Should Colleges have Child Care on Campus Essay

Should Colleges have Child Care on Campus - Essay Example The seemingly minute family concern is getting much attention from school administrations and law-makers because of the domino effect the situation can bring not only to the family but to the nation as a whole, affecting its economy and success. Looking at the situation, the individuals who have potentials which are supposed to be nurtured through higher education are forced to drop out in favor of taking the responsibility of being a full time parent. On another angle, when students are able to find child care centers for their children, the centers are usually underrated that the welfare of the children is sacrificed (McBride). For the aforementioned circumstances, it is essential that schools offer child care centers in the campus, enabling students to acquire affordable assistance with high quality performances that caters to the different schedules of students. Every parent wants to provide quality care to their children so that one of the basic considerations in choosing child care centers is the atmosphere the children are exposed to. Statistics shows that children who are given quality early childhood care are more likely to succeed in life (Anderson & Dektar). Therefore, high performance levels of child care centers need to be considered in establishing them inside the school campuses. To ensure this, having the child centers accredited should be a must. One of the accrediting bodies is the National Association for the Education of Young Children (NAEYC) which aims to strengthen the operational aspects of early childhood systems for the benefit of the children. Such accreditation will provide peace of mind to the parents, knowing that the child care centers they are entrusting their children to are efficient because they are conforming to the requirements demanded by the accrediting body. Simply having one’s child in the care of people who are not able to provide the basic needs of a child would not be sought for as parents will always be parent s, valuing more the safety and care of the children rather than their own education. However, with the accreditation of child care centers in schools, parents would be sure that the staff are well qualified and have the necessary education and training (naeyc.org) to look after their children at affordable prices. Speaking of prices, it is also to be thought of because the people the center services usually come from low-income students who are at the brink of dropping out if they do not find affordable, quality based centers for their children. Affordable prices of course, do not mean they are to be very cheap wherein the child care center will not be able to fund itself and pay for its employees anymore but that the payment should be comparable to the services. This might bring the school child care center to have two or more categories where a cheaper plan would provide the most basic care to the children like feeding, changing diapers and the like. For growing up children who ne ed more attention like being taught how to speak, walk and others, they will be given higher fees. Probably, if there are parents who would like more services to be offered to their children like being taught how to write and read, such can avail of the services at a higher rate as well. In addition, wanting more use of facilities and materials like television, computer, and toys will have to demand additional fees for

William Shakespear Research Paper Example | Topics and Well Written Essays - 750 words

William Shakespear - Research Paper Example In 1582 when he was eighteen years old, Shakespeare married Anne Hathaway who was eight years older than him. She bore him three children, Susanna as the first born and twins who were named Judith and Hamnet. Shakespeare and his family lived in London. Much is not known about Shakespeare life from 1584 to 1592 (Buckley 1417). Shakespeare worked with Lord Chamberlain's Men acting company. In 1592, Shakespeare presented Henry VI, King John and Titus Andronicus, plays that many think that he could have written during his lost years. Their quality varied significantly and showed that Shakespeare adapted them from existing scripts. He also wrote poems, presenting one of his greatest poems in 1593 called Venus and Adonis. This was followed by the Ravishment of Lucrece, which was written in 1594 (Tejvan 2009). Besides writing poems and plays, Shakespeare also worked as an actor. In 1609, a book containing one hundred and fifty four sonnets written by Shakespeare was published. Some of the n otable plays written early in his life are Romeo and Juliet, A Midsummer Night's Dream, Richard III, and the Taming of the Shrew. In the last half of his career, Shakespeare wrote his greatest plays that included, King Lear, Othello, Hamlet, and Macbeth. He is said to have introduced approximately three thousand words to the English language through his work in literature. In 1616, he died in his hometown of Stratford at the age of fifty two (Tejvan 2009). Review of the Merchant of Venice The Merchant of Venice is a comedy written by Shakespeare. The play is about Antonio, the merchant of Venice, his friends and his adversary, Shylock who is a money lender. Basssanio, Antonio’s close friend, wants to marry Portia, a smart beautiful lady with a vast inheritance (Sokol 209). However, Bassanio does not have the money to travel to Portia’s home and goes to Antonio to borrow some money. Antonio’s money is held up in the sea as his boats have not returned from a busin ess voyage. Antonio tells Bassanio to borrow three thousand ducats from Shylock, which Antonio will pay once his ships arrive from the business trip. Shylock agrees and puts stringent measures because he dislikes Antonio, where he insists on cutting a pound of flesh from his torso if the money is not paid back on the date agreed upon (Corbett 2009). Shylock has a beautiful daughter who falls in love with Lorenzo, a friend to Bassanio. As Bassanio leaves to meet Portia, Jessica also escapes with a sizeable amount of Shylock’s wealth and elopes with Lorenzo (Sokol 210). At Portia’s home, Bassanio and his entourage are welcomed and it becomes apparent that Portia likes him and would want him to pass a test that his father had designed. Portia’s father had prepared three boxes made of different materials, some being expensive while one was not. For any man to marry Portia, he had to select the box with Portia’s portrait. The play shows that a few wealthy suit ors had failed but Bassanio succeeded (Corbett 2009). Bassanio now has won Portia, Lorenzo has Jessica but one problem arises. Antonio’s ships have not arrived meaning that his debt to shylock debt has not been paid. Portia agrees to pay the amount and even multiply it but since Shylock resents Antonio, he refuses and insists on his day in court. Portia disguised as an attorney, defends Antonio without his or Bassanio’s knowledge. Shylock demands for justice, which is the pound of flesh and the witty Portia asks him to cut Antonio flesh but on one condition. Antonio should not bleed since the contract did not include the shedding of blood. Antonio wins the case and Portia reveals herself later to Bassanio as he had

Innovation, Creativity, and Design Essay Example for Free

Innovation, Creativity, and Design Essay The three concepts of innovation, design, and creativity are an intertwined three-step process that produces new thoughts, systems, or products. Regardless of their occupation, both men and women utilize creativity, innovation, and design on a daily basis, even if they are unemployed. How someone commutes to work, cleans their house, decides on what to eat for lunch, or which college to attend, is all a part of creativity, innovation, and design. This paper will define, compare and contrast, and describe the importance of creativity, innovation, and design in meeting organizational objectives. Defining Creativity, Innovation, and Design These terms tend to be difficult to define because most people are unclear about the differences between the three. Creativity can be defined as the ability of developing something original or unusual whether a process, idea, or item (Sloane, 2010). Innovation is the process of taking that creative idea or thought and putting it into action with the use of design. Design is the informal process of bringing an innovative idea to fruition (Von Stamm, 2008). All three terms are concepts that stand apart from one another, but also work together towards a common goal. Importance of Creativity, Innovation, and Design in Organizational Objectives Companies like Proctor Gamble, IBM, Ford, and Apple all reinvented themselves through management, new leadership, and getting out from underneath the groupthink mentality (Scoffield, 2011). In any organizational objectives, it is increasingly important to stay ahead of the competition, and that cannot be accomplished without the ability to innovate. Without creativity, innovation, and design the world would listen to music by way of a vinyl record, record dictation only on paper with pens and pencils, and watch their favorite shows on bulky, black and white, rear-projection televisions. Regardless of the sector, creativity, innovation, and design all drive the organization and its growing potential. Conclusion  Creativity, innovation, and design play an important role in everyday life. How people operate on a day-to-day basis includes creative and innovative decisions regarding every aspect of life. Organizational objectives are not resistant to creativity or innovation either; they should actually go hand-in-hand. Without the creative processes or individuals, companies will eventually become stagnant and die off, or take massive losses from their competitors’ success, as is the case with Blockbuster when compared to Red Box or NetFlix.

Coaching Session Using the GROW Model

Coaching Session Using the GROW Model This study looks to conduct a coaching session with one individual. In order to do this effectively, a range of coaching techniques will be drawn upon using empirical research. As this study cannot cover all areas of coaching research, we will only focus on areas that will directly influence the implementation of the coaching session and therefore topics have been carefully chosen to suit the GROW model and the coaching relationship. Once a good base of literature is collected, the paper will then apply these guidelines to develop an evidence-based framework to implement. In order to assess the success of this framework, a self-reflection log and client feedback will be documented to evaluate the impact of the session on a more personal level. A discussion will also be formed to critical assess the data collected. This will help to understand any implications and improvements for future practice. GROW is arguably the most well-known approach used in coaching (Palmer Whybrow, 2007; 2009; Palmer, 2011; Grant, 2011). Although the GROW model has been around since the early 1990s (Whitmore, 1992), it has only been empirically measured over the last decade (Alexander Renshaw, 2005). It is a behavioural model that focuses on external behaviour and how it is adapted. The coaching relationship is one that is similar to Socrates and Plato, where the coach uses open-ended questions to help move the coachee through each of the four steps. By moving through these four steps the coachee enhances their performance and moves closer towards achieving their self-chosen goal. These four interrelated steps are: Goals; Reality; Options; and Way Forward. The definitions of these can be found in table 1. Goal setting is seen as the start of a â€Å"GROW journey† which then moves into reality which helps the coach gain understanding of where they are currently (Grant, 2011). GROW description table with example questions. Sourced: Grant Greene, 2004; Whitmore, 1992. Although research suggests that having a basic structure like GROW in place is effective, many would argue that GROW alone is incomplete. McKenna and Davis (2009) developed four ‘active ingredients’ that directly affect the success of the coaching outcome. These include: Client factors (40%) The relationship (30%) Placebo or hope (15%) Theory and technique (15%) These percentages suggest that the success of coaching largely due to the coachee’s own processes and the coach’s ability to develop and maintain a robust coaching relationship. It further argues that applying GROW to the session will only contribute a small part to the coaching outcome. Therefore, a primary focus on building the relationship as the coach cannot control intrinsic factors of the coachee. Since these findings, more research has been published to argue the importance of the relationship (De Haan, 2011; 2013) and linking it to outcomes (Ianiro et al., 2012). Passmore (2007) suggests that a coach needs to invest more into the relationship when the group of participants is smaller. Passmore (2007) further states that the relationship is most fragile at the beginning because this is when coachees are unsure whether they trust or like their coach. A relationship built on trust and respect is not a new concept to psychology. To build a relationship effectively, Rogers (1957), a humanistic writer, suggested that a successful therapeutic relationship relies on a series of factors. Firstly, the coach needs to hold a positive self-image. This implies that coaches with high self-esteem construct stronger relationships. This may reflect â€Å"I’m ok† from the Transactional Analysis model (TA). Secondly, the coach must believe that the coachee is able to find the answers to their own problems. This may reflect the â€Å"you’re ok† in TA. Passmore (2007) adds that a coachee’s self-esteem rises when they feel that their coach believes in their ability. Thirdly, the coach must be able to empathise with the coachee throughout their relationship. Fourthly, the coach needs to act with integrity in the relationship. Lastly, the coach must work with the sole objective of meeting the needs of the coachee. Rodgers (1957) meta-research findings were written over 70 years ago, but still have an impact on recent theory and practice (Passmore, 2007). More recently, Passmore (2007) also added that the coach must be non-judgemental of the coachee for the coaching relationship to be successful. These findings are potentially a good framework for developing the coaching relationship, however are not sufficient to maintain it. Passmore (2006) published a study looking at whether executives value the outcome of coaching. They found that a coaching relationship is not solely based on trust and respect. The coach must be able to create an environment that optimises achieving goals. In order to do this effectively, the coach must be able to firstly monitor their own behaviours and feelings. Secondly, monitor the behaviours and feelings of the coachee and the coach needs to manage his or her emotions. Lastly, adapt behaviours appropriately to maintain both professional detachment and empathetic supp ort. These are all key components of emotional intelligence (EI) which have been linked to forming and maintaining effective relationships (Stein Book, 2000). If a highly effective coach is one that uses transference and countertransference effectively (able to transfer or redirect feelings from one to another), then a coach needs to be aware of the dangers of an unbalanced power dynamic forming (Pezet, 2007). Instead, a successful power dynamic that surrounds the relationship must have the best interests of the coachee at heart. Otherwise, the coach may be seen as a â€Å"superhero or supervillian† neither of which fit into the â€Å"I’m ok, you’re ok† approach mentioned earlier. An approach to reduce the likelihood of an unbalanced power dynamic forming is to set all expectations at the start of the relationship. This allows the coachee and the coach to know what to expect from the relationship. There are also guidelines available for coaces which are provided by their chosen professional association. There is a range of coaching associations available. Popular associations include International Coaching Federation (ICF), Association for Coaching (AC) and the British Psychological Society Special Group of Coaching Psychology (SGCP). The ICF and AC are popular associations within the industry, but they do not align with the practice of SP. SGCP are one of the few associations where SP as a primary focus. As a result, this report abides to the SGCP ethical regulations, as the practice of SP is essential when working as an Organisational Psychologist. Please see appendix C for a clear understanding of all the SCGP guidelines considerations needed when designing and implementing a coaching session. In order to create an effective coaching session, a coach must firstly set expectations with the coachee to reduce any conflict or power dynamic forming. The coach must further create a relationship based on trust and respect. This can be achieved by adopting an EI approach to coaching, as well as being high in self-efficacy and able to put any agenda they have aside. Lastly, in order to be an effective coach psychologist, one should follow the ethical guidelines of SGCP. Methodology Participant- 93 The participant involved in this study has been recruited online from a Social Media advert posted on a social media site. In order to achieve a coaching relationship with no power dynamic, the participant is an individual that is not close to me. However, as I am not insured nor am I officially signed to SGCP, the client I have chosen is someone that is in my network. I have chosen these specifics as this participant is the safest option and still allows enough distance to prevent any pre-determined dynamic effecting the session. Establishing the Coaching Relationship- 243 In order to set expectations effectively, a welcome pack (appendix C) and a coaching contract (appendix D) was generated explaining what coaching is and asked the coachee a few questions about their: Expectations of the coaching process Expectations of the coach Expectations of the coachee Experience of therapeutic relationships (what they found to be a good/poor approach) How they would like to be treated within the coaching relationship if challenged A coaching contract is also a part of the welcome pack. The contract further sets expectations of the coaching relationship, e.g. logistics of the coaching session and set expectations of coaching and the coachee. Both the contract and the welcome pack state clearly that an SGCP ethics guideline sheet will be provided if requested. It should be noted that, the contract will state that all details about the coachee will be kept anonymous. Once these questions have been answered, a follow-up phone call will be arranged with the client. This helps to cement expectations by both parties answering any questions. We will then arrange a time and date for a session that is suitable for both parties. For my own record keeping, I will also keep a confidential record online of the coachee’s details and create a spreadsheet log of my coaching (Appendix D) Conducting the Coaching Session- 139 The session will be conducted in a meeting room in City University Library. This location is neutral to both parties to keep the power dynamic balanced and the session undisturbed. Both parties will have their phones switched off to ensure no interruptions. I will further arrange the chairs so that they are sitting next to one another is a less intimidating stance for both parties (STUDY). The coach and coachee will be provided with a pen and paper for note taking. As a means of gauging the success of the session, the client will fill in a short Likert scale questionnaire before and after the session (See appendix E). Diagram 1: Seating positions of coach and coachee In the 60-minute session, the coach will follow the GROW model (see Diagram 2) using the framework set in table 1. The session will commence with a tighter structure at the beginning, but the structure of the session will become less tight as the session moves in ‘R’ and ‘O’. However, once heading into ‘W’, the session will become tighter again. Allowing flexibility in ‘R’ and ‘O’ gives the client creative freedom to explore their situation and their options. Please see Diagram 3 for a clear understanding. Diagram 2: GROW MODEL PROCESS Diagram 3: Dimensions of Session Structure Once the session is complete, the client will be advised to email a week later with any homework and feedback from the session. This aims to give the client accountability and give leverage their self-chosen goal. A final questionnaire will be sent to the coachee to see whether their motivation has fluctuated from the previous. Follow-up from client 480 â€Å"Coaching was an overall good experience. I particularly liked being given permission to speak about my passion! I also enjoyed breaking things down into small manageable goals- smaller than I usually would. I further enjoyed indentifying where motivations like, or is enjoyable about work. The questions were sometime difficult but they were thought-provoking and forced me to consider things from a different perspective. However, a little more input would have been helpful. I realise the point is for you to get me thinking, but possibly some suggestions of your own, or things that other people have tried might help when Im stuck on finding an answer for something. I am happy with the general dynamic. I think the style of a semi-structured conversation works well, it let us explore things as they came up but also felt like there was a clear process. As a person I think youre very approachable and friendly but you keep a strong focus at the same time so that works well.† Self-Reflection- 308 I have written a self-reflection report to clear my thoughts on the session and improve my self-awareness and skill set. In this session, the client initially came into the session with a long-term goal and so most of the session was spent breaking it down. I did my best to help the client find their tangible first step that they can achieve in the short term and provided the coachee with homework to research and evaluate different options. However, I felt that more work could have been done to add value to the goal. For instance, I could have spoken about the benefits and consequences of achievement more. I could have also done more work on drawing out client’s strengths and highlighting previous success strategies. This would build on their ‘can-do’ attitude, which could increase the quality of actions they may generate in their homework and make it much more likely to leave with a specific idea of what resources to research when completing their homework. Nonetheless, I feel that I was able to challenge my coachee and was unafraid to question their commitment to action, their motivation and the possible consequences of inaction. Additionally, I feel that I was able to active listen without having the urge to interrupt or give advice, with only the urge to interrupt once to provide a suggestion. I tackled this by asking the client’s permission to give the suggestion and provided two other options alongside it. I did not so that the choice of action was still in their hands. Lastly, I made sure to paraphrase and summarise using the client’s words (i.e. habit, energy, focus) at every milestone in the session. I did this by writing down key words being said by the coachee. This helps both the coachee and I gain understanding and reflection on what was previously said.

Creon as the Ideal Tragic Hero of Sophocles Antigone Essay example --

Creon as the Ideal Tragic Hero of Antigone Tragedy always involves human suffering, but not everyone who suffers is a Tragic Hero. According to Aristotle, there are five basic criteria that must be met for a character to be considered a Tragic Hero. Aristotle’s ideas about tragedy were recorded in his book of literacy theory titled Poetics. In it he has a great deal to say about the structure, purpose and intended effect of tragedy. His ideas have been adopted, disputed, expanded, and discussed for several centuries. In this essay, I will examine these criteria in regards to Antigone’s Creon, King of Thebes. The first criterion states that to be a tragic hero, Creon must occupy a "high" status position, but must also embody nobility and virtue as part of his innate character. Creon fits this description quite accurately. We know at the beginning of the play that Creon is King of Thebes. Therefore, he occupies a stature of nobility. Furthermore, Creon’s innate character embodies virtue and nobility. For example, when talking to the Chorus at the beginning of the play, Creon says, "†¦anyone thinking/another man more a friend than his own country/I rate him nowhere†¦I would not be silent if I saw ruin, not safety†¦I would not count any enemy of my country as a friend" (Lines 202-210). His standards are set to the point where he would put his country above all else. He would do anything to protect his country; he would "not be silent if [he] saw ruin, not safety" (line 204). Also, Creon shows a high sense of morality when he properly buried Eteocles, Antigone’s brother. Antigone herself says this when speaking to her sister, Ismene, "Creon honored the one†¦Eteocles, they say he has used justly with lawful rites and hid him ... ...earn from. Finally, his punishment delivered by fate exceeds his crimes. Thus, according to Aristotle, Creon is the prefect tragic hero. Works Cited and Consulted Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. Segal, Charles Paul. â€Å"Sophocles’ Praise of Man and the Conflicts of the Antigone.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966. Sophocles. Antigone. Translated by R. C. Jebb. The Internet Classic Archive. no pag. http://classics.mit.edu/Sophocles/antigone.html â€Å"Sophocles† In Literature of the Western World, edited by Brian Wilkie and James Hurt. NewYork: Macmillan Publishing Co., 1984. Watling, E. F.. Introduction. In Sophocles: The Theban Plays, translated by E. F. Watling. New York: Penguin Books, 1974.

Atlantis :: essays research papers

Atlantis Over 11,000 years ago there existed an island nation located in the middle of the Atlantic Ocean populated by a noble and powerful race. The people of this land possessed great wealth thanks to the natural resources found throughout their island. The island was a center for trade and commerce. The rulers of this land held sway over the people and land of their own island and well into Europe and Africa. This was the island of Atlantis. Atlantis was the domain of Poseidon, god of the sea. When Poseidon fell in love with a mortal woman, Cleito, he created a dwelling at the top of a hill near the middle of the island and surrounded the dwelling with rings of water and land to protect her. Cleito gave birth to five sets of twin boys who became the first rulers of Atlantis. The island was divided among the brothers with the eldest, Atlas, first King of Atlantis, being given control over the central hill and surrounding areas. At the top of the central hill, a temple was built to honor Poseidon that housed a giant gold statue of Poseidon riding a chariot pulled by winged horses. It was here that the rulers of Atlantis would come to discuss laws, pass judgments, and pay tribute to Poseidon. To facilitate travel and trade, a water canal was cut through of the rings of land and water running south for 5.5 miles (~9 km) to the sea. The city of Atlantis sat just outside the outer ring of water and spread across the plain covering a circle of 11 miles (1.7 km). This was a densely populated area where the majority of the population lived.   Ã‚  Ã‚  Ã‚  Ã‚  Beyond the city lay a fertile plain 330 miles (530 km) long and 110 miles (190 km) wide surrounded by another canal used to collect water from the rivers and streams of the mountains. The climate was such that two harvests were possible each year. One in the winter fed by the rains and one in the summer fed by irrigation from the canal.   Ã‚  Ã‚  Ã‚  Ã‚  Surrounding the plain to the north were mountains which soared to the skies. Villages, lakes, rivers, and meadows dotted the mountains. Besides the harvests, the island provided all kinds of herbs, fruits, and nuts. An abundance of animals, including elephants, roamed the island. For generations the Atlanteans lived simple, virtuous lives. But slowly they began to change. Greed and power began to corrupt them.

Queuing Up

Long Queuing Time Pepper lunch restaurant is famous for providing hot, fast and delicious food to customers. It attracts many people to visit, no matter in peak hours or off peak hours. However Pepper Lunch Restaurant have a poor queuing for customers to buy their wanted dishes. According a servey, a customers said that when he buying a meal, he counted from queuing to get a meal on the get dishes area, it takes around 45minutes in peak hour while it takes at least 15 minutes in off peak hours.Customers have to spend much time when they visit Pepper Lunch Restaurant. The picture at the right hand side showed Pepper lunch restaurant had made a notice for customers which listed about the queuing time is around 20 minutes and apologize for that non-convenience issue. Therefore, the following part is focus on this problem and also suggests some improvements for long queuing time. There are several reasons in causing this problem. One of the reasons is the pepper lunch restaurant in Festi val Walk lack a smart, fast and effective payment system.Only cash is accepted. Octopus card is not accepted as a payment method in the payment system. As all known, nowadays Octopus card is a well-known and very convenience payment method for people to use in buying things and pay transportation fare. Apart from the payment method, Pepper Lunch Restaurant only has one cashier for people to buy their meal. In peak hours, there are at least 20 people in the queue. In off peak hours, there are still 10 people in the queue.A survey interviewed 10 customers who standing outside the Pepper Lunch restaurant, asking whether they would give up if they saw a long queue outside the restaurant. Not surprisingly, 5 people said yes and they would choose other restaurant. The result showed that long queuing time is a serious problem to pepper lunch restaurant. Base on the above problems, we suggest the following improvements. Pepper Lunch Restaurant should install the Octopus card payment system for people to purchase the meal.The Octopus card payment system is a convenience system for payment. It is already widely used in buying food in some specific store or restaurant which installed the Octopus card payment system. Therefore, pepper lunch restaurant should install the Octopus card payment system for people to purchase the meal in order to reduce the time during the payment process and also to save time for change. Apart from installing the Octopus card payment system in the cashier counter, pepper lunch restaurant can set an auto-machine near the cashier counter.This auto-machine is quite like the auto-machine used in cinema. People can order their food by using this auto-machine with their octopus card. It will save much time in queuing. Although setting one more cashier counter, a self-purchase machine and the Octopus card payment system might slightly increase the cost, it can highly reduce the queuing time and attract more people to visit the restaurant. It definite ly would be the best long-term plan for its business and helps to increase profits.Beside, pepper lunch restaurant should set one more cashier in the counter to shorter the waiting time for buying meal. If there are two cashiers in the counter, one cashier could be used for cash while the other could be used for octopus. It would be a great payment system and could shorter the queuing time effectively. The below picture is the orginal layout design of Pepper Lunch Restaurant in Festival Walk The fowlloing picture is our suggested layout design for Pepper Lunch Restaurant.