From these elements, decisions are taken as to what the school will be tackling as aims. Moreover, these meetings offer the SMT and the Staff an ideal opportunity to audit and evaluate progress. Furthermore, the HT asserts that, speakers who are authority on different subjects as well as Personnel from the Education Department also give their contribution during these meetings. Most of the teachers feel a sense of ownership and commitment when carrying out the SDP tasks assigned to them. This emerges quite plainly in the questionnaire with 83.3% of the respondents considering the SDP to be an on-going process while 55.6% believing that the school community is motivated to implement plans. According to the HT, the SDP establishes a clear programme to follow; it defines targets, implements strategies, time limits, necessary resources and evaluation procedures. Similar to what Hargreaves and Hopkins (1991), Nathan (1996), Bezzina (1999), the Irish document (DES, 1999, Online), and Bush and Coleman (2006) suggest, the HT identifies four main processes to SDP in St.Helen, mainly, the Audit, Construction, Implementation and Evaluation. This implies that St.Helen Girls Secondary is meeting the standards that are required by the SDP. Is the SDP opening doors to school improvement? Sammons, Khamis and Coleman state that The normal measurement of effectiveness is usually to do with better than expected academic outcomes (2005:137). Consequently, 77.8% of the questionnaire responses show that the SDP promotes improvement among students. Following are three positive outcomes in addition to the acquisition of examination results (Ouston, 1999:176) and as elicited from the HTs interview, in which the process to SDP implemented at St.Helen proves to be fruitful in being effective and in bringing about improvement. Improving the attitude towards Literature Literature is Fun is one of the target-titles listed for implementation in this years SDP. The HT argues that after finding that Literature and Culture of Languages was weakening, the management provided a Literature Room, which h